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1.
Pauline Davey Zeece 《Early Childhood Education Journal》2009,36(5):447-452
Learning to display kindness and compassion for others is a critical and ongoing developmental process and an important part
of young children’s evolving social competence (Han and Kemple in Early Child Educ J 34(3):241–246, 2006; Moore in Early Child Educ Today 19(3):36–44, 2004). The capacity to care emanates from physical and psychological caregiving by nurturing others, develops into self-nurturing,
and gradually supports the ability to nurture others (McNamee and Mercurio in Early Child Res Pract, , Spring 2007). Literature that highlights and supports secure attachment and positive interaction between young children and their significant
adults and highlights kindness serves to build foundations of trust whereby prosocial behaviors such as sharing, helping,
comforting, and caring are acknowledged and valued. A rationale, selection criteria, and teaching strategies for using picture
books to encourage kindness are presented. Fourteen children’s books are reviewed and recommended. 相似文献
2.
Mark H. Salisbury Michael B. Paulsen Ernest T. Pascarella 《Research in higher education》2011,52(2):123-150
Despite substantial efforts across postsecondary education to increase minority participation in study abroad, the homogeneity
of study abroad participants remains largely unchanged (Dessoff in Int Educ 15(2):20–27, 2006; Shih in , 2009). This study applies an adaptation of an integrated student choice model (Perna in Higher education: Handbook of theory and
research, 2006; Salisbury et al. in Research in Higher Education 50:119–143, 2009) to identify differences between white and minority (African-American, Hispanic, and Asian-American) students across measures
of human, financial, social, and cultural capital previously shown to influence aspirations to study abroad (Salisbury et
al.). Analysis of data from 6,828 students at 53 institutions participating in the Wabash National Study on Liberal Arts Education
suggests numerous differences between racial groups with considerable implications for institutions, scholars, and policymakers. 相似文献
3.
Dawn Del Carlo Holly Hinkhouse Leah Isbell 《Journal of Science Education and Technology》2010,19(1):58-68
This paper outlines the connection between qualitative research methods in education and teacher reflective practices as they
relate to Valli’s (Reflective teacher education: cases and critiques. State University of New York Press, Albany, 1992; Peabody J Educ 72(1): 67–88, 1997) model of reflection. Using the authors’ own experiences in performing and guiding educational research, and existing research
in the field of teacher education pertaining to reflective practitioners, explicit connections are made between the two paradigms.
These connections illustrate the importance of integrating authentic research experiences into the teacher education curriculum
outside the context of methods courses, much like models established in the sciences. 相似文献
4.
Jonathan Singer Christine Lotter Robert Feller Harry Gates 《Journal of Science Teacher Education》2011,22(3):203-227
A hallmark of current science education reform involves teaching through inquiry. However, the widespread use of inquiry-based
instruction in many classrooms has not occurred (Roehrig and Luft in Int J Sci Educ 26:3–24, 2004; Schneider et al. in J Res Sci Teach 42:283–312, 2005). The purpose of this study was to investigate the impact of a professional development program on middle school science
teachers’ ability to enact inquiry-based pedagogical practices. Data were generated through evaluation of teacher practice
using the Reformed Teaching Observation Protocol (RTOP) (Sawada et al. in School Sci Math 102:245–253, 2002) at three distinct junctures, before, during, and after the professional development treatment. Analysis of teacher-participant
post-institute reflections was then utilized to determine the perceived role of the various institute components. Statistical
significant changes in RTOP scores indicated that the teachers were able to successfully transfer the enactment of the inquiry-based
practices into their classrooms. The subsequent discussion provides connection between these pedagogical changes with use
of professional development strategies that provide a situated learning environment. 相似文献
5.
Engaging young children in literacy activities at home is one way for families to augment and enrich the home literacy setting
and to participate in their child’s education at an early age (St. Pierre et al. in Dev Psychol 41(6): 953–970, 2005). Burgess et al. (Read Res Quart 4(4): 408–426, 2002) suggested that the resources families have at their disposal, the quality of literacy role models provided by parents, and
the types of literacy and language activities in which parents and children engage, are all related to young children’s developing
literacy and language abilities. Other studies demonstrated that even modest literacy-promoting interventions can significantly
enhance a young child’s early literacy environment by increasing the frequency of parent–child book-sharing activities (Weitzman
et al. in Pediatrics 113(5):1248–1253, 2004). Dever (J Early Educ Fam Rev 8(4):17–28, 2001) and Dever and Burtis (Early Child Dev Care 172(4):359–370, 2002) emphasize the use of family literacy bags for early childhood development. Developing and sharing take-home literacy bags
is an exciting literacy-promoting activity that may be shared with children and families to provide support for emergent literacy.
This article explores the development of the BAGS (Books and Good Stuff) take-home literacy kits and provides suggestions
for content, construction, implementation, and evaluation. Sixteen current books are reviewed and recommended by theme. 相似文献
6.
This is a design study meant to demonstrate the feasibility of integrating three rather different theoretical perspectives
for future efforts in multimedia instructional design. A multimedia instructional grammar program contextualized within the
teaching of English as a Second Language (ESL) was developed and evaluated. The program design was grounded in Mayer’s multimedia
learning theory (2001), Sweller’s cognitive load theory (CLT, 2005), and cognitive training theory using an inductive reasoning
paradigm (Klauer and Phye, Rev Educ Res 78(1):85–124, 2008). A successful integration of cognitive training theory into program design is expected to facilitate the transition of student’s
declarative knowledge of a grammar concept of passive voice to procedural knowledge (Phye, Contemp Educ Psychol 16:87–94,
1991; Phye et al., Empirical methods for evaluating educational interventions, Academic Press/Elsevier, San Diego, 2005). Two studies involving ten and four adult ESL learners were conducted in a Midwest community college. Grammar teaching occurred
within the context of history and geography of the USA. Students with low prior knowledge of passive voice grammar concepts,
intermediate level of general vocabulary, and adequate basic knowledge of content (basic geography and history) benefited
most from the program. Preliminary results are encouraging for the aforementioned integrative efforts. 相似文献
7.
《Journal of moral education》2012,41(3):327-344
Abstract In this paper we examine the role of the Israeli kibbutz experience as an agent of informal education in cross‐cultural settings, acting as a transformative agent of ethnic identity. The study presents, through comparative longitudinal analysis, the changes in Jewish identity and values of young North American Jews between their arrival in Israel and the conclusion of the kibbutz programme, as well as after they have returned to their home country. The analysis utilises data gathered from 238 Oren Kibbutz Institute alumni who participated in the programme between 1990‐94 in six kibbutzim. The transformative role of the Israeli kibbutz experience contributes independently and cumulatively to the formative role of home background, Jewish schooling and previous visits to Israel. 相似文献
8.
This paper presents data generated during a semester-long programme to support international students from countries in Melanesia and Asia embarking on masters research in education in a New Zealand university. All were scholarship recipients. The researcher-and facilitator-of the programme, was interested in documenting and understanding the nature of the students’ experience as they planned and wrote research proposals. The process of developing a research proposal, as one of the early stages of ‘becoming’ a researcher, highlighted a number of challenges for the six case study students. The challenges are viewed from a transition or ‘resituation’ perspective (Eraut in Stud Contin Educ 26(2): 247–74, 2004, 2008) rather than an adjustment one. A resituation perspective assumes that students brought with them “personal expertise, practical wisdom and tacit knowledge” (Eraut 2008, p. 42) which needed to be reconciled with what was demanded of them by different aspects of the research planning process. The resituation challenges experienced by the students included situating a perceived problem or issue in the research literature; reconciling personal research goals with the limitations of one’s own agency as a researcher; integrating new learning with research goals; and reconciling the new role or identity as a researcher with the previous role as colleague or community member. The paper presents a case for providing a context for postgraduate students in which explicit recognition of what they bring to the research task, and acknowledgement of the resituation challenges can take place. 相似文献
9.
Bogusław Milerski 《Prospects》2010,40(1):115-132
This article analyzes the historical and political context of Holocaust education, and its implementation in Polish schools.
Perceptions of the Holocaust continue to change, influenced by Poland’s social and political situation. The Polish historical
context is quite specific; it includes the long history of Poles and Jews as neighbours, with local resentments and animosities,
and the Polish sense of being special victims of World War II and observers of the Nazis’ “final solution to the Jewish question”.
These different types of social awareness have neutralized the remembrance of the Holocaust and its presence in school education.
Similarly, the perception of the Holocaust in Polish schools has changed. Initially seen as just one element in the Nazis’
crimes against everyone in Poland, it is now understood as a singular phenomenon, the unparalleled mass extermination of the
Jewish nation. From this perspective, I analyze Holocaust education, and its status in the curriculum and in pedagogical practice.
I also report on my own research on the practice and meanings of Holocaust education in Polish public schools. Holocaust education
should not be limited to the pedagogical transfer of remembrance but should also be associated with transforming social awareness
and modern civic education. 相似文献
10.
Katherine Richardson Bruna 《Cultural Studies of Science Education》2010,5(2):383-422
In this article, I return to the interactions of Augusto and his teacher in an “English Learner Science” classroom in a demographically-transitioning
US Midwest community (Richardson Bruna and Vann in Cult Stud Sci Educ 2:19–59, 2007) and further engage a class-first perspective to achieve two main conceptual objectives. First, I examine Augusto’s science
education experience as a way of understanding processes Rouse (Towards a transnational perspective on migration: Race, class,
ethnicity, and nationalism reconsidered. The New York Academy of Sciences, New York, 1992) refers to as “the disciplinary production of class-specific subjects” (p. 31). Coming from a subsistence farming community
in rural Mexico to an industrialized meatpacking community in semi-rural Iowa, I describe how Augusto undergoes a change in
his class identity (experiences a Class Transformation) that is not just reflected but, in fact, produced in his science class.
Second, I examine the work Augusto does to resist these processes of disciplinary production as he reshapes his teacher’s
instruction (promotes a class transformation) through specific transnational social capital he leverages as peer mediation.
My overall goals in the article are to demonstrate the immediate relevance of a socio-historical, situated perspective to
science teaching and learning and to outline domains of action for an insurgent, class-cognizant, science education practice
informed by transnational social capital, like Augusto’s. 相似文献
11.
Laura Black Julian Williams Paul Hernandez-Martinez Pauline Davis Maria Pampaka Geoff Wake 《Educational Studies in Mathematics》2010,73(1):55-72
The construct of identity has been used widely in mathematics education in order to understand how students (and teachers)
relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont’ev’s notion of leading activity in order to explore the key ‘significant’ activities that are implicated in the development of students’ reflexive understanding
of self and how this may offer differing relations with mathematics. According to Leont’ev (1981), leading activities are those which are significant to the development of the individual’s psyche through the emergence
of new motives for engagement. We suggest that alongside new motives for engagement comes a new understanding of self—a leading identity—which reflects a hierarchy of our motives. Narrative analysis of interviews with two students (aged 16–17 years old) in post-compulsory
education, Mary and Lee, are presented. Mary holds a stable ‘vocational’ leading identity throughout her narrative and, thus,
her motive for studying mathematics is defined by its ‘use value’ in terms of pursuing this vocation. In contrast, Lee develops
a leading identity which is focused on the activity of studying and becoming a university student. As such, his motive for
study is framed in terms of the exchange value of the qualifications he hopes to obtain. We argue that this empirical grounding
of leading activity and leading identity offers new insights into students’ identity development. 相似文献
12.
Maeghan N. Hennessey Kelli Higley Steven R. Chesnut 《Educational Psychology Review》2012,24(2):187-204
Mathematics teachers face a myriad of instructional obstacles. Since the early 1990s, mathematics education researchers have
proposed the use of constructivist practices to counteract these ever-prevalent obstacles. While we do give credit to the
choices of instructional activities the constructivist paradigm promotes, there are problems with its use as the foundation
of mathematics pedagogy (e.g., Phillips, Educational Researcher 24: 5–12 1995; Simon, Journal for Research in Mathematics Education 26: 114–145 1995). In this paper, we will analyze and review the literature pertaining to the conceptual tenets and operational practices
of constructivism, and the viability of these practices for meeting the professional teaching standards proposed by the National
Council of Teachers of Mathematics (NCTM; 2000). We will then review the literature pertaining to a paradigm of teaching that may be more applicable, that of persuasive
pedagogical practices, and the ways in which these practices can differentially meet the goals of the mathematics standards.
The differences between constructivism and persuasive pedagogy lead us to believe that the adoption of the theory of teaching
as persuasion, or persuasive pedagogy, may be more appropriate for learning mathematics and the identification and correction
of misconceptions. Further, these pedagogical practices correspond with suggestions for mathematical discourse provided by
NCTM (2000). 相似文献
13.
Corrine M. Wickens 《Children‘s Literature in Education》2011,42(2):148-164
Since the publication of the first young adult novel to deal with issues of sexual identity, John Donovan’s (1969) I’ll Get There, It Better Be Worth the Trip, over 200 novels have been published centered around gay, lesbian, bisexual, transgender, queer and questioning (LGBTQ) characters
and conflicts (Cart and Jenkins, 2006, The Heart has Its Reasons: Young Adult Literature with Gay/Lesbian/Queer Content, 1969–2004. Lanham, MD: Scarecrow Press). In significant contrast to early texts, many authors in recent years have sought to promote
inclusion of LGBTQ individuals and to present LGBTQ characters in a positive light. To do so, they frequently create antagonistic
homophobic characters and situations that provide a sense of realism (Crisp, 2009, Children’s Literature in Education, 40, 333–348). In this paper, I present several representative examples from these novels that challenge homophobia, but ultimately
leave it intact. Text excerpts are drawn from the numerous contemporary realistic LGBTQ-themed texts, published between the
years 2000–2005, and marketed to young adults. I then contrast these texts with the novel Boy Meets Boy (Levithan, 2003). Through the novel’s blurred genres and inventive use of linguistic features, Boy Meets Boy is able to more effectively undermine heteronormative assumptions by presenting the unthinkable: children as sexual beings,
hegemonic masculinity as in fact non-hegemonic and detrimental to success, and homosexuality as normalized and even ordinary. 相似文献
14.
The purpose of this study was to assess differences between Nigerian junior and senior preservice teachers’ science teaching
efficacy beliefs. Data in this study were collected from a total number of 221 preservice teachers enrolled in junior and
senior secondary science teacher education programs in Nigeria using Science Teaching Efficacy Belief Instrument (STEB-B)
(Enoch and Riggs in Sci Educ 74:625–638 1990). Results indicated that junior secondary preservice teachers were as efficacious as their senior secondary preservice teachers
on the two dimensions of STEB-B. In addition, analyses did not reveal any significant gender differences on the two dimensions
of STEB-B. 相似文献
15.
Developmental dyslexia is associated with functional abnormalities within reading areas of the brain. For some children diagnosed
with dyslexia, phonologically based remediation programs appear to rehabilitate brain function in key reading areas (Shaywitz
et al., Biological Psychiatry 55: 101–110, 2004; Simos et al., Neuroscience 58: 1203–1213, 2002). However, a non-trivial number of children diagnosed with dyslexia fail to respond to these interventions (Torgesen, Learning Disabilities Research & Practice 15: 55–64, 2000). A cross-sectional fMRI study investigating post-treatment effects was conducted in an effort to better understand differences
in brain function between treatment responders and non-responders. Educational testing and brain activation measured after
treatment suggested that the reading intervention used in the present study rehabilitated several basic level reading processes
in all participants diagnosed with dyslexia. However, activation in the left inferior parietal lobe differentiated treatment
responders and non-responders in comparison to non-impaired readers. Children with persistent deficits in single word decoding
(treatment non-responders) demonstrated significantly less activation in the left inferior parietal lobe when compared to
non-impaired readers. 相似文献
16.
Sivan Zakai 《Journal of Jewish Education》2014,80(3):287-318
By examining writing about Israel education since the founding of the State, this paper highlights three questions that have surfaced repeatedly in Jewish educational discourse: What is the purpose of teaching American Jews about Israel? Who is best equipped to teach American Jews about Israel? How can Israel education foster positive identification with Israel without whitewashing over the imperfections of the Jewish State? By exploring how each question has manifested in Jewish education, it examines why—for very different reasons—these questions have endured over time, and considers what it might take to arrive at lasting conclusions about them. 相似文献
17.
18.
李沁叶 《信阳师范学院学报(哲学社会科学版)》2014,(4):118-120
以色列优秀作家阿摩司·奥兹在其《忽至森林深处》中以纯净的笔调描写了一则童话故事,在故事中流露出自己对犹太民族苦难历史的回顾与思考。奥兹用童话隐喻被迫害的犹太人伤痛与畸形心理反应:被欧洲化了的犹太人只能在心中保有对欧洲执着而痛楚的单恋;犹太人在面对排犹尤其是纳粹屠犹问题时有着深重的屈辱感并保持沉默;犹太人自闭性保护行为表现在"格托"与"精神格托"等现象上,这些"格托"现象背后深藏着强制性文化规范,隐藏着犹太人对自身生存、对犹太文化延续的深刻焦虑与强烈的危机意识。 相似文献
19.
The PISA studies of reading achievement of 15 year old students in OECD and partner nations show Anglophone nations to have
continuing high proportions of weak readers (≤Level 2), with no improvement in this area from 2000 to 2006 (OECD, Science
competencies for tomorrow’s world: Executive summary, 2007). The nations which have decreased their proportions of low achievers all use highly regular (transparent) orthographies,
which expedite the development of efficient reading and writing skills (Galletly and Knight, Aust J Learn Disabil 9(4):4–11,
2004). While international scrutiny is being focussed on socio-cultural differences in education as a basis of nations’ achievement
differences, little consideration is currently being applied to the speed of reading accuracy and spelling development. This
is surprising, given the volume of research showing that orthographic regularity significantly expedites development of reading—accuracy
and spelling—with very low rates of reading difficulties in nations with highly regular orthographies (Seymour et al., Br
J Psychol 94:143–174, 2003, p. 174; Share, Psychol Bull 134(4):584–615, 2008, p. 615). This paper proposes Transition-from-early-to-sophisticated-literacy (TESL) as a variable for use when considering
cross-national achievement differences. It is proposed that Complex TESL nations (including Anglophone nations) will need
paradigmatically different mechanisms to those used by Resolved and Facilitated TESL nations, for improved literacy and academic
outcomes by lower achievers. 相似文献
20.
Jane A. Van Galen 《The Urban Review》2010,42(4):253-270
This paper explores the possibilities of working with White, working-class teacher education students to explore the “complex
social trajectory” (Reay in Women’s Stud Int Forum 20(2):225–233, 1997a, p. 19) of class border crossing as they progress through college. Through analysis of a course that I have developed, Education and the American Dream, I explore political and pedagogical issues in teaching the thousands of teacher education students who are the first in
their families to attend college about social class. Arguing that faculty in teacher education too often disregard the significance
of deep class differences between themselves and many of their students, I propose that teacher education include coursework
in which upwardly-mobile students (a) draw upon their distinctive perspectives as class border-crossers to elucidate their
“complex social positioning as a complicated amalgam of current privilege interlaced with historic disadvantage” (Reay in
Women’s Stud Int Forum 20(2):225–233, 1997a, p. 25) and (b) complicate what Adair and Dahlberg (Pedagogy 1:173–175, 2001, p. 174) have termed a cultural “impulse to frame class mobility as a narrative of moral progress”. Such coursework, I suggest,
has implications for the development of teacher leaders in stratified schools. The paper draws upon the literatures on social
class and educational attainment, on the construction of classed identities in spite of silence about class in public and
academic discourse, and on pedagogies for teaching across class differences. 相似文献