首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
Colleen Livingston 《PRIMUS》2019,29(7):677-687
Abstract

This paper describes an activity using a dog treat ball to introduce systems of first-order differential equations. Beads are placed in the first of two hemispherical chambers of a food-dispensing dog toy. As the ball is turned, students track the number of beads in the first chamber, the second chamber, and the exterior of the ball. Students develop a working assumption, write a system of differential equations to model the number of beads in each region, and use a spreadsheet to compare their experimental and model results.  相似文献   

2.
  相似文献   

3.

This article uses Derrida?s (1994) concept of philosophical mourning as an analytic to explore the aftermath of broken silence about sexism and discriminatory treatment in the public school superintendency. The two major sections of the article focus on the mourning work done by a researcher and three female former superintendents in reconstructing their thinking following the participants? speaking up in research interviews about their differential treatment as women working in the most gender stratified executive position in the United States.  相似文献   

4.
ABSTRACT

This article focuses on an educational foundations-based professional development (PD) curriculum of antiracist conscientization we as two teacher educators designed and implemented with eight white practicing teachers in the Midwestern United States. We first articulate our conception of educational foundations and curriculum theory as a framework for our PD. We briefly review literature on other PD on race in the United States, outline our data sources, and describe the pedagogy and curriculum of RaceWork’s Tripartite Model of race-visible and antiracist praxis. We then highlight, through interview data, the significance of group (relational) accountability and collaborative relationships that supported these teachers’ self-designed antiracist interventions in their own unique school contexts during the 2-year PD experience. An ongoing, relationship-based PD model leading to material antiracist changes and practices points to a need for a broader, more holistic, and contextualized conception of antiracist interventions in U.S. public P12 school contexts, but also one grounded in the notion that in a white supremacist society, we (as race-visible white educators) are always becoming antiracist.  相似文献   

5.
ABSTRACT

In the United States, there is an increasing prevalence of children who are diagnosed with an attention deficit disorder (ADD). The essential features of ADD are developmentally inappropriate degrees of inattention, impulsivity, and motor hyperactivity. The rate of prevalence could differ in other countries depending on the definition of the condition. This article will review related research in the United States about ADD which will include the following topics: differential diagnosis and assessment, treatment, interventions, and parent training. The overlap of ADD with other handicaps will be described as well as assessment techniques such as interviews, rating scales, and observations. Studies of the efficacy of medication, educational interventions, cognitive‐behavioral strategies, and parent training are reviewed. In the conclusion, suggestions for further research are outlined which may further assist youngsters with ADD to adjust at school, in the home, and in the community.  相似文献   

6.
ABSTRACT

The historiography of child guidance has focused primarily on the United States, where it first developed before travelling across the English-speaking world. The rapid expansion of child guidance in the interwar years was enabled by private philanthropy, which provided fellowships to foreign professionals to study in the United States. This article focuses upon the transnational transfer of child guidance, the dynamic psychology on which it was based, and the accompanying psychopathologisation of child-rearing culture to a non-English speaking country, the Netherlands. First, it discusses the development of child guidance and the reception of dynamic psychology in the United States and Britain. Next, it analyses the transfer to the Netherlands. It turns out that the Dutch did not copy the American model, but adapted it to fit their conditions and created a more diverse child guidance landscape, in which educational psychology played a less important role than child psychiatry.  相似文献   

7.
Abstract

This article describes possibilities afforded by using social media, specifically Twitter, as a way to encourage students to join political conversations across the United States and around the world. In this study, we describe a project in which students used Twitter to share commentary about the state of the 2012 presidential election. The experiences of these students illustrate both the potential strengths and limitations of using social media as a tool for political engagement.  相似文献   

8.
ABSTRACT

This paper examines the effect of the Education (Scotland) Act, 1981, in terms of one of its aims, that is, to increase parental control over assessment, recording and placement of children with special educational needs. Kirp (1982) has argued that British provision for children with special educational needs reflects a social welfare model based on a belief in professional benevolence and expertise. This is in contrast with the United States, where a human rights model of social welfare prevails. Kirp's account is critically examined through an analysis of the legislation and guidance literature, and also data gathered from interviews with professionals and parents.

It is concluded that data do exist to support Kirp's argument. The legislation did not radically increase parents’ rights, and professionals themselves retained control through failing to provide parents with adequate information, often excluding them from multi‐disciplinary meetings and omitting to foster the involvement of voluntary organisations and Named Persons.  相似文献   

9.
Abstract

This study was designed to determine what concepts teacher-educators in India have of the ideal student in terms of what characteristics they believe should be encouraged and discouraged and to compare the results with the concepts of teachers in the United States. Torrance’s Ideal Pupil Checklist was administered to one hundred teachers of education in teacher training colleges in Rajasthan, India. When the sixty-two characteristics of the Checklist were ranked, a rank-order coefficient of correlation of .76 was obtained between the ranks assigned by the Rajasthan teacher-educators and United States teachers. In general, the Rajasthan Ss emphasize the receptive nature of man and de-emphasize man’s self acting nature more than United States teachers.  相似文献   

10.
BackgroundAdverse childhood experiences (ACEs) are a potent risk factor. Despite these findings, studies have also recognized the importance of considering additional sources of genetic and environmental influence that cluster within families.ObjectiveTo properly control for latent sources of genetic and within-family environmental influences and isolate the association between ACEs and the following outcomes in adulthood: physical health, depressive symptoms, educational attainment, income attainment, alcohol problems, and antisocial behavior.Participants and SettingTwo independent samples of twins and siblings from the United States: the Midlife Development in the United States (MIDUS) study (N = 862) and the National Longitudinal Study of Adolescent to Adult Health (Add Health; N = 3112).MethodsSibling comparison models, which control for latent sources of genetic and within-family environmental influences, were estimated to examine whether differential exposure to ACEs was associated with the examined outcomes.ResultsFamilies that experienced more adversity also experienced more deleterious outcomes. However, siblings that experienced more adversity were no more likely to experience deleterious outcomes than their co-siblings. However, greater exposure to ACEs was associated with increases in depressive symptoms (Add Health). Additional models revealed that the similarity between siblings from the same family stemmed from latent sources of within-family environmental influences not captured by traditional ACEs measures.ConclusionsConsidering genetic influences and additional latent sources of within-family influences is crucial in isolating the effects of ACEs. Currently employed ACEs measures may not adequately capture the full range of impactful sources of family-level environmental influence.  相似文献   

11.
While the use of inferential statistics is a nearly universal practice in the social sciences, there are instances where its application is unnecessary and potentially misleading. This is true for a portion of research using administrative data in educational research in the United States. Surveying all research articles using administrative data published in Educational Researcher and American Educational Research Journal between 2011 and 2013, we find that over half use inferential techniques to help interpret results despite the use of population data. To the extent that these practices and findings are replicated and interpreted in the United States and elsewhere, this can lead to the undervaluing of potentially meaningful patterns and trends.  相似文献   

12.
Abstract

In the United States today, reports abound of violent acts committed by children and adolescents. Once considered safe havens, schools can no longer ensure the safety of their students or faculty. This article presents (a) the public health model of prevention as it applies to the problem of youth violence, (b) causal factors known to be associated with violence and aggression, and (c) practical strategies, which can be incorporated into existing teacher education programs, for addressing violence in the school and classroom.  相似文献   

13.
Abstract

Educational policy changes are intertwined with teacher education at multiple levels, affecting teacher educators in a variety of ways. Despite the different contexts, teacher educators in the United States and India must fulfill a variety of roles in order to meet the demands within those contexts. This qualitative study compared the cases of seven teacher educators in Iowa in the United States and seven teacher educators in Delhi, India on their common experience of mandated policy changes. Collaboration was found to be central in the teacher education policy implementation process in Iowa, USA and Delhi, India.  相似文献   

14.
Abstract

This study examined and compared school autonomy in China and the United States. Based on the international PISA 2012 school data, the authors examined three aspects of school autonomy. We found that in comparison with the United States, (1) principals from China were less likely to have responsibility over eleven school decisions (hiring teachers, firing teachers, salary increase, budget formulation, budget allocation, disciplinary policies, assessment policies, student admittance, textbook selection, course content, and courses offered) and were similar in having responsibility over teacher start salaries, and (2) teachers from China were less likely to have responsibility over six school decisions (hiring teachers, budget formulation, disciplinary policies, textbook selection, course content, and courses offered), were more likely to have responsibility over two decisions (firing teachers, student admittance), and were similar in having responsibility over four decisions (teacher start salaries, salary increase, budget allocation, and assessment policies). We also found that schools in China had (1) lower responsibility for curriculum/assessment and lower responsibility for resource allocation and (2) a lower level of teacher participation/autonomy. The findings have implications for educational policy in China and the United States.  相似文献   

15.
Background

Budgets for teacher education programmes have been substantially reduced as a result of the global economic crisis.

Purpose

The purpose of this study was to compare the teacher education budget cutting processes and procedures for universities in Romania versus one university in the United States.

Sample

The data were collected from six Romanian universities that all have teacher education programmes. These universities represent the range of higher education quality in the country as indicated by their publication rates. Data from these universities were compared with those from the University of Nevada, Reno (UNR). UNR is the flagship university in the Nevada System of Higher Education, and Nevada has been harder hit by the recent global economic crisis than any other state in the United States and cuts to teacher education there have been substantial.

Design and methods

Data about the budget cutting processes and decisions in the teacher education programmes of six Romanian universities were collected through an electronic survey. These data were compared with the processes and decisions made at the UNR.

Results

The budget cutting processes in Romania were less transparent, and involved less input from stakeholders such as faculty and staff. Most decisions were made at a higher level of authority in Romania, and cuts in Romania were more likely to be across the board rather than more strategically targeted as they were in Nevada.

Conclusions

These differences are discussed in terms of the historical legacy of structures and policies in Romania, and the resistance to reform inherent in those structures and policies.  相似文献   

16.
Abstract

While multiple valid measures exist for assessing outcomes of environmental education (EE) programs, the field lacks a comprehensive and logistically feasible common instrument that can apply across diverse programs. We describe a participatory effort for identifying and developing crosscutting outcomes for Environmental Education in the twenty-first Century (EE21). Following extensive input and debate from a wide range of EE providers and researchers, we developed, tested and statistically validated crosscutting scales for measuring consensus-based outcomes for individual participants in youth EE programs using confirmatory factor analysis across six unique sites, including two single-day field trip locations, four multiday residential programs and one science museum in the United States. The results suggest that the scales are valid and reliable for measuring outcomes that many EE programs in the United States can aspire to influence in adolescent participants, ages 10–14.  相似文献   

17.
ABSTRACT

The authors use national data to examine variation in the proportion of beginning teachers in school districts across the United States by poverty, race, and urbanicity. In addition to being a proxy for teacher quality, the proportion of beginning teachers in a district also speaks to teacher turnover and therefore broader school quality issues. Findings suggest that districts with high-poverty levels; greater proportions of Black, Hispanic, and American Indian populations; and located in rural areas tend to have high percentages of novice teachers. This research provides insight into the persistent disparities in opportunity that confront children of poverty, color, and rural environments.  相似文献   

18.
Andrea Bruder  Miro Kummel 《PRIMUS》2019,29(7):662-676
Abstract

We present our experience with an open-ended lab activity that we designed for students with a Calculus 1 background. With the goal of learning how scientists study transport in streams, the students collected data on how a pulse of leaves travels down a nearby stream. Students who had little to no experience with data with two independent variables (distance downstream and time) graphed the data and developed a first, partial differential equations model. We took the students through a second cycle of the modeling process to improve the model to account for leaves that got stuck to the bottom or sides of the stream. Given the appropriate, inquiry-based pedagogy, our lab maintains high levels of cognitive demand and introduces students to the modeling process.  相似文献   

19.
《Teaching Education》2013,24(3):353-361

Implementing meaningful educational change may be fostered by various types of institutions. One facet of current educational reform in the United States is focused on realignment of state and school district curriculum to reflect national academic standards. Graduate education courses bolster these initiatives by offering teachers opportunities to redesign curriculum in a supportive setting. Curriculum revision to meet new academic standards requires a comprehensive understanding of model design to facilitate emphasis on designing appropriate pedagogical approaches. This article describes utilizing web-based models in interdisciplinary curriculum to meet these goals as part of a graduate teacher education course.  相似文献   

20.
Abstract

Chinese teaching arose in the United States in the 1870s, which was relatively early compared to other regions, but due to issues of politics and funding it was perennially marginalized. Chinese teaching in the United States did not see development until the early 1960s, when it began receiving funding from the U.S. government. Owing to the global political landscape and China’s growing strength, Chinese teaching in the United States has been reshaped: the learning age has grown younger, the learning regions have expanded, and the learning content and teachers have diversified. Chinese teaching in the United States is not a simple matter of education: rather, it is closely bound up with the blending of political and economic development, culture, and ideology. From an educational perspective, China’s Confucius Institute Headquarters and experienced teachers in the United States should work in concert to formulate teaching materials and train qualified teachers to resolve issues related to the sustainable development of Chinese teaching in the United States.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号