“It's in Your Heart”: How the California Mini-Corps Program and Hispanic Serving Institutions are Transforming Migrant Student Education     

Alice Ginsberg  Andrés Castro Samayoa 《The Teacher Educator》2018,53(3):244-262

ABSTRACT

This paper provides a deep dive case study of the California Mini-Corps Program within the context of an Hispanic Serving Institution.  相似文献   

A reflective thinking-promoting approach to enhancing graduate students' flipped learning engagement,participation behaviors,reflective thinking and project learning outcomes     

Mei-Rong Alice Chen  Gwo-Jen Hwang  Yu-Ying Chang 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(5):2288-2307

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The Great Transition of Scholarly Communication at the Thomas G. Carpenter Library     

Alice Eng  Cynthia J. Jordan  Marcella Lesher 《期刊图书馆员》2014,66(1-4):298-302

The library’s place in scholarly communication can be emphasized in many different ways. At the Thomas G. Carpenter Library at the University of North Florida (UNF), librarians have been able to preserve, organize, and promote community and academic resources very creatively. The UNF Digital Commons is used as a way to showcase faculty, staff, and university special collections and make them accessible to all users. Library space is also changing to invite faculty collaboration in areas previously devoted to print periodicals.  相似文献   

What motivates academic scientists to engage in research commercialization: ‘Gold’, ‘ribbon’ or ‘puzzle’?     

Alice Lam 《Research Policy》2011,40(10):1354-1368

This paper employs the three concepts of ‘gold’ (financial rewards), ‘ribbon’ (reputational/career rewards) and ‘puzzle’ (intrinsic satisfaction) to examine the extrinsic and intrinsic aspects of scientists’ motivation for pursuing commercial activities. The study is based on 36 individual interviews and an on-line questionnaire survey of 735 scientists from five major UK research universities. It finds that there is a diversity of motivations for commercial engagement, and that many do so for reputational and intrinsic reasons and that financial rewards play a relatively small part. The paper draws on self-determination theory in social psychology to analyse the relationship between scientists’ value orientations with regard to commercial engagement and their personal motivations. It finds that those with traditional beliefs about the separation of science from commerce are more likely to be extrinsically motivated, using commercialization as a means to obtain resources to support their quest for the ‘ribbon’. In contrast, those identify closely with entrepreneurial norms are intrinsically motivated by the autonomy and ‘puzzle-solving’ involved in applied commercial research while also motivated by the ‘gold’. The study highlights the primacy of scientists’ self-motivation, and suggests that a fuller explanation of their commercial behaviour will need to consider a broader mix of motives to include the social and affective aspects of intrinsic motivation. In conclusion, the paper argues that policy to encourage commercial engagement should build on reputational and intrinsic rather than purely financial motivations.  相似文献   

Evaluating Emotional Literacy in Schools: The Development of the School Emotional Environment for Learning Survey     

Alice Haddon  Harriet Goodman  James Park  Ruth Deakin Crick 《Pastoral Care in Education》2005,23(4):5-16

This paper describes the development of the School Emotional Environment for Learning Survey, an instrument for evaluating the perceived level of emotional literacy of the school as an organization. It elicits student and staff perceptions of their affective experience of being a part of the school community. It was designed to look at the extent to which a school enables members of its community to interact in a manner that builds an understanding of their own and others' emotions, which can then be used to shape their actions. Emotional literacy is seen here as a potential in everyone that is contingent on the interaction between a person and their social context, rather than a capacity that is either present or absent in the individual.
Qualitative data were collected from an ethnographic case study of two schools using closed- and open-ended questionnaires, semi-structured interviews, focus groups, a draw-and-write exercise and participant observation. The data were used to generate grounded theory and to build a theoretical framework for organizational emotional literacy. This theoretical framework is described as the CORE framework, addressing the domains of communication, relationships, organization and emotional experience. These domains are then characterized by particular qualities and values that are described in the 'matrix of emotional literacy'. This framework and matrix were then used to develop a questionnaire, which was trialed as a tool to audit the level of emotional literacy in both primary and secondary schools.  相似文献   

Emerging issues in early childhood education,part 1     

Alice Sterling Honig 《Early Childhood Education Journal》1986,13(3):6-11

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After naptime     

Mrs. Alice Whiren 《Early Childhood Education Journal》1975,3(2):22-22

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The proper study of psychology     

Alice Heim 《Higher Education Quarterly》1979,33(2):135-154

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Datafied at four: the role of data in the ‘schoolification’ of early childhood education in England     

Alice Bradbury 《Learning, Media and Technology》2019,44(1):7-21

ABSTRACT

This paper examines processes of datafication in early childhood education (ECE) settings for children from birth-five years in England and how this relates to increased formalisation. Unusually, ECE in England includes a standardised curriculum and formative and statutory assessments; thus it has been described as subject to both datafication and ‘schoolification’, a term used to describe the adoption of school-like practices and values in ECE. Using interview data from ECE settings over the last decade and a theoretical framework drawing on Foucault and Deleuze, the paper sets out the ways in which settings in schools and nurseries are subject to the demands of data, and how this produces data-driven subjectivities for both teacher and child. These developments are then linked to aspects of ‘schoolification’ including more formal teaching, a focus on literacy and mathematics, and use of ‘ability’ grouping.  相似文献   

Talk,read, joke,make friends: Language power for children     

Alice Sterling Honig 《Early Childhood Education Journal》1989,16(4):14-17

The lusty birth cry with which most babies enter the world is the first in a long series of vocal behaviors which ever increase in communicative effectiveness as a child grows through infancy into the preschool years. By the time a child enters elementary grades, he or she can understand and use thousands of words (Honig, 1982b). Pronunciation is almost entirely comprehensible. The child uses the main grammatical rules very well such as adding ing for the progressive tense, or ed for the past tense, or using negation correctly as in I don't like liver (De Villiers & De Villiers, 1979; Elliot, 1981). Children can understand double meanings for words by four years of age. A child might explain to you that A turn is when your car turns around a corner, and it also is when you take turns on the playground. Linguistic humor becomes possible as the child becomes able to play with and make a play on words (Honig, 1988). Alice Sterling Honig teaches at Syracuse University in the Department of Child and Family Studies, College for Human Development, in Syracuse, NY. She is an editorial board member of Day Care & Early Education.  相似文献