Advocacy,Resources, Teachers: Continuing Challenges for Art Education     

Mary Ann Stankiewicz 《The International Journal of Art & Design Education》1997,16(3):257-261

Industrial art education entered nineteenth century Massachusetts schools as an educational reform, but was not completely successful for a variety of reasons. Key factors contributing to this failure included, first, conflicting rationales used in advocating art education. Second, discrepancies between authoritative taste and early consumer choice in art reproductions threatened the power of reformers, notably Walter Smith. Third, differing assumptions about art among art specialists and classroom teachers, compounded by growing distinctions between men’s and women’s sphere of action, made it difficult for teachers to fully participate in the reform process. Late twentieth century reform policies may also fail without recognition of multiple justifications, with over-reliance on top-down expertise, or with lack of attention to teachers’ beliefs and needs.  相似文献   

Equity in education in Chile: The tensions between policy and practice     

Ann Matear 《International Journal of Educational Development》2007

The article examines education policy in Chile after the return to democracy in 1990 from an equity perspective. Since then, policies have aimed for continuity, coherence and complementarity with the aim of furthering national development, promoting social mobility, and equitable access to quality education at all levels. However, Chile faces the challenge of implementing equity-oriented policies within the legal confines of an education system constructed under the neoliberal model which was introduced by the military government (1973–1990). This has resulted in tensions between policy and practice, which have constrained the role of the state in a highly marketised system in its efforts to distribute quality education more equitably.  相似文献   

Toward Conceptual Clarity: A Scoping Review of Coteaching in Teacher Education     

Andrea E. Weinberg  Ann Sebald  Cerissa A. Stevenson  Wendy Wakefield 《The Teacher Educator》2020,55(2):190-213

Abstract

While coteaching is not a novel or even new approach in P–12 classrooms, its application in teacher education contexts has become increasingly prevalent. Coteaching in teacher education has been touted for its potential to promote collaborative classroom practice, connect theory and praxis, counteract sociocultural disparities in classrooms, and improve outcomes for teacher candidates as well as P–12 students and inservice teachers. This article presents a scoping review of the 103 empirical studies focused on coteaching in teacher education to enhance conceptual clarity and heighten understandings of the nature and extent of such research. We map the methodological characteristics of these studies that serve to the breadth and depth to which coteaching in teacher education has been examined. Next, we describe the outcomes and phenomena explored by the 103 studies to reveal the intended results as well as points of tension for coteaching in teacher education. Finally, we couple an analysis of coteaching definitions within these studies with an analysis of the ways in which coteaching is implemented in teacher education. Notable findings of this scoping review include the extensive range of ways coteaching is implemented across the preservice teacher education curriculum, the variety of aims for coteaching in these contexts, and the need for continued grounding in frameworks to enhance understandings of coteaching practices and impacts for stakeholders including P–12 students, inservice teachers, teacher candidates, and university faculty.  相似文献   

Who benefits? What benefits? Part-time postgraduate study in health and human services     

Elizabeth Ann Shannon  Sue Pearson  Wendy Quinn  Kate Macintyre 《International Journal of Lifelong Education》2017,36(4):422-441

Part-time postgraduate students make up a significant proportion of the student population, yet their experience remains poorly understood. In this article, a multi-phase, explanatory mixed-method study conducted within Tasmanian health and human services provides some answers. Students reported improved job performance, self-esteem and increased motivation to learn as primary outcomes. Other benefits of significance included an increased ability to manage change and increased job satisfaction. At the other end of the scale, fewer than half of all respondents agreed that part-time postgraduate study led to increased pay or remuneration, and only one-quarter of respondents believed their study led to improvements in personal relationships. There were significant associations between organisational placement and perceptions of benefit. The managers of those who were studying were less likely to perceive either increased job satisfaction or improved job performance in their subordinates. Amongst postgraduate, mature-age, part-time student respondents, their prior experience in higher education, professional background, seniority in the organisation, age and gender were also associated with differing perceptions of the benefits of higher education. These results add to the body of knowledge around the human, social and identity capital benefits associated with lifelong learning, and this study provides guidance for students, employers and universities.  相似文献   

Word reading fluency: A transfer appropriate processing account of fluency transfer     

Sandra Lyn Martin-Chang  Betty Ann Levy 《Reading and writing》2006,19(5):517-542

Word reading fluency, as indexed by the fast and accurate identification of single words, predicts both general reading ability and reading comprehension. This study compared the effects of context training and isolated word training on subsequent measures of word reading fluency. Good and poor readers were given 12 repetitions of two sets of words; 48 new words were learned in each condition. Words were presented in a story during context training and on a computer screen during isolated word training. Target words were read in isolation at test, randomly displayed within a series containing 72 untrained words. Results show that words trained in isolation are remembered longer and read faster when presented in isolation at test compared to words trained in context. Theoretical implications are discussed in relation to transfer appropriate processing.  相似文献   

Teacher Stress: What It Is,Why It's Important,How It Can be Alleviated     

Isaac Prilleltensky  Marilyn Neff  Ann Bessell 《理论付诸实践》2016,55(2):104-111

Teacher stress can be conceptualized as an imbalance between risk and protective factors. Stress emanates from risk factors at the personal, interpersonal, and organizational levels. When risk factors exceed protective factors, teacher ability to cope with adversity is inhibited, likely resulting in stress and pernicious consequences. In this paper we draw on empirical evidence as well as our own professional efforts at reducing stress among novice teachers to explain the phenomenon and recommend interventions.  相似文献   

Implementing a Physical Activity Curriculum into the School Day: Helping Early Childhood Teachers Meet the Challenge     

Casey Marie Breslin  Jane R. Morton  Mary E. Rudisill 《Early Childhood Education Journal》2008,35(5):429-437

In Fall 2006, North Carolina kindergarten teachers were charged with the task of meeting the NASPE guidelines for providing daily physical activity to their kindergarten students. In turn, the teachers researched resources and consulted experts to design and develop a developmentally appropriate physical activity and physical play environment for their students. The purpose of this article is to disseminate useful information one group of kindergarten teachers believed would help other teachers in similar situations. The article discusses the planning process, suggestions for activities and necessary equipment for program implementation, and vignettes regarding the experiences the teachers and students have had during the physical activity and physical play program’s inaugural year.

Casey Marie BreslinEmail:

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Promoting Sustainable Development: A Case Study of the Seaflower Biosphere Reserve     

Mow  June Marie  Howard  Marion  Delgado  Claudia Marcela  Tabet  Salma 《Prospects》2003,33(3):303-312

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Fathers' and mothers' involvements in sibling communication     

Ann M. Berghout Austin  Marcia Summers  Ann Leffler 《Early childhood research quarterly》1987,2(4)

The purpose of this study was to measure fathers' and mothers' linguistic involvements with the development of communication between young siblings. In a laboratory setting, 39 two-child mother-father families were videotaped in semistructured activities. The older sibling was from 18 to 26-months-old (M=22.4 months, SD=2.5 months) and the younger sibling was from 4 to 8-weeks-old (M=5 weeks, SD =1.5 weeks). Regardless of type of vocalization, when only one parent was present, utterances encouraging sibling interactions were more often aimed at girls than at boys. As a result, such utterances occurred more when both siblings were girls than for any other gender combination. Fathers were more active in issuing such utterances, especially to girls. When both parents were present, gender differences between parents disappeared, although the effects of children's gender did not. Overall, the results suggest that fathers very actively direct sibling interactions, especially those involving girls.  相似文献   

Developmental considerations in learning to read     

Marie Cashion  Ruth Eagan 《Early Childhood Education Journal》1989,16(3):10-12

Despite the fact that much is yet to be learned about how language is acquired, it is a task most children master with little difficulty and certainly without formal instruction.Marie Cashion is an Assistant Professor at the University of New Brunswick. Ruth Eagan is also a Professor at the University of New Brunswick.  相似文献