Building Relationships through Communities of Practice: Museums and Indigenous People     

Lynda Kelly  Carolyn Cook  Phil Gordon 《Curator: The Museum Journal》2006,49(2):217-234

Abstract This paper explores the theory of “communities of practice” and how the ideas contained in it could be applied to museums, by demonstrating how a key stakeholder group, Indigenous people, have been involved with and engaged in the work of the Australian Museum, Sydney, over the past 30 years. It is suggested that the processes museums have developed in building relationships with Indigenous people, particularly at the practitioner level, could form a template for how museums make themselves relevant to broader communities through active engagement with multiple communities of practice.  相似文献   

Integrating Visual and Verbal Literacies in the Early Childhood Classroom     

Carolyn Pope Edwards  Linda Mayo Willis 《Early Childhood Education Journal》2000,27(4):259-265

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Introduction to the Editor: On Becoming a First‐Time Editor     

N. Carolyn Owens 《Journal of College Counseling》2000,3(1):3-4

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Guest Editorial     

Rosa Maria Bottino  Carolyn Dowling  Alfredo Fernandez-Valmayor 《Education and Information Technologies》1998,3(3-4)

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A study of grade six students generating questions and plans for open-ended science investigations     

Carolyn W. Keys 《Research in Science Education》1998,28(3):301-316

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Book Review Interpretive Centers: The History,Design, and Development of Nature and Visitor Centers: by Michael Gross and Ron Zimmerman     

Carolyn Ward 《Curator: The Museum Journal》2003,46(1):84-86

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Summer fun and frolic     

Carolyn Buhai Haas 《Early Childhood Education Journal》1985,12(4):40-42

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Calendar     

Judith L. Klavans  Carolyn Sheffield  Eileen Abels  Jimmy Lin  Rebecca Passonneau  et al. 《Archives and Museum Informatics》1994,8(3):237-237

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Children's understanding of the distinction between intentions and desires   总被引：1，自引：0，他引：1  

Schult CA 《Child development》2002,73(6):1727-1747

Much of the previous research on children's understanding of intentions confounded intentions with desires. Intentions and desires are different, in that a desire can be satisfied in a number of ways, but an intention must be satisfied by carrying out the intended action. Children 3 through 7 years of age and adults were presented with situations in which intentions were satisfied but desires were not, or vice versa, in a story-comprehension task (N = 71) and a target-hitting game (N = 45). Although 3- and 4-year-olds were unable to differentiate desires and intentions consistently, 5- and 7-year-olds often matched the adult pattern. Younger children's difficulties in understanding intentions are discussed in terms of their use of a desire-outcome matching strategy and the representational complexities of intentions.  相似文献   

Literacy skills of welfare recipients     

Prof. George E. Marsh II  Carolyn Pollan  Anna C. McFadden  Barrie Jo Price 《The Urban Review》1990,22(4):299-304

Illiteracy is considered to be a significant barrier to employment. Programs are being established to require literacy education and work programs of welfare recipients. The purpose of this study was to determine the literacy skills of a random sample of welfare recipients. One-hundred and six welfare subjects were administered theWoodcock-Johnson Psycho-Educational Battery and a comprehensive interview form. Using common criteria to separate the sample into the literate and functionally illiterate, the groups were found to differ significantly on intellectual capabilities. It was concluded that illiteracy is associated with subaverage intellectual functioning among persons on welfare. A number of recommendations were made pertaining to policy.  相似文献