Personal Cleanliness Activities in Preschool Classrooms     

Cecilia Sem Obeng 《Early Childhood Education Journal》2008,36(1):93-99

One hundred and twelve preschool teachers in Indiana were asked to complete a questionnaire requesting them to indicate what personal health-related activities they were incorporating into their classroom routines, why they were incorporating them, and how often such activities were done. The results of the study indicate that the most incorporated activities were hand-washing, proper ways of coughing, and discussion on germs. The least incorporated personal health-related activities were proper use of bathroom and keeping things out of the mouth. Reasons for incorporating the activities include helping to curtail the spreading of colds and germs, helping the children to develop good life skills later in life, and helping the preschoolers know about the health hazards associated with germs, among others. The study recommends the need to make Health Education a core component of preschool teachers’ training.  相似文献   

Universidad de Chile: self-assessment and its effects on university’s management     

Carolina Busco  Cecilia Dooner  Andrés d’Alencon 《Higher Education》2018,75(3):431-447

  相似文献   

Where to look and what to do? Blank and bright spots in research on environmental and climate change education     

Cecilia Lundholm 《Environmental Education Research》2019,25(10):1427-1437

  相似文献   

When victims don't cry: children's understandings of victimization, compliance, and subversion     

Shaw LA  Wainryb C 《Child development》2006,77(4):1050-1062

How do children understand situations in which the targets of moral transgressions do not complain about the way they are treated? One-hundred and twenty participants aged 5, 7, 10, 13, and 16 years were interviewed about hypothetical situations in which one child ("transgressor") made an apparently unfair demand of another child ("victim"), who then responded by either resisting, complying, or subverting. In general, 5-year-olds judged compliance positively and resistance negatively and 7- to 16-year-olds judged resistance positively and compliance negatively; all but 16-year-olds judged subversion negatively. Most participants judged the transgressor's actions negatively, regardless of how the victim had responded. The findings are discussed in terms of their implications for children's developing understandings of victimization.  相似文献   

Language teacher education for intercultural understanding     

Cecilia Garrido  Inma Álvarez 《欧洲师范教育杂志》2006,29(2):163-179

Over recent decades language teaching and learning has undergone a redefinition of the subject and a rapid change in its methodology. Language programmes can now be delivered in technology‐based environments and communication at an international level can be a daily occurrence. This paper on the one hand analyses how these developments have extended and challenged the traditional roles and responsibilities of language teachers. On the other, it examines to what extent established models of language teacher education acknowledge and address the needs of language teachers today, in particular in relation to the integration of the intercultural dimension into language teaching and learning.

Au cours des récentes décennies l'enseignement–apprentissage des langues s'est vu redéfini et a connu une rapide évolution en matière de méthodologie. On peut aujourd'hui délivrer les cursus de langue par le moyen d'environnements technologiques, et il est devenu banal de communiquer internationalement de cette façon. Dans la présente étude nous cherchons d'une part à cerner les défis que présente cette évolution pour les rôles et responsabilités traditionnels des enseignants de langue. D'autre part nous demandons dans quelle mesure les modèles en vigueur en matière de formation des enseignants reconnaissent les nouveaux besoins de ceux‐ci, notamment en ce qui concerne l'intégration de la dimension interculturelle dans leur pratique.

Im Bereich Sprachenlehren und lernen haben sich in den letzten Jahrzehnten grundlegende Veränderungen ergeben, vor allem im Hinblick auf Methodologie. Sprachkurse können jetzt per Computer zu den Adressaten gebracht werden und Kommunikation über Grenzen hinweg wird potentiell zum alltäglichen Ereignis. Hier soll untersucht werden inwieweit diese Entwicklungen die traditionelle Rolle und den Verantwortungsbereich von Sprachenlehrer/innen erweitert und verändert haben. Darüberhinaus wird überprüft inwieweit die herkömmliche Ausbildung der Sprachenlehrer/innen den heutigen Anforderungen gerecht wird, vor allem im Hinblick auf die interkulturelle Dimension des Lehren und Lernens von Fremd‐ und Zweitsprachen.

En las últimas décadas la enseñanza y el aprendizaje de las lenguas ha pasado por una redefinición de su contenido y un rápido cambio en su metodología. Los programas de estudios se pueden realizar en entornos basados en las nuevas tecnologías y la comunicación a nivel internacional puede darse a diario. Este artículo de una parte analiza de qué manera estos cambios han ampliado y desafiado los papeles y las responsabilidades que los profesores de lenguas han tenido tradicionalmente. De otra parte, examina hasta qué punto los modelos que se han venido utilizando para la formación de profesores de idiomas reconocen y suplen sus necesidades en la actualidad, en particular en lo que se refiere a la integración de la dimensión intercultural en la enseñanza y el aprendizaje de las lenguas.  相似文献   

Education and the Three ‘P's: policy,politics and practice A review of the work of S. J. Ball     

Cecilia White  Stephen Crump 《British Journal of Sociology of Education》1993,14(4):415-429

Theories of organisation actually become ideologies, legitimisations for certain forms of organisation. They deploy arguments in terms of rationality and efficiency to provide control. The limits that they impose upon the conception of organisations actually close down the possibility of considering alternative forms of organisation. This is nowhere more clearly evident than in the current application of management theories to schools. Such theories marginalise empirical studies of school practice and dismiss the folk‐knowledge’ of teachers as irrelevant. They are as significant for what they exclude as for what they include (Ball, 1987, p. 5).  相似文献   

The challenge of writing first reading books     

Cecilia Obrist 《Literacy》1981,15(3):32-41

  相似文献   

Student participation in elementary mathematics classrooms: the missing link between teacher practices and student achievement?     

Marsha Ing  Noreen M. Webb  Megan L. Franke  Angela C. Turrou  Jacqueline Wong  Nami Shin  Cecilia H. Fernandez 《Educational Studies in Mathematics》2015,90(3):341-356

  相似文献   

Social capital,human capital and parent–child relation quality: interacting for children’s educational achievement?     

Cecilia von Otter  Sten-Åke Stenberg 《British Journal of Sociology of Education》2015,36(7):996-1016

We analyse the utility of social capital for children’s achievement, and if this utility interacts with family human capital and the quality of the parent-child relationship. Our focus is on parental activities directly related to children’s school work. Our data stem from a Swedish cohort born in 1953 and consist of both survey and register data. We find that parents with more human capital tended to offer their children more social capital. OLS regressions showed that, when present, social capital was directly related to children’s grades and its utility for achievement did not depend on parents’ human capital. The utility of social capital was enhanced when combined with a very good parent-child relation.  相似文献   

Editorial     

Cecilia Braslavsky 《Prospects》2001,31(3):259-262

  相似文献