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31.
Dolores J. Appl 《Early Childhood Education Journal》2000,27(4):219-225
Preschool assessment is a complex process through which children's eligibility for special education services is determined. The assessment process requires decisions based on information gathered at several steps. To make these decisions, teams of professionals and families require information gathered from multiple sources. This article provides an overview of traditional and nontraditional sources of assessment information. 相似文献
32.
Dolores Downing 《Child abuse & neglect》1978,2(2):101-108
Identification of children's deaths from abuse and neglect is a complex process, thus no one individual should have the sole responsibility for this identification. A team could best carry out the comprehensive, interdisciplinary investigation and evaluation that the process requires.While at the present time, prevention of child abuse is a high priority item; before we invest large sums of public and private money and manpower in a variety of supportive services, some fundamental issues need to be addressed. We ought to do a more thorough job of trying to find out how many infants and children are dying of abuse. Second, we ought to open our minds to the fact that even more children are dying of neglect. When we do a better job of identifying these tragic phenomena, we will also be arriving at better preventive methods.We cannot prevent what we know so little about. 相似文献
33.
A Father’s Interactions with His Toddler: Personal and Professional Lessons for Early Childhood Educators 总被引:1,自引:0,他引:1
In this article a university professor, former student, and father describe the father’s interactions with his toddler-age
son within a parent–child playgroup. The authors discuss the important role of fathers, what they learned from observing the
father interact with his son, and implications for teachers and other professionals. 相似文献
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Lawrence’s Self‐Esteem Questionnaire (LAWSEQ) was administered to 120 Year 1 pupils in six schools in Belfast, Northern Ireland. A principal components analysis indicated that the scale items were unidimensional and that the reliability of the scores, as estimated by Cronbach’s alpha, was satisfactory (α = .73). There were no differences between boys and girls on either total scores or the individual items comprising the LAWSEQ. A follow‐up study, involving 71 of the children in Year 3, confirmed these findings but the stability of the scores between the two occasions (as indicated by Pearson’s r) was extremely low. 相似文献
36.
Francisco Miguel Martinez- Verdu Maria Jose Rodriguez Jaume Herminia Provencio Garrigos Jasone Mondragon-Lasagabaster Juan Ramon Rico-Juan Juan Ignacio Ferreiro Prieto Mar Iglesias Natalia Albaladejo-Blazquez Maria Dolores de Fez Saiz Valentin Viqueira Perez Jose Tomas Garcia Garcia M Dolores Fernandez-P ascual EnarRuiz-Conde Begona Lucia Fuster Garcia Josefa Parreno-Selva Diana Jareno Ruiz Esther Perales Romero Elisabet Chorro Calderon 《美中教育评论》2010,(12):54-69
This work describes the genesis, articulation and consolidation from 2007 of a social network of b-learning (blended learning) in the UA (University of Alicante) (Spain), with the institutional backing of the Office of the Vice President for Education Technology and Innovation, and the momentum and advice of professor Angel Fidalgo (UNESCO (United Nations Educational, Scientific and Cultural Organization) chair for University of Management and Policy). The social network currently has more than 25 teachers, working on different work linkages with the university, implementing or intending to apply the teaching methodologyb-learning during the course 2007-2008 in a variety of courses and degrees. To do so, several resource centers (blogs, wikis, Wimba Create (before CourseGenie), etc.), and digital platforms (Virtual Campus of the UA, Moodle, etc.) are used. 相似文献
37.
En este artículo reflexionamos sobre algunas experiencias pedagógicas interculturales que han significado transformaciones profundas en nuestras prácticas como investigadoras, docentes y extensionistas de la Universidad Nacional de Salta, transitando contextos rurales y aislados en el norte de Argentina, por más de veinte años. Prestamos especial atención a dos experiencias desarrolladas, una en la región andina y otra en el llamado Umbral al Chaco, con comunidades guaraníes. Problematizamos las concepciones sobre interculturalidad y ponemos en cuestión ciertos significados y metodologías dominantes en el campo de la investigación educativa y la formación docente para la educación intercultural. 相似文献
38.
Speaking back to Manifest Destinies: a land education-based approach to critical curriculum inquiry 总被引:1,自引:0,他引:1
Dolores Calderon 《Environmental Education Research》2014,20(1):24-36
This article examines the ways in which settler colonialism shapes place in the social studies curriculum, producing understandings of land and citizenship in educational settings. To do this, the author uses the emergent framework of land education to move forward the important projects of place-based education, especially its potential for centering indigeneity and confronting educational forms of settler colonialism in environmental education. To emphasize how place-based education can intersect with land education, the author outlines how a concept of place, informed by Indigenous knowledge, renders settler colonialism visible. The author then describes how current models of place-based education differ from land education in a number of ways. Finally, using a land education approach, the author demonstrates how schooling, through social studies curriculum, transmits a settler colonial land ethic that must be made explicit in order to decolonize settler colonial relations attached to current pedagogical models of place. The author insists land education – like environmental education – must take place across the curriculum (k-16). However, land education implies a commitment to begin to understand the process of decolonization that takes seriously the centrality of settler colonialism. 相似文献
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40.
Tania Ouariachi María Dolores Olvera-Lobo José Gutiérrez-Pérez Edward Maibach 《Environmental Education Research》2019,25(5):701-716
AbstractVideo games have the potential to educate and engage people—especially young people—in climate change and energy issues by facilitating the development of helpful thoughts, feelings, and actions. The objective of the present article is to propose a set of game attributes that could maximise the cognitive, emotional, and behavioural engagement of players, and lay the foundations for future work. We have used semi-structured interviews with experts to identify a set of game attributes and a group discussion with teenagers to validate them. By applying grounded theory in our analysis of the experts’ responses, we have developed a framework for climate change engagement through serious games. It consists of 15?key attributes that we have classified in three dimensions: cognitive, emotional, and behavioural. Literature review drawn on sources in social psychology, communication and education has contributed to further explain and justify the inclusion of each of the attributes. 相似文献