Citizens,Learners and Workers in a Complex,Changing World: challenges for policy and research     

Jean Gordon  Edith Hooge  Janet Looney 《European Journal of Education》2015,50(4):373-378

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Give me a place to stand and I will move the world! Life-long learning in the digital age / Dadme un punto de apoyo y moveré el mundo: el aprendizaje permanente en la era digital     

Edith K. Ackermann 《Infancia y Aprendizaje》2015,38(4):689-717

Research on ‘digital natives’ indicates that today’s youngsters interact with one another, and the world, in ways that are different from the ways we did growing up. At the same time, ‘millennials’ are not unique in their attempts to cope with so-called twenty-first century skill requirements. Adults too are on a treadmill. They too qualify as life-long learners. This paper stresses the ways today’s learners — and those in charge of their upbringing — navigate, position, p[l]ace themselves in the settings they inhabit, however shortly or permanently. Learning everywhere all the time is not a new idea, especially among progressive educators. Yet its unexamined promotion calls for a pause. To be viable, our schools will be ‘edgeless’ but they cannot be place-less! Students will be connected (online) yet in touch (grounded, centred, sentient). Tools-at-hand may be smart but shouldn’t take over. Lastly, educational institutions will need to rethink their raison d’être within a broader range of initiatives, platforms and programs, all brought to the attention of masses of [lifelong] learners in search of [short-term] options in a sea of fleeting opportunities.  相似文献   

Professional Conference     

Edith E. Cutting 《Clearing house (Menasha, Wis.)》2013,86(7)

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Social Justice in Teacher Education     

Dr. Edith Guyton 《The Educational forum》2013,77(2):108-114

This reflective essay explores the relationship between wonder and learning. Building on the belief that child-like wonder is a precursor to growth, the author discusses four ways to encourage wonder in her college students: getting straight on “who we are” as learners, providing opportunities for discovery and surprise, asking and inviting questions, and creating memorable classroom experiences.  相似文献   

Role Models and the Psychological Characteristics That Buffer Low‐Socioeconomic‐Status Youth From Cardiovascular Risk     

Edith Chen  William K. Lee  Lisa Cavey  Amanda Ho 《Child development》2013,84(4):1241-1252

Little is understood about why some youth from low‐socioeconomic‐status (SES) environments exhibit good health despite adversity. This study tested whether role models and “shift‐and‐persist” approaches (reframing stressors more benignly while persisting with future optimism) protect low‐SES youth from cardiovascular risk. A total of 163 youth, ages 13–16, completed role model interviews and shift‐and‐persist measures while cholesterol and inflammatory markers, interleukin‐6 (IL‐6), and C‐reactive protein were assessed. Low‐SES youth with supportive role models had lower IL‐6. Low‐SES youth high in shift‐and‐persist also had lower IL‐6. Shift‐and‐persist partially mediated the interaction of SES and role models on IL‐6. Benefits were not found among high‐SES youth. Identifying psychological buffers in low‐SES youth has implications for health disparities.  相似文献   

Memo to a television sponsor     

Edith Ogutsch 《Communication quarterly》2013,61(2)

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Research Students in Education and Psychology: diversity and empowerment     

Sandra Acker  Si Transken  Tim Hill  Edith Black 《International Studies in Sociology of Education》2013,23(2):229-251

ABSTRACT

Although some attention has been given in the literature to the notion of variable supervisor style, students are often discussed as if they are interchangeable and homogeneous. Results from this study of education and psychology departments in British universities suggest that there are several different ways to present oneself as a student, some more in continuity than others with the requisites for academic success. Five such ‘student styles’ are described and illustrated, and themes of diversity and empowerment are explored. Student styles can be seen as individual coping strategies, and the emphasis on individualism becomes part of the reproduction of the academic profession.  相似文献   

Heart Repining     

Edith Schlosser 《The Educational forum》2013,77(4)

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By‐Laws of the Religious Education Association     

Edith M. Quick ∗∗ 《Religious education (Chicago, Ill.)》2013,108(3):198-201

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How young children should acquire meanings in reading     

Edith C. Barnum 《Peabody Journal of Education》2013,88(2):79-86

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