Intergenerational activities     

McDuffie  Winifred  Buemi  Helen  Patch  Eileen  Nash  Pat  Brown  Sonja 《Early Childhood Education Journal》1983,11(2):9-15

Early Childhood Education Journal - How can we prepare the young children of today for the future, when 20 percent of all Americans will be old? Education about the process of human aging can help...  相似文献   

Understandings and misunderstandings of eighth graders of four physics concepts found in textbooks     

John W. Renner  Michael R. Abraham  Eileen Bross Grzybowski  Edmund A. Marek 《科学教学研究杂志》1990,27(1):35-54

  相似文献   

Book reviews     

Michael Macdonald-Ross  Eileen Scanlon  David Hawkridge 《Instructional Science》1981,10(1):101-104

  相似文献   

The Presence of An-Other: The Prescience of Racism in Post-Modern Times   总被引：1，自引：0，他引：1  

Ruth Eileen Arber 《Journal of Educational Change》2003,4(3):249-268

  相似文献   

General experiences + race + racism = Work lives of Black faculty in postsecondary science education     

Eileen R. C. Parsons  Domonique L. Bulls  Tonjua B. Freeman  Malcolm B. Butler  Mary M. Atwater 《Cultural Studies of Science Education》2018,13(2):371-394

Existent research indicates that postsecondary Black faculty members, who are sorely underrepresented in the academy especially in STEM fields, assume essential roles; chief among these roles is diversifying higher education. Their recruitment and retention become more challenging in light of research findings on work life for postsecondary faculty. Research has shown that postsecondary faculty members in general have become increasingly stressed and job satisfaction has declined with dissatisfaction with endeavors and work overload cited as major stressors. In addition to the stresses managed by higher education faculty at large, Black faculty must navigate diversity-related challenges. Illuminating and understanding their experiences can be instrumental in lessening stress and job dissatisfaction, outcomes that facilitate recruitment and retention. This study featured the experiences and perceptions of Black faculty in science education. This study, framed by critical race theory, examines two questions: What characterizes the work life of some Black faculty members who teach, research, and serve in science education? How are race and racism present in the experiences of these postsecondary Black faculty members? A phenomenological approach to the study situates the experiences of the Black participants as valid phenomena worthy of investigation, illuminates their experiences, and seeks to retain the authenticity of their voices.  相似文献   

Ideas and the future of higher education     

Sister O. P. Eileen Rice 《Innovative Higher Education》1985,10(1):5-13

Travellers who begin their pilgrimage to the uncertain future by attending colleges or universities need an educational experience characterized by specific consideration of ideas as ideas and overt attention to the process of challenging assumptions. Effective higher education in the future may be recognized by its participants' focus on ideas in general as the foundation of the curriculum and their simultaneous willingness to challenge any particular idea. To the extent to which these two activities do not presently characterize American higher education, the most critical innovation for the future may be a change of mind.  相似文献   

Teachers’ Integration of Scientific and Engineering Practices in Primary Classrooms     

Eileen G. Merritt  Jennie Chiu  Erin Peters-Burton  Randy Bell 《Research in Science Education》2018,48(6):1321-1337

The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This cross-case analysis of a multiple case study examined teacher practices in the context of a semester-long professional development course for elementary teachers. We reviewed lessons and teacher reflections, examining how kindergarten and first grade teachers incorporated NGSS scientific and engineering practices during inquiry-based instruction. We found that most of the teachers worked with their students on asking questions; planning and carrying out investigations; analyzing and interpreting data, using mathematics and computational thinking; and obtaining, evaluating and communicating information. Teachers faced challenges in supporting students in developing their own questions that could be investigated and using data collection strategies that aligned with students’ development of number sense concepts. Also, some teachers overemphasized the scientific method and lacked clarity in how they elicited and responded to student predictions. Discussion focuses on teacher supports that will be needed as states transition to NGSS.  相似文献   

The Strong African American Families Program: translating research into prevention programming     

Brody GH  Murry VM  Gerrard M  Gibbons FX  Molgaard V  McNair L  Brown AC  Wills TA  Spoth RL  Luo Z  Chen YF  Neubaum-Carlan E 《Child development》2004,75(3):900-917

A randomized prevention trial contrasted families who took part in the Strong African American Families Program (SAAF), a preventive intervention for rural African American mothers and their 11-year-olds, with control families. SAAF is based on a contextual model positing that regulated, communicative parenting causes changes in factors protecting youths from early alcohol use and sexual activity. Parenting variables included involvement-vigilance, racial socialization, communication about sex, and clear expectations for alcohol use. Youth protective factors included negative attitudes about early alcohol use and sexual activity, negative images of drinking youths, resistance efficacy, a goal-directed future orientation, and acceptance of parental influence. Intervention-induced changes in parenting mediated the effect of intervention group influences on changes in protective factors over a 7-month period.  相似文献   

Perceived workplace conditions and first-year teachers’ morale, career choice commitment, and planned retention: a secondary analysis     

Eileen Mary Weiss   《Teaching and Teacher Education》1999,15(8):1029

The relationships between perceived workplace conditions and morale, career choice commitment, and planned retention were examined for first-year teachers in the United States. A nationally representative sample of first-year teachers (K-12) was extracted from the United States Department of Education's Schools and Staffing Surveys database for 1987–88 and 1993–94. A school culture that supports collaboration and teacher participation in decision-making was most strongly related to higher morale, stronger commitment to teaching, and intentions to remain in the profession. The discussion highlights the importance of providing supportive workplace conditions during a formalized induction year that socialize new teachers into a collaborative and participatory work-ethic that sustains commitment.  相似文献   

Developing phonological awareness and word recognition skills: A two-year intervention with low-income,inner-city children     

Blachman  Benita A.  Tangel  Darlene M.  Ball  Eileen Wynne  Black  Rochella  McGraw  Collen K. 《Reading and writing》1999,11(3):239-273

Low-income, inner-city children were involved in a two-year intervention delivered in the regular classroom by regular classroom teachers to develop phonological awareness and word recognition skills. For the treatment children, an 11-week phoneme awareness program in kindergarten was followed by a first grade reading program (extended to grade 2 for some children) that emphasized explicit, systematic instruction in the alphabetic code. Control children participated in the school district's regular basal reading program. Both groups participated in a phonetically-based spelling program mandated by the district. At the end of grade 1, treatment children (n = 66) significantly outperformed control children (n = 62) on measures of phonological awareness, letter name and letter sound knowledge, and three measures of word recognition, and reached marginal significance (0.056) on a fourth. They also significantly outperformed the control children on two measures of spelling. One year later, at the end of grade 2, the treatment children (n = 58) significantly outperformed the control children (n = 48) on all four measures of word recognition. For the groups as a whole, there were no differences on the one measure of spelling readministered at the end of grade 2. However, there were significant differences in spelling between the treatment (n = 16) and control children (n = 13) who remained in the bottom quartile of spellers at the end of grade 2 when partial credit was given for phonetically correct spelling, and significant differences in reading favoring these treatment children on all four measures of word recognition.  相似文献