Strategies for supporting families     

Stephen B. Graves  Richard M. Gargiulo 《Early Childhood Education Journal》1993,21(2):47-48

Stephen B. Graves is an Associate Professor of Early Childhood Education and Richard M. Gargiulo is a Professor of Special Education at the University of Alabama at Birmingham.  相似文献   

International student demand for higher education in the United States     

Richard L. Wobbekind  Philip E. Graves 《Research in higher education》1989,30(3):273-299

Foreign students have been attending colleges and universities in the United States at rapidly increasing rates since the late 1960s. Due particularly to demographic changes and cost considerations, U.S. universities have accepted and grown somewhat dependent on these foreign students. This raises the questions of what caused the increased international demand for U.S. education and will that demand continue to grow? We attempt here to provide a theoretical model of educational demand and to test the model employing both time series and cross-sectional data. First, we give background information and a brief literature survey; then we develop the model. Next, we test the model by examining the time series evidence. We then present cross-sectional findings employing the Zellner SUR technique. The paper concludes with policy implications.  相似文献   

Computing and the social organization of academic work     

Mark A. Shields  William Graves III  James M. Nyce 《Journal of Science Education and Technology》1992,1(4):243-258

This article discusses the academic computing movement during the 1980s. We focus on the Faculty Workstations Project at Brown University, where major computing initiatives were undertaken during the 1980s. Six departments are compared: chemistry, cognitive and linguistic sciences, geology, music, neural science, and sociology. We discuss the theoretical implications of our study for conceptualizing the relationship of computing to academic work.An early version of this article was originally published as: Technological Innovation in Higher Education: A Case Study in Academic Computing. In Morell, J. and Fleischer, M. (Eds.), (1991),Advances in the Implementation and Impact of Computer Systems, Vol. 1, JAI Press, Greenwich, Connecticut, pp. 183–209.  相似文献   

Working with families of children with special needs     

Katie Sefton  Richard M. Gargiulo  Stephen B. Graves 《Early Childhood Education Journal》1991,18(3):40-40

Katie Sefton, Richard M. Gargiulo, and Stephen B. Graves are with the School of Education, Department of Curriculum & Instruction, University of Alabama at Birmingham.  相似文献   

How do you know what works,works for you? An investigation into the attitudes of senior leaders to using research evidence to inform teaching and learning in schools     

Susan Graves 《School Leadership & Management》2018,38(3):259-277

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Libr-AR-y Tours: Increasing engagement and scalability of library tours using augmented reality     

Sarah LeMire  Stephanie J. Graves  Michael Hawkins  Shweta Kailani 《College & Undergraduate Libraries》2013,20(3):261-279

Abstract

Orienting patrons to library spaces, collections, and services is an important, but time-intensive, challenge for many librarians. Library tours are one strategy commonly employed to familiarize patrons with library spaces and services. Augmented reality provides a new opportunity for librarians to develop engaging and interactive unmediated tours. Augmented reality tours provide participants with an opportunity to explore library spaces and service points while affording librarians the chance to share valuable information about those spaces and services. This article details how one library constructed an augmented reality tour and shares assessment-based insights into participant responses to the augmented reality format.  相似文献   

Making mathematical meaning through dialogue: ``Once you think of it, the Z minus three seems pretty weird'     

Vicki Zack  Barbara Graves 《Educational Studies in Mathematics》2001,46(1-3):229-271

In our ongoing qualitative classroom research, we adopt a sociocultural perspective to investigate discourse, and its role in how children and teachers make meaning of mathematics in a fifth grade inquiry classroom. Our theoretical perspective draws primarily on Vygotsky (1978, 1986) and Bakhtin (1981, 1986) each of whom examines how social forms of meaning influence individual cognition. The episode described in this paper examines the process whereby individual and group developmental trajectories are constructed, and allows us to explore the relationship between discourse and knowing. We combine a longitudinal design with a case study approach to focus on the collaborative mathematical problem solving. We use video capture to help us listen to children's discussions in classroom activities and small group interactions. Our analysis of the verbal data recorded on video identifies patterns of interaction, development and change in participants' use of mathematical language and concepts, and their evolving understanding, through discussion and argument, of an algebraic expression constructed by one of the children. The findings lead us to argue for i) a more generative view of the zone of proximal development as a site of learning and of identity formation, ii) an expanded view of the role of the teacher in inquiry classrooms, and iii) an appreciation for the valuable roles difference and resistance play in knowledge building.  相似文献   

“So,You Think You Have a History?”: Taking a Q from Lesbian and Gay Studies in Writing Education History     

Karen Graves 《History of education quarterly》2012,52(4):465-487

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Argumentation without debate     

Harold F. Graves  Joseph F. O'Brien 《Quarterly Journal of Speech》2013,99(4):528-533

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Teacher Characteristics for Culturally Responsive Pedagogy     

Laura Rychly  Emily Graves 《Multicultural Perspectives》2013,15(1):44-49

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