Integrating 3D printing into an early childhood teacher preparation course: Reflections on practice     

Pamela Sullivan  Holly McCartney 《Journal of Early Childhood Teacher Education》2017,38(1):39-51

This reflection on practice describes a case study integrating 3D printing into a creativity course for preservice teachers. The theoretical rationale is discussed, and the steps for integration are outlined. Student responses and reflections on the experience provide the basis for our analysis. Examples and resources are provided, as well as a discussion of lessons learned.  相似文献   

Texts in Tension: Negotiating Jewish Values in the Adult Jewish Learning Classroom     

Meredith L. Woocher 《Journal of Jewish Education》2013,79(1-2):22-31

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Monsterous Plans? Standard English in the National Curriculum and Norwegian in the Mønsterplan     

Holly Anderson 《English in Education》1995,29(1):14-19

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Systematic reviews: inducting research students into scholarly conversations?     

Janni Leung  Alize Ferrari  Amanda Baxter  Mariyana Schoultz  Michelle Beattie  Meredith Harris 《高等教育研究与发展》2017,36(1):217-220

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Writing Assessment in South Carolina: Past and Present     

Vana Hutto Meredith 《Educational Measurement》1984,3(1):19-21

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Do individuals with autism process categories differently? The effect of typicality and development     

Gastgeb HZ  Strauss MS  Minshew NJ 《Child development》2006,77(6):1717-1729

This study examined the effect of exemplar typicality on reaction time and accuracy of categorization. High-functioning children (age 9-12), adolescents (age 13-16), and adults with autism (age 17-48) and matched controls were tested in a category verification procedure. All groups showed improved processing throughout the lifespan for typical and somewhat typical category exemplars. However, individuals with autism responded more slowly than matched controls to atypical exemplars at all ages. The results are discussed in terms of potential differences in the type of processing that may be required for categorizing typical and atypical category exemplars. Parallels are also drawn to the results of previous studies on face processing in individuals with autism.  相似文献   

A Teacher's and Researcher's Experiences with Power and Representation within the Practical Argument Process     

Catherine Fallona  Holly Johnson 《Teachers and Teaching》2013,19(2):141-154

The purpose of this paper is to explore the tensions that erupted between the two authors during the final stages of their engagement with the practical argument process. These tensions arose when the 'researcher' constructed a representation of 'the teacher's' reality. In this paper, the researcher shares her representation and the teacher responds to her analysis. The teacher's response to the researcher's representation of her and her teaching suggests tensions arose between the teacher and the researcher over how the researcher constructed the teacher's practical argument. As the teacher and the researchers, we analyze our experiences with the practical argument process and our collaborative relationship. The result is an enlarged view of the place of story and practical argument within research collaborations. In addition, we learned the necessity of continuing dialog between researcher and teacher through the writing of the project. This ensures that, regardless of the research method, both collaborators are heard and their tales are told in the public representation.  相似文献   

Productive Usability: Fostering Civic Engagement and Creating More Useful Online Spaces for Public Deliberation     

W. Michele Simmons  Meredith W. Zoetewey 《Technical Communication Quarterly》2013,22(3):251-276

This article offers productive usability as a usability approach that focuses on the usefulness of civic Web sites. Although some sites meet traditional usability standards, civic sites might fail to support technical literacy, productive inquiry, collaboration, and a multidimensional perspective—all essential ingredients for citizen-initiated change online. In this article, we map productive usability onto broader philosophies of usability and offer a framework for rethinking usability in civic settings and for teaching productive usability.  相似文献   

The Rhetoric of Free: Open Source Software and Technical Communication During Economic Downturns     

Meredith W. Zoetewey 《Technical Communication Quarterly》2013,22(4):323-342

This article explores the ramifications of deploying free and open source software (F/OSS) for technical communication program development. Against the backdrop of the recession, the article draws on empirical research to examine how different stakeholders understand the F in F/OSS, its relationship with proprietary software, and the institutional contexts surrounding these technologies. It contributes four recommendations for working with F/OSS that might help programs shore up in tough times and thrive postdownturn.  相似文献   

“I’m Just Playing iPad”: Comparing Prekindergarteners’ and Preservice Teachers’ Social Interactions While Using Tablets for Learning     

Holly Carrell Moore  Jennifer Keys Adair 《Journal of Early Childhood Teacher Education》2013,34(4):362-378

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