Reading Education and Poverty: Questioning the Reading Success Equation     

Jacqueline Edmondson  Patrick Shannon 《Peabody Journal of Education》2013,88(3-4):104-126

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The Open University: A History     

Jacqueline Baxter 《International Journal of Lifelong Education》2013,32(3):366-369

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Higher Education     

Lee S. Duemer  Jacqueline Griesdorn  Norman Kaufman  Robert O. Riggs 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3-4):244-259

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Post-secular schooling: freedom through faith or diversity in community   总被引：1，自引：0，他引：1  

Jacqueline Elizabeth Watson 《Cambridge Journal of Education》2013,43(2):147-162

Post-secularism and neo-liberalism have converged in education policy and theory to generate a new enthusiasm for faith schools, along with criticism of the publicly-funded common or community school. However, in a post-secular social context, where religious and spiritual pluralism exponentially increases, and belief positions are both polarised and syncretised, the democratic notion of the common or community school appears even more crucial to address community understanding. There need to be strong reasons, therefore, for abandoning the common or community school in favour of faith schools. This article presents a critique of recent key philosophical defences of the public funding of faith schools, put forward by Richard Pring and Harry Brighouse, and by the Christian educationalist, Trevor Cooling. It also gives support to Michael Fielding and Peter Moss’ arguments for radicalising and reforming the common school, to enable it to be a community for understanding in an increasingly challenging post-secular environment.  相似文献   

Spirituality in Nursing: Filipino Elderly's Concept of,Distance from,and Involvement with God     

Allan B. de Guzman  Naihra Jae Z. Dalay  Anthony Joe M. De Guzman  Luigi Lauren E. de Jesus  Jacqueline Barbara C. de Mesa  Jan Derick D. Flores 《Educational gerontology》2013,39(10):929-944

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What teachers need to know about the struggle for self-determination (conscientization) and self-regulation: adults with disabilities speak about their education experiences     

Rosario Diaz-Greenberg  Jacqueline Thousand  Maria Cardelle-Elawar  Ann Nevin 《Teaching and Teacher Education》2000,16(8):663

The purpose of this paper is to help teachers better understand the struggles that people with disabilities experience in attaining their educational goals and to encourage the development of teaching and learning strategies that help to respect and facilitate the struggle itself. The authors share the generative themes that emerged using a critical pedagogy approach (dialogic interviews) to elicit the voices of adults with disabilities speaking about their public school experiences. In discussing the implications for teachers, the authors show the intersections of educational psychology's concept self-regulation and critical pedagogy's concept conscientization and special education’ s concept self-determination. Why the ‘struggle’ itself is important (from the perspectives provided by conscientization, self-regulation, and self determination) is discussed.The major question is whether or not teachers can structure the awareness process that results in learners becoming aware enough to verbalize, “I have difficulties”. What do teachers do to stimulate the metacognitive thinking processes that makes it possible for students with disabilities to think, “I can monitor myself!”? How can teachers capture the power of the conscientization experience that leads students with disabilities to experience the generative will power “to use the powers that I have to make a difference in my life's situation?” How do adults with disabilities come to these kinds of awareness and how can teachers help facilitate the awareness?  相似文献   

Language adaptations: Award-winning children’s literature in basal textbook readers     

Jacqueline C. Comas 《Publishing Research Quarterly》1989,5(2):16-34

One frequent complaint about basal readers is that, when they adapt high-quality literature, they make pointless simplifications that significantly detract from the value of the original stories. This article reports a study of adaptations of award-winning stories for three grade levels. The results suggest strongly that, at least during the past fifteen years, these complaints are unjustified. Jacqueline C. Comas is assistant professor of education at the University of Florida in Gainesville where she teaches courses in language arts and children's literature. She is a former classroom teacher, has served as a reading consultant, a reading/language arts supervisor, and has worked with textbook adoption committees for the improvement of instructional materials since the late 1970s.  相似文献   

From the Editor: Educating for social justice     

Marcia Baxter Magolda 《About Campus》2007,12(2):1-1

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From the editor—New connections?     

Marcia B. Baxter Magolda 《About Campus》2007,12(4):1-1

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Abuse of children in institutions     

Eliana Gil M.A.  Kathleen Baxter M.S.W. 《Child abuse & neglect》1979,3(3-4)

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