Campus commons: Transformed by disappointment     

Karen E. Hall 《About Campus》2011,16(3):26-28

Karen E. Hall shares how weathering her own personal storms has helped her to guide her students to the learning opportunities inherent in their challenges.  相似文献   

High School Internships: Utilizing a Community Cultural Wealth Framework to Support Career Preparation and College-Going Among Low-Income Students of Color     

Marco A. Murillo  Karen Hunter Quartz  Jaime Del Razo 《Journal of Education for Students Placed at Risk》2017,22(4):237-252

This article investigates the experience of 229 low-income students of color who participated in an innovative high school internship program between 2011 and 2015. Using mixed methods (interviews, observations, and survey), the authors aim to understand the types of knowledge, information, and supports these students develop and expand in relation to careers and the college-going process. The authors draw on students' community cultural wealth to highlight the way the internship program supports students' aspirational, navigational, linguistic, resistant, and social capital.  相似文献   

From the editor     

Karen M. La Paro 《Journal of Early Childhood Teacher Education》2017,38(1):1-2

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Using a Corporate Partnership to Enhance Learning in a Sourcing Negotiation Role‐Play          下载免费PDF全文

Janet L. Hartley  Karen Eboch  Jonathan Gilberg 《Decision Sciences Journal of Innovative Education》2017,15(2):124-137

Although role‐plays can be effective teaching tools for buyer‐supplier negotiation, learning can be somewhat limited because typically novices are negotiating with each other. We describe how we collaborated with a corporate partner, CACI International, to develop and implement a repeatable sourcing and negotiation role‐play that helps to address this limitation. The role play, used in a dual listed undergraduate/MBA strategic sourcing course, covers the sourcing process from strategy development, solicitation, bidding, negotiation, and supplier selection for security services. The unique aspect of the role play is that CACI supply managers assume the role of suppliers throughout the activity including during phone negotiations with student teams. Content analysis of student reflections and a student survey show that the highest degree of perceived learning from the role‐play was in the negotiation. Ways to modify the role‐play approach when you do not have strong corporate partnerships are discussed.  相似文献   

One Screen,Many Fingers: Young Children's Collaborative Literacy Play With Digital Puppetry Apps and Touchscreen Technologies     

Karen E. Wohlwend 《理论付诸实践》2015,54(2):154-162

This article examines the digital literacy practices that emerge when young children play together with digital apps on touchscreen devices. Children's collaborative composing with a digital puppetry app on a touchscreen—with many hands all busy dragging, resizing, and animating puppet characters, and many voices making sound effects, narrating, directing, and objecting—appears aimless, chaotic, and in sharp contrast to the orderly matching activities in prevalent letter and word recognition apps that dominate early childhood educational software. The crowded collaboration around a single touchscreen looks messy but produces a complex text built with (a) touches, swipes, and other embodied actions that make up digital literacy practices; (b) sensory or multimodal layers of colorful images, dialogue, sound effects, and movement that make up animated stories; and (c) negotiation and pooling of children's individual story ideas for shared pretense that make up playful collaboration—all contained on a 9.7 inch screen.  相似文献   

Talking and thinking together at Key Stage 1     

Karen Littleton Corresponding author  Neil Mercer  Lyn Dawes  Rupert Wegerif  Denise Rowe  Claire Sams 《Early Years: An International Journal of Research and Development》2005,25(2):167-182

In this paper, we describe an innovative approach to promoting effective classroom‐based groupwork and the development of children's speaking and listening at Key Stage 1. This approach, known as Thinking Together, was initially developed for use with Key Stage 2 children. The work reported here explains how this approach has now been applied to the teaching of speaking and listening at Key Stage 1. The approach is founded on contemporary sociocultural theory and research. At the heart of the Thinking Together approach is a concern to help children build and develop their knowledge and understanding together, through enabling them to practise and develop ways of reasoning with language.  相似文献   

Development Without Learning?     

David Messer  Sarah Norgate  Richard Joiner  Karen Littleton  Paul Light 《教育心理学》1996,16(1):5-19

It is usually assumed that for cognitive development to occur, children need to receive feedback about the success of their endeavours. Such views are implicitly contained in the design of most educational programmes, especially those that are based on computer‐assisted learning. Two studies are reported which challenge these assumptions. The studies investigate Karmilojf‐Smith's ideas about the cognitive processes underlying the development of the ability to balance beams on a fulcrum. Karmiloff‐Smith suggests that at a certain and limited phase of development, children may largely ignore the information from feedback and development will occur due to internal cognitive reorganisation. Our findings provide some support for this view in that at this phase of development no difference was found between children who did and did not receive feedback about success.  相似文献   

完整     

王风华 《海外英语》2008,(4):11

A cradle on the gate of an Italian convent gives desperate mothers a safe place to abandon a baby.意大利女修道院大门上的摇篮为绝望的妈妈们而设,给她们抛弃的婴儿们提供了一个安全的庇护所.……  相似文献   

Shared Book Reading: Parental Goals Across the Primary Grades and Goal-Behavior Relationships in Junior Kindergarten     

Diana Audet  Mary Ann Evans  Karen Williamson  Kailey Reynolds 《Early education and development》2008,19(1):112-137

Two studies are reported. The first investigated goals for reading with their children held by 294 parents in a cross-sectional sample from junior kindergarten through Grade 3, how these goals are related to parent beliefs about the development of literacy skills, and how these goals may differ across the primary years. The second examined how goals relate to parent behavior. From a different sample of 119 parents completing the same goal survey and observed in shared book reading, a subsample of 42 parents with contrasting goals was selected for analysis. Findings indicated 5 distinct parent goals for shared book reading—Stimulate Development, Foster Reading, Bond With Child, Soothe Child, and Enjoy Books—with the goals of enjoying books and bonding with the child rated the highest and equally highly at each grade. These were followed by fostering reading, stimulating their child's development, and lastly soothing their child. The goal of fostering reading was more highly rated by parents of Grade 1 children than by parents of children in any other grade. Only a modest relationship between goals and beliefs was found. Finally, parents who rated fostering reading high as a goal engaged in more print-referencing behaviors and echoed more reading than did parents with contrasting goal profiles.  相似文献   

Moving Science Off the “Back Burner”: Meaning Making Within an Action Research Community of Practice   总被引：1，自引：0，他引：1  

Karen Goodnough 《Journal of Science Teacher Education》2008,19(1):15-39

In this study, the participants conceptualized and implemented an action research project that focused on the infusion of inquiry principles into a neglected science curriculum. Specific objectives were to find (a) What factors challenge and support the evolution of an action research community of practice? (b) How are teachers’ beliefs about science teaching and learning transformed? and (c) How does teachers’ knowledge of curriculum, instruction, assessment, and student learning change as a result of learning within a community of practice? In this instrumental case study (Stake 2000, In N. K. Denzin, &; Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 435–454). Thousand Oaks, CA: Sage), a range of data collection sources and methods were adopted. Outcomes focus on how the design principles for cultivating a community of practice emerged in the action research group, as well as the types of teacher learning that occurred by engaging in action research.  相似文献