The robust woman and the muscular christian: Catharine Beecher,Thomas Higginson,and their vision of American society,health and physical activities     

Linda J. Borish 《国际体育史杂志》2013,30(2):139-154

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Promoting a self-sustaining learning community: investigating an internal model for teacher development     

Etta R. Hollins  Linda R. McIntyre  Charles DeBose  Arthurlene Towner 《International journal of qualitative studies in education》2013,26(2):247-264

The authors report an investigation of a five-step structured study-group approach to promoting a?self-sustaining learning community that supports teachers in developing the ‘habits of mind’ necessary for improving literacy acquisition and development for urban African American students attending a low-performing, high-poverty elementary school. The authors report that over a two-year time period the conversations among the teachers at the study-group meetings changed to be more positive about the children, to make linkages between themselves and the culture the children bring to school, to enthusiasm for sharing their own strategies and engaging in public reflection, and collaborating in developing new instructional approaches.  相似文献   

The school-based work experiences of student teachers     

Linda Rolfe 《Education 3-13》2013,41(2):29-33

The increased responsibility now given to schools for initial teacher training (ITT) in partnership with training institutions has led to questions about how prepared and confident teachers are to assume their new role, and the support they provide for students to teach the arts. This research enquires into the situation and found the development of students' subject knowledge in the arts to be a matter of concern. As time on ITT courses is cut and teachers acknowledge the need to enhance their own knowledge-base in the arts, there is uncertainty about the quality and adequacy of training for student teachers in the arts.  相似文献   

How children learn at home     

Linda Hargreaves 《Early Years: An International Journal of Research and Development》2010,30(1):100-101

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‘Am I safe here and do you like me?’ Understanding complex trauma and attachment disruption in the classroom     

Linda O'Neill  Francis Guenette  Andrew Kitchenham 《British Journal of Special Education》2010,37(4):190-197

Elementary and special education teachers and school counsellors currently provide support to children presenting learning disabilities and behavioural problems symptomatic of the more hidden diagnosis of complex trauma resulting from abuse or severe attachment disruption. Specific disorders such as attention deficit/hyperactivity disorder (AD/HD) may be diagnosed in such children, but not the aetiology of complex trauma, resulting in missing information in the development of remedial and behavioural interventions. The evolving field of trauma counselling provides important information to special education teachers and school counsellors who work with children who have experienced trauma. In this review article authors Linda O'Neill of the University of Northern British Columbia (UNBC), Francis Guenette who is a doctoral student at the University of Victoria and Andrew Kitchenham of the University of Northern British Columbia summarise attachment, neurobiological, and complex trauma research that can be used in school settings to understand better the needs of these children. They conclude by suggesting that teachers and school counsellors would benefit from training on the consequences of childhood trauma and attachment disruption to develop interventions that will be effective and to identify what types of behaviours children can control and those they cannot.  相似文献   

Comment on: “Generation of Horsepower at Low and High Velocity By Sprinters and Distance Runners”     

Donald Watson 《Research quarterly for exercise and sport》2013,84(1)

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Adolescents With Disabilities: The Need for Occupational Social Skills Training     

Nick Elksnin  Linda K. Elksnin 《Exceptionality》2013,21(1-2):91-105

In this article, occupational social skills are defined and their importance is highlighted. The lack of occupational social skills has been estimated to be responsible for almost 90% of job loss. Although a number of commercial social skills instructional programs are available, none address social skills as they relate to specific occupations. We offer 4 different ways to develop appropriate occupational social skills training.  相似文献   

Classroom materials     

Linda Poole  Gayle Kirker  Sandra Lawson  Kate Millet  Sandra Lash 《Roeper Review》2013,35(3):25-27

Your Energy World Published by U.S. Department of Energy

Blue Wings Flying by Elizabeth DeHuff Pictures by Dorothea Sierra Addison‐Wesley Publishing Co. Readding, Mass. 01867

Early Childhood Filmstrips Series Part I: About Myself Myself and Other People — Alike and Different My Family and Other Families—Alike and Different Everyone Needs Many Things by Ruth Jaynes, Beatrice Woodbrldge & Nancy Curry Bowmar/Noble Publishers, Inc. 4563 Colorado Los Angeles, CA 90039

“Man and His Gods: An Inquiry Into The Nature of Religions” Published by The Center for Humanities, Inc. 2 Holland Ave. White Plains, NY 10603

Alcohol: Facts, Myths and Decisions Published by Science and Mankind, Inc. Communications Park, Box 200 White Plains, New York 10601  相似文献   

Self-Regulating Informational Text Reading Comprehension: Perceptions of Low-Achieving Students     

Linda H. Mason  Hedda Meadan-Kaplansky  Laura Hedin  Raol Taft 《Exceptionality》2013,21(2):69-86

Students who struggle with learning may not have the metacognition needed to support the multiple processes required to understand what is read in informational text. Instruction for these students, therefore, should include methodologies that promote self-regulation of critical thinking processes. Fifty-eight low-achieving students were provided Self-Regulated Strategy Development instruction for the TWA (Think before reading, think While reading, think After reading) strategy approach. Students were explicitly taught to establish goals, self-monitor performance, use positive self-instructions, and self-reinforce. We examined these students' perceptions in regard to application of the self-regulation procedures. Students' worksheets and comments as well as perceptions documented in post-instruction interviews were used to gain insight into students' metacognitive awareness of the self-regulation procedures taught and learned.  相似文献   

A Review of: “Christians and Jews in Dialogue: Learning in the Presence of the Other. By Mary C. Boys and Sara S. Lee”     

Linda Wright Simmons 《Religious education (Chicago, Ill.)》2013,108(2):273-275

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