Movies in the classroom: Popular images of criminal justice,criminology, and the law     

Kathy Lynn Cook  Hunter Bacot 《Journal of Criminal Justice Education》2013,24(1):199-209

Courses that pique students' interest, promote discussion and participation, and contribute to their college learning experience are becoming increasingly rare. “Justice Issues and the Media” accomplishes these goals and is a pleasure to prepare and teach. This course links movies, a familiar aspect of American culture, with their substantive contribution to citizens' attitudes and stereotypes about the criminal justice system, criminology, and the law. We make recommendations and issue several cautions, which we hope will lead to the development and offering of this course at other universities.  相似文献   

Indirect Impact: How Early Childhood Educator Training and Coaching Impacted the Acquisition of Literacy Skills in Preschool Students     

Dale Lynn Cusumano  Kathleen Armstrong  Rachel Cohen  Melissa Todd 《Journal of Early Childhood Teacher Education》2013,34(4):363-377

Learning to read becomes a difficult task for many children, particularly if they have not been reared in early childhood settings where literacy-based activities, interactions, or materials are prevalent. This study examined the impact that providing a college-level course in research-based instructional strategies for literacy development to early childhood educators had on the development of early reading skills in the preschool children they taught. In addition, impact on children’s rates of literacy skill attainment was examined when a coaching component (i.e., a Literacy Coach) was added.  相似文献   

Policy and advocacy content in early childhood teacher education: Results of a national survey     

Dolores A. Stegelin  Lynn Hartle 《Journal of Early Childhood Teacher Education》2013,34(2):127-134

Abstract

One important strategy for strengthening policy and advocacy in early childhood education is through the incorporation of specific course content in teacher education programs [New Perspectives in Early Childhood Teacher Education: Bringing Practitioners Into the Debate, Teachers College Press, NY, New York, 1994]. Yet, to date, little is known about the extent to which content relating to these two important issues are incorporated into teacher education programs. In response to this gap, an exploratory study of early childhood teacher education programs was conducted to determine the nature of policy and advocacy content included in undergraduate and graduate programs in the United States. Public and private institutions, ranging in size from small four‐year colleges to large public universities, participated in this national survey. Results indicated that advocacy and policy content is incorporated in most teacher education programs in a varied, yet unsystematic, manner. Respondents also identified a range of current and needed resources to support advocacy and policy education as well as a number of barriers that impede incorporation of such content in their programs.  相似文献   

The work of the audience: visual matrix methodology in museums     

Lynn Froggett  Lizzie Muller  Jill Bennett 《Cultural Trends》2019,28(2-3):162-176

ABSTRACT

Visual matrix methodology has been designed for researching cultural imaginaries. It is an image-led, group-based method that creates a “third space” research setting to observe audience groups re-enacting lived experience of an event or process that takes place in the third space of a cultural setting. In this article, the method is described through its use in relation to an art-science exhibition, Human+ Future of the species, where three audience groups with investments in technology worked with exhibition material to achieve a complex ambivalent state of mind regarding technological futures. The visual matrix has been designed to capture the affective and aesthetic quality of audience engagement in third space by showing what audiences do with what is presented to them. We argue that such methodologies are useful for museums as they grapple with their role as sites where citizens not only engage in dialogue with one another but actively re-work their imaginaries of the future.  相似文献   

Diversity and inclusion in early childhood. An introduction     

Lynn Fletcher 《Educational Psychology in Practice》2014,30(1):105-106

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Place,food practices,and scientific knowledge     

Brkich  Katie Lynn 《Cultural Studies of Science Education》2019,14(4):1037-1043

Cultural Studies of Science Education - This commentary seeks to extend the discussion on place, food practices, and ancestral scientific knowledge presented in Silvia Lizette Ramos de...  相似文献   

Three suggested teaching strategies for students who are deaf or hard of hearing     

Tina J. Herring  M. Lynn Woolsey 《Support for Learning》2020,35(3):346-358

This paper addresses current issues in deaf education including poor academic progress and employment outcomes of individuals who are deaf and hard of hearing (D/HH) as well as provides suggestions for improving overall academic achievement of this population. Specifically, three instructional strategies are recommended for teachers: choral responding, response cards, and peer tutoring. These three strategies have been shown to increase active student responding in classrooms for children who are typically developing and children who have disabilities. For international deaf students in countries that may rely on volunteers who lack basic requisite skills these general education teaching strategies are easy to use even by novice teachers. Recommendations are tendered for how teachers can include these simple teaching strategies in classrooms serving students who are D/HH.  相似文献   

Strategies in assessing the need for updating evidence-based guidelines for six clinical topics: an exploration of two search methodologies     

Voisin CE  de la Varre C  Whitener L  Gartlehner G 《Health information and libraries journal》2008,25(3):198-207

BACKGROUND: Because of the expense of updating practice guidelines, recent attention has focused on approaches that can reliably assess any updating required. Shekelle et al. (Journal of the American Medical Association 2001, 286, 1461-7) proposed using limited literature searches with expert involvement to reduce resources used in assessing whether a guideline needs updating. OBJECTIVES: This study compared Shekelle's method and the traditional systematic review method regarding comprehensiveness and effort. METHODS: Two research teams translated critical key questions on screening test treatments and outcomes to Medical Subjects Headings (MeSH) and search strategies. They refined Shekelle's method over three iterations, seeking greater efficiency. Using both methods independently, teams assessed the need to update six topics from the 1996 Guide to Clinical Preventive Services (US Preventive Services Task Force). Outcomes included completeness of study identification, importance of missed studies and effort involved. RESULTS: The revised review approach produced fewer citations than the traditional approach and saved time, identifying fewer eligible studies than the traditional approach. None of the studies missed was rated important by the experts consulted. CONCLUSIONS: The revised review approach provides an acceptable method for judging whether a guideline requires updating. Librarians were an integral part of the research process that streamlined the searches.  相似文献   

Editorial Acknowledgments     

Lynn S. Liben 《Child development》2008,79(6):1959-1963

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University Patenting in Wales, Scotland and Northern Ireland: a Comparative Analysis     

Andrew Beale  David Blackaby  Lynn Mainwaring 《Higher Education Quarterly》2008,62(1-2):101-119

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