The complexities of supporting Asian international pre‐service teachers as they undertake practicum     

Rebecca Spooner‐Lane  Donna Tangen  Marilyn Campbell 《Asia-Pacific Journal of Teacher Education》2009,37(1):79-94

Increasing numbers of Asian international students are choosing to undertake their tertiary studies in English‐speaking countries. For universities, international students are an important source of revenue. However, Asian international students face multiple challenges in adapting to a foreign culture, understanding the expectations of their role, and adjusting to language, communication and cultural differences. These challenges are manifested, in particular, during practicum or field experience. This paper investigated the concerns of twenty Asian pre‐service teachers before and after their practicum in Australian schools by drawing upon data from focus group interviews. Although language barriers and cultural differences were identified concerns before the practicum, concerns about their relationship with their supervising teachers and the limited time in which they had to learn also emerged after the practicum. Whilst the findings are limited to the present study, implications for supporting Asian international pre‐service teachers during practicum are discussed.  相似文献   

Prenatal Risk and Infant Regulation: Indirect Pathways via Fetal Growth and Maternal Prenatal Stress and Anger          下载免费PDF全文

Pamela Schuetze  Rina D. Eiden  Craig R. Colder  Marilyn A. Huestis  Kenneth E. Leonard 《Child development》2018,89(2):e123-e137

Pathways from maternal tobacco, marijuana, stress, and anger in pregnancy to infant reactivity and regulation (RR) at 9 months of infant age were examined in a low‐income, diverse sample beginning in the first trimester of pregnancy, with fetal growth and postnatal stress/anger as potential mediators, and infant sex as a moderator. Participants were 247 dyads (173 substance‐exposed infants). There were no direct effects of prenatal risk on RR and no moderation by sex. However, there were significant indirect effects on RR via poor fetal growth and higher postnatal anger. The study adds to the sparse literature on joint effects of tobacco and marijuana, and highlights the role of fetal growth and maternal anger as important pathways from prenatal risk to infant RR.  相似文献   

International Student Media Festival
The ISMF turns 30!     

John Connelly  Marilyn Connelly 《TechTrends》2004,48(3):3

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BEYOND THE VIRTUES-PRINCIPLES DEBATE     

Marilyn S. Keat 《Educational theory》1992,42(4):443-459

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NTU—A technological university for a technology-based society     

Marilyn Mays  D. Barry Lumsden 《TechTrends》1989,34(3):18-22

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Volume Contents     

Marilyn Fleer  Jill Robbins 《Research in Science Education》2003,33(4):529-531

Volume Contents

Volume Contents  相似文献   

Beyond decoding: Pictures of expository prose     

Robert Calfee  Marilyn Chambliss 《Annals of dyslexia》1988,38(1):243-257

Just as success in decoding complex spelling patterns requires strategy and structure, so does the “decoding” of complex expository writing. We discuss the specific sources of difficulty in technical writing and distinguish between content structure and text structure. Next come presentations of the basic building blocks for expository writing and techniques of text design. Patterns from American science and social studies texts are described and contrasted with Japanese materials. We finish with suggestions for promoting the comprehension of expository materials. This article is taken from an address delivered on November 5, 1987 by the first author to the 38th Annual Conference of the Orton Dyslexia Society in San Francisco. The use of first person captures certain facets of the presentation, but the paper is mostly a “we” piece. Portions of this work were supported by U.S. Department of Education, Federal program number 84.122B, Secretary’s Discretionary Program, and the Carnegie Corporation of New York.  相似文献   

Status of science education in Illinois elementary schools, 1987     

Marilyn K. Morey 《科学教学研究杂志》1990,27(4):387-398

What is the status of science education in Illinois public elementary schools? A research survey of elementary teachers was conducted in 1987 to help answer this question. Among the areas of science teaching assessed were types of instructional programs utilized, preparation for science teaching, science in-service, obstacles to science teaching, and administrative and community support for science education. Results were compared with those gathered in a similar survey conducted ten years earlier and with other state and national surveys. Findings indicate that science instruction at the elementary level remains dependent on textbooks in spite of research that indicates the efficacy of hands-on science. Teachers are frustrated by lack of time, equipment, facilities and the low priority science has in their school districts. Many of the teachers fall short of meeting the minimum standards for science teacher preparation as suggested by the National Science Teachers Association. In spite of recent reform efforts, it is clear that science instruction has not yet become a priority. This report discusses the implications of these findings and makes suggestions for future studies.  相似文献   

Use of Color in Child Care Environments: Application of Color for Wayfinding and Space Definition in Alabama Child Care Environments     

Marilyn A. Read 《Early Childhood Education Journal》2003,30(4):233-239

Color is a useful design element for wayfinding, spatial orientation, and space definition in children's environments. The study reported here compares the use of color in physical design features associated with the exterior design and interior design of child care centers (N = 101) located in Alabama. Color was evidenced on the exterior of the centers at just over half of the sample. The interior environments of the child care facilities had warm colors and bright accents in the setting; however, the majority of centers used only white, off-white, or gray on the walls.  相似文献   

Teacher Stress: What It Is,Why It's Important,How It Can be Alleviated     

Isaac Prilleltensky  Marilyn Neff  Ann Bessell 《理论付诸实践》2016,55(2):104-111

Teacher stress can be conceptualized as an imbalance between risk and protective factors. Stress emanates from risk factors at the personal, interpersonal, and organizational levels. When risk factors exceed protective factors, teacher ability to cope with adversity is inhibited, likely resulting in stress and pernicious consequences. In this paper we draw on empirical evidence as well as our own professional efforts at reducing stress among novice teachers to explain the phenomenon and recommend interventions.  相似文献