Voices of children and parents from elsewhere: a glance at integration in Italian primary schools     

Paola Dusi  Marilyn Steinbach 《International Journal of Inclusive Education》2016,20(8):816-827

This study involves 35 research participants: 20 immigrant parents (primarily mothers from South America, North Africa, Eastern Europe and the Middle East) and 15 primary school children, aged 10–11. These children were born outside Italy and primary school was their first encounter with the Italian educational system. We observed their processes of integration through their stories and those of their parents. Our investigation aims to identify factors that support or inhibit their school integration. We adopt an ecological research paradigm, proposing a vision of knowledge as rooted in natural life contexts, focusing on subjectivity. Analysis of the data led to identification of core categories concerning these families’ experiences and their children's encounters with Italian schools. This paper focuses on the children's perspectives of their experiences with school.  相似文献   

Transformative pedagogy: Dinka playgroups as spaces for cultural knowledge productions of Western science     

Fleer  Marilyn  Adams  Megan  Gunstone  Richard 《Cultural Studies of Science Education》2019,14(4):1045-1069

Cultural Studies of Science Education - As increasing numbers of families migrate from a range of countries into communities where Western science is viewed as valued curriculum content, a need for...  相似文献   

The Cyclic Nature of Problem Solving: An Emergent Multidimensional Problem-Solving Framework     

Marilyn?P.?CarlsonEmail author  Irene?Bloom 《Educational Studies in Mathematics》2005,58(1):45-75

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Rethinking Natural Environment Practice: Implications from Examining Various Interpretations and Approaches     

Angie Y. Chai  Chun Zhang  Marilyn Bisberg 《Early Childhood Education Journal》2006,34(3):203-208

Early intervention professionals have implemented natural environment practices for over a decade, despite the continued debate on how to interpret and implement this practice. This article reviews several theoretical frameworks for understanding natural environment practice, and also summarizes different approaches for implementation. The authors present a model for rethinking and redefining natural environment practice in the context of recent approaches.  相似文献   

International student media festival lights,camera, learning! the power of student produced media in the classroom     

Connelly  John  Connelly  Marilyn 《TechTrends》2004,48(2):10-10

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How and why the CAUT became involved in collective bargaining     

Donald C. Savage 《Interchange》1994,25(1):55-63

Despite a persistent belief to the contrary, most Canadian universities prior to the 1960s did not operate collegially. They were run autocratically. Collective bargaining arose as a means of ensuring true collegiality through negotiations between equals, legally entrenching due process and academic freedom, and providing a clearer and stronger mechanism for dealing with salaries and benefits. This was a revolution from below in the governance of universities. Although the sixties are widely regarded as the age of student revolt, in Canada it was the faculty, not the students, who secured a dramatic change in the power structure of the university through collective bargaining.  相似文献   

In practice: Expanding the first-year experience: A report from Hamline University     

Marilyn J. Deppe  F. Garvin Davenport 《About Campus》1996,1(4):27-30

As part of an overall effort to bring together academic and campus learning, Hamline is working on expanding its First-Year Seminar to include the broad range of student learning experiences—from residential life and work-study to academic development and career advising. The two cochairs of the First-Year Experience Task Force explain how this project is unfolding and illuminate both the challenges and the successes.  相似文献   

Changing organizations by changing individuals: A model of leadership training     

Paula Jorde Bloom  Marilyn Sheerer 《The Urban Review》1992,24(4):263-286

Through a grant from the Department of Health and Human Services, National-Louis University delivered a leadership training program to Head Start personnel in the Chicago Metropolitan Area. The model, which was grounded in adult learning theory, encouraged a facilitative role for the teaching faculty, active decision-making on the part of the participants, collegial support, and linkages between theory and practice. A social systems approach was used to promote the idea of leaders as change agents.The effectiveness of the training model was assessed through the use of both quantitative and qualitative methods. Results indicated that the training had a positive effect on participants' level of perceived competence, the quality of teaching practices in their classrooms, and the organizational climate of their centers. Additionally, case study data documented feelings of increased self-confidence and self-efficacy on the part of participants. Outcomes suggest that this training model improved the expertise of Head Start directors and teachers and promoted substantive change and improvement in their centers.Some of these data were presented at the annual meeting of the American Educational Research Association, San Francisco, April 1992.  相似文献   

Effects on children's achievement and curiosity of variations in learner control over an interactive video lesson     

Marilyn P. Arnone  Barbara L. Grabowski 《Educational technology research and development : ETR & D》1992,40(1):15-27

The purpose of this study was to evaluate the effectiveness of variations in learner control on children's level of curiosity and learning from computer-based interactive video (CBIV). The content was presented as a videodisc visit to an art museum and contained both facts and concepts. A posttest-only control group design was employed with 101 first-and second-grade subjects randomly assigned to one of three experimental conditions—Program Control, Learner Control, Learner Control with Advisement—or a control group. The dependent variables were achievement and three measures of curiosity. Children in the Learner Control with Advisement group scored significantly higher on the achievement posttest than the Learner Control subjects or control group. No differences were found between the Program Control and either of the Learner Control groups. For the curiosity measures, the Learner Control with Advisement subjects scored significantly higher than the control group on Content Exploration, and the subjects in the control group scored significantly higher than those in the Program Control group on Persistence.  相似文献   

Financing at the leading 100 research universities: A study of financial dependency,concentration, and related institutional characteristics     

Marilyn McCoy  Jack Krakower  David Makowski 《Research in higher education》1982,16(4):323-352

This paper presents results of a National Science Foundation sponsored study to examine the financing of the leading 100 research universities. The study examines the changing dependence of these institutions on the federal government for overall financial support, the shifts in the concentration of federal funding to and within higher education, and the various programmatic and resource characteristics of these leading research institutions. The study covers five fiscal periods, 1975 through 1979.Presented at the Twenty First Annual Forum of The Association for Institutional Research, Minneapolis, May 1981.  相似文献