E B White's unexpected items of enchantment     

Marion Glastonbury 《Children‘s Literature in Education》1973,4(2-3):3-12

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The Web and information literacy: scaffolding the use of web sources in a project-based curriculum     

Marion Walton  Arlene Archer 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(2):173-186

In this article we describe and discuss a three‐year case study of a course in web literacy, part of the academic literacy curriculum for first‐year engineering students at the University of Cape Town (UCT). Because they are seen as ‘practical’ knowledge, not theoretical, information skills tend to be devalued at university and rendered invisible to the students. In particular, web‐searching skills are problematic, given the challenges that the Web poses to academic values and traditional research practices. Consequently, the technical skills of web searching are often taught separately from academic curricula or left entirely unaddressed. We illustrate an alternative, integrated approach to the development of this aspect of information literacy. We apply a critical action research methodology to document, evaluate and reflect on students’ use of evaluative frameworks. Focusing on the facilitation of critical and evaluative use of the Web for exploratory learning, we interrogate the role of ‘cultural capital’ and evaluate the effectiveness of the scaffolding provided by the course design. We find important connections between developing knowledge of academic discourse and successful academic use of the Web, and note that, for students to transfer their skills to a range of contexts, these skills will require sustained attention throughout the undergraduate curriculum. We present evidence that the most effective strategies integrate everyday practical knowledge of research techniques with teaching about academic discourse and building students’ knowledge in a specific domain.  相似文献   

Evaluation of a technology unit in a girls' primary school     

Marion Eke  Dr. Paul L. Gardner 《Research in Science Education》1991,21(1):65-73

Rapid advances in technology are changing the structure of the workforce. There are elite highly-paid hi-tech occupations and low status poorly-paid jobs. Women are unfortunately more likely to be found in the latter category. To allow them to qualify and compete for the higher-status positions, girls need to participate in the physical sciences and in technology studies. However, they are rarely attracted to them in secondary school, possibly because they are already alienated from them by the time they leave primary school. This paper reports some of the outcomes of a curriculum unit taught in two primary school classes in an independent school for girls. The unit was cross-curricular, involving technology, science and other fields of knowledge; it made extensive use of LEGO Technic materials. The evaluation of the unit, based on observations, a teacher journal and pupil questionnaires, focussed upon the issue of whether it assisted the girls to feel happier about working with unfamiliar technology and feel more capable of doing so. Implications for teaching technology are also discussed. M.Ed. St student, Monash University.Specializations: primary school science and technology for girls. Dr. Paul Gardner, Reader in Education, Monash University, 3168.Specializations: science and technology education, technology teacher education, educational evaluation, measurement of attitudes and interests.  相似文献   

Work commitment and job satisfaction for program staff: How to build it     

Nora Palmer Gould 《Early Childhood Education Journal》1990,17(3):4-7

Children develop appropriately in social, cognitive, physical, and emotional ways in a stable environment. Early childhood administrators can help create this stable environment by minimizing staff turnover. Staff turnover can be kept at a reasonable rate through the development of administrative skills which will enhance staff self-esteem and job satisfaction.Nora Palmer Gould is an Early Childhood Administrator who is currently working as a consultant to Early Childhood Programs.  相似文献   

Predictors of Familial Acculturative Stress in Asian American College Students     

Linda G. Castillo  Marion P. Zahn  Miguel A. Cano 《Journal of College Counseling》2012,15(1):52-64

The authors examined the predictors of familial acculturative stress in 85 Asian American college students. Participants were primarily 1st‐ and 2nd‐generation U.S. citizens. Results showed that perceived acculturative family conflict and family intragroup marginalization were related to higher levels of familial acculturative stress for participants. Family intragroup marginalization accounted for a statistically significant proportion of the variance in familial acculturative stress after all variables were controlled. The findings emphasize the need to recognize culture‐specific stressors of college students. Implications for college counselors are discussed.  相似文献   

Emily Davies and English Higher Education of Women     

Marion Royce 《College Teaching》2013,61(1)

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Books on Research Methodology     

Mary N. Barton  Marion V. Bell  Martha L. Hackman  Hubert M. Blalock 《Communication Booknotes Quarterly》2013,44(4)

Mary N. Barton and Marion V. Bell's compilation Reference Books: A Brief Guide (Baltimere: Enoch Pratt Free Library, $1.25)

Martha L. Hackman's The Practical Bibliographer (Prentice-Hall, $5.95 cloth, $2.95 paper)

Hubert M. Blalock An Introduction to Social Research (Prentice-Hall, $5.95 cloth, $2.95 paper)  相似文献   

Making the News: Anarchist Counter-Public Relations on the World Wide Web     

Lynn Owens  L. Kendall Palmer 《Critical Studies in Media Communication》2013,30(4):335-361

Traditionally, radical social movements faced a dilemma regarding media coverage: focus either on mass media, but lose control of their representation, or on alternative media, but fail to get their message to the broader public. The World Wide Web overcomes these problems, allowing movements to create their own media with mass distribution. However, it has two key weaknesses of its own: attracting audiences and mixing in- and out-group communication. In this paper, we show how the structure and content of the anarchist Web-based media work together to separate in- and out-group discourses. We then demonstrate how the anarchists attracted an audience to their Web media. The Black Bloc tactics at the Seattle protests against the World Trade Organization brought an increase in media attention, albeit negative. We examine how anarchists took advantage of the larger audience created by this bad publicity and mounted a counter-public relations campaign online. We argue that the Web alters the power relationship between mainstream and alternative media without displacing the need for mainstream coverage.  相似文献   

Classroom Emotional Support predicts differences in preschool children's cortisol and alpha-amylase levels     

Bridget E. Hatfield  Linda L. Hestenes  Victoria L. Kintner-Duffy  Marion O’Brien 《Early childhood research quarterly》2013

Accumulating evidence suggests children enrolled in full-time child care often display afternoon elevations of the hormone cortisol, which is an indicator of stress. Recent advances in immunoassays allow for measurement of activity in the hypothalamic–pituitary–adrenal axis and the autonomic sympathetic nervous system from saliva, and measurement of both systems provides a more complete understanding of activity in the stress response system. This study is the first to examine both cortisol and alpha-amylase in children attending child care and focuses on the influences of specific indicators of classroom process quality. A diverse sample of 63 preschool children nested in 14 classrooms of varying quality participated in this study; child salivary cortisol and alpha-amylase were collected at six times over 2 days. Results indicate that children in classrooms with higher Emotional Support displayed a greater decline in cortisol from morning to afternoon. Further, children in classrooms with higher Emotional Support exhibited lower total alpha-amylase output while attending child care. Implications for professional development for early childhood teachers and measurement of classroom quality are discussed.  相似文献   

Building and destroying students’ ‘academic identities’: the power of discourse in a two‐way immersion classroom     

Deborah K. Palmer 《International journal of qualitative studies in education》2013,26(6):647-667

Two‐way immersion is a model for bilingual education designed to help language‐minority students develop additive bilingualism while at the same time offering language‐majority students a chance to learn a second language. There is a great deal of rhetoric around two‐way immersion that claims these programs aim to improve overall equity among diverse groups of learners. The article begins with a brief review of the available research on two‐way immersion education. Then, using Bakhtin’s concept of dialogue and Bourdieu’s and Gee’s ideas of discourse/Discourse, this article takes a close‐up look at the discourse patterns in one second‐grade two‐way immersion classroom in Northern California, with an eye to uncovering how the teacher deliberately attempts to expose students to ‘alternative’ discourses and to lead language‐minority students to construct positive identities as learners. The ultimate question the article attempts to address is whether and to what extent any classroom program can create lasting change in the larger society through exposing students to ‘alternatives’ to mainstream dominant discourses within the context of classroom norms and activities.  相似文献