SERVICE LEARNING AND OLDER ADULTS     

Melinda Lewis 《Educational gerontology》2013,39(8):655-667

Youth and older adults are the most valuable sources of community volunteerism in the United States today. An important part of involving youth in service to others has been the proliferation and sophistication of service-learning programs that provide opportunities for meaningful engagement and reflection. Increasingly, service learning is recognized as an integral part of both community involvement and education, and youth are provided with growing opportunities to combine practice and knowledge. As this movement has developed, however, older adult volunteers have been largely excluded. Despite theory and observation that demonstrates older adults' desire to stay engaged in learning and service, programs providing them with structured opportunities are rare. After outlining the development and expansion of service-learning programs for youth in the United States, this paper asks the question, ''Why not service learning for elders?'' analyzes some of the potential benefits of institutionalizing such an approach, and highlights promising efforts in the field.  相似文献   

Making Political Anger Possible: A Task for Civic Education     

Patricia White 《Journal of Philosophy of Education》2012,46(1):1-13

The article asks whether political anger has a legitimate place in a democracy, as this is a political system designed to resolve conflicts by peaceful negotiation. It distinguishes personal from social anger and political anger, to focus explicitly on the latter. It argues that both the feeling and expression of political anger are subject to normative constraints, often specific to social status and gender. The article examines arguments, including those of Seneca, in favour of an anger‐free society. It concludes, however, that a democracy cannot dispense with political anger, which has a vital role to play in protecting things of value. This role demands a civic education such that when democratic values are under threat citizens will not feel apathetic or simply fearful, but angry and possessed of a repertoire of ways of expressing democratic anger.  相似文献   

DIRECTORS AND MINISTERS OF RELIGIOUS EDUCATION *     

Justin Lewis  Albert Karbal 《Religious education (Chicago, Ill.)》2013,108(6):657-659

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Understanding the experiences of bilingual,Latino/a adolescents: Voices from gifted and general education     

Elizabeth Shaunessy  Patricia Alvarez McHatton  Claire Hughes  Alejandro Brice  Mary Ann Ratliff 《Roeper Review》2013,35(3):174-182

Eight gifted and eight general‐education students engaged in discussions regarding their observations of, experiences in, and recommendations for education. Six categories emerged through qualitative analysis of their conversations. These categories include: problem solving, task commitment, self‐perceptions, education, communication, and discrimination. Content within each category provides a glimpse into the students’ perceptions of their schooling experiences. The roles of ethnic identity development, identification with majority culture, adolescence, and gifted‐ness are examined and recommendations for future research are provided.  相似文献   

Developing Culturally Competent Preservice Teachers     

Calli Lewis Chiu  Donna Sayman  Kelly M. Carrero  Thomas Gibbon  Staci M. Zolkoski  Mandy E. Lusk 《Multicultural Perspectives》2017,19(1):47-52

An unfortunate, yet persistent, truth in U.S. public schools is the large achievement gap existing between children from culturally and linguistically diverse backgrounds and their White, middle-class counterparts. The potential for cultural dissonance between contemporary teachers and their students necessitates that educators must persistently seek culturally responsive practices. Much has been written regarding strategies for culturally responsive pedagogy; therefore, this article moves beyond a review of culturally responsive pedagogy. Rather than providing teacher candidates with more suggestions for culturally responsive teaching activities, the authors provide teacher educators with specific resources for facilitating the development of cultural competence among preservice teachers.  相似文献   

(3) Beyond the city: Library service to children in the northwest territories,Canada     

Patricia L. Smith 《International Information and Library Review》2013,45(3):301-312

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Assessment: the English panacea?     

Patricia Broadfoot 《牛津教育评论》2013,39(3):401-405

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PICTORIAL REPRESENTATION OF ADULTS AS OBSERVED IN CHILDREN'S LITERATURE     

Patricia A. Storck  Marion B. Cutler 《Educational gerontology》2013,39(3):293-300

The 37 Caldecott Medal award‐winning children's books and 129 runner‐up books were subjected to a content analysis in order to evaluate the portrayal of adults in children's literature, both fictional and nonfictional. Of the total 166 books analyzed, 43 were excluded from the data because they contained no adult portrayals. For the 123 books subjected to final content analysis, and the 751 characters contained in these books, the data revealed statistically significant differences on four variables: (1) more male than female adults were represented; (2) more healthy than physically handicapped adults were portrayed; (3) more positive than negative or neutral illustrations of adults occurred; (4) adults were represented more in fictional than in nonfictional children's books. Results were interpreted as demonstrating that children's literature portrays neither adult figures nor adult life in a realistic manner.  相似文献   

Kidnapped     

Patricia Beer 《Children‘s Literature in Education》1983,14(1):54-62

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Evaluation of evidence-based medicine search skills in the clinical years     

Linton AM  Wilson PH  Gomes A  Abate L  Mintz M 《Medical reference services quarterly》2004,23(2):21-31

The librarians of the Health Sciences Library worked with the director of the Primary Care Clerkship to reinforce the principles of Evidence-Based Medicine (EBM) searching, taught during the first two years of medical school, through an intensive workshop. The purpose of the program was to ensure that students apply EBM principles in a timely and effective manner in clinical situations. Working in teams led by a resident and librarian, students researched real cases and then evaluated the effectiveness of their approach to the problems. This paper outlines the rationale for the team approach, reviews the administration of a computer-based workshop, and discusses the evaluation process. Evaluation focused on both the current workshop and its implications for the informatics program presented to students during years one and two.  相似文献