Pre‐service teachers explore cultural identity and ideology through picture books     

Roberta Hammett  Joyce Bainbridge 《Literacy》2009,43(3):152-159

This paper draws on early data from a cross‐Canada research project in which researchers at six Faculties of Education have been engaged in introducing picture books with multiple and diverse representations of Canadians to classes of pre‐service teachers, inviting them to explore the pedagogical possibilities of the picture books and to discuss their cultural identities in focus groups and interviews. The paper reports the participants' expressed understandings of multiculturalism and their own relations and experiences with it, as well as their thoughts on classroom implementation of curriculum that incorporates picture books with multicultural and diversity themes. The paper also includes a case study of one Canadian province to further explore the wider context of pre‐service teachers' understandings and ideologies by examining discourses in policy and practices in Newfoundland and Labrador.  相似文献   

A look at creativity in public and private schools     

Roberta Eason  Duane M. Giannangelo  Louis A. Franceschini III   《Thinking Skills and Creativity》2009,4(2):130-137

This research study investigated the perspectives of teachers on student creativity. A group of 15 teachers from public schools and 24 teachers from private schools completed an Early Childhood Creativity Rating Scale (ECCRS) on four of their students. A total of 156 students were rated on this ECCRS. The major question asked in this study was: How do teacher perspectives of student creativity differ in public and private schools, between kindergarten and grade 3, and are these perspectives influenced by teacher characteristics. Results found that private school teachers rated their students higher on creativity, third grade students were rated lowest on creativity, and teachers who perceived themselves as most creative also rated their students as most creative.  相似文献   

Health Information Resource Database     

Fitzpatrick RB 《Medical reference services quarterly》2010,29(4):381-387

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Live Action: Can Young Children Learn Verbs From Video?     

Sarah Roseberry  Kathy Hirsh-Pasek  Julia Parish-Morris  Roberta M. Golinkoff 《Child development》2009,80(5):1360-1375

The availability of educational programming aimed at infants and toddlers is increasing, yet the effect of video on language acquisition remains unclear. Three studies of 96 children aged 30–42 months investigated their ability to learn verbs from video. Study 1 asked whether children could learn verbs from video when supported by live social interaction. Study 2 tested whether children could learn verbs from video alone. Study 3 clarified whether the benefits of social interaction remained when the experimenter was shown on a video screen rather than in person. Results suggest that younger children only learn verbs from video with live social interaction whereas older children can learn verbs from video alone. Implications for verb learning and educational media are discussed.  相似文献   

Manifold narratives: Metafiction and ideology in picture books   总被引：1，自引：0，他引：1  

Roberta Seelinger Trites 《Children‘s Literature in Education》1994,25(4):225-242

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Action speaks louder than words: young children differentially weight perceptual, social, and linguistic cues to learn verbs   总被引：1，自引：1，他引：0  

Brandone AC  Pence KL  Golinkoff RM  Hirsh-Pasek K 《Child development》2007,78(4):1322-1342

This paper explores how children use two possible solutions to the verb-mapping problem: attention to perceptually salient actions and attention to social and linguistic information (speaker cues). Twenty-two-month-olds attached a verb to one of two actions when perceptual cues (presence/absence of a result) coincided with speaker cues but not when these cues were placed into conflict (Experiment 1), and not when both possible referent actions were perceptually salient (Experiment 2). By 34 months, children were able to override perceptual cues to learn the name of an action that was not perceptually salient (Experiment 3). Results demonstrate an early reliance on perceptual information for verb mapping and an emerging tendency to weight speaker information more heavily over developmental time.  相似文献   

ISI web of knowledge: new author searching capability and reports features     

Fitzpatrick RB 《Medical reference services quarterly》2007,26(4):65-74

The Institute for Scientific Information (ISI), part of Thompson Scientific, produces the Web of Science database as part of its Web of Knowledge. Recently, ISI introduced some new features, among them a new Author Finder feature, which allows users to zero in on a specific author in a very guided way. In addition, search results may be analyzed and reports created by users, both at the click of a button. This column focuses on these recently introduced features.  相似文献   

On pigs and packers: Radically contextualizing a practice of science with Mexican immigrant students     

Katherine Richardson Bruna  Roberta Vann 《Cultural Studies of Science Education》2007,2(1):19-59

This paper reports on instructional practices observed in a high school English Learner (EL) Science course serving newcomer Mexican immigrant youth. The school is located in a rural Midwestern meatpacking community in which labor at the hog plant is economically- and racially-segmented; it is the town’s Mexican residents, many of them undocumented, who comprise most of the unskilled labor force. The general purpose of the paper is to document how the economic and racial context of this community influences science instruction in the EL Science course and to describe how this presents particular challenges in achieving equitable science instruction for Mexican immigrant youth in these rural, globalizing places. Entering the data via critical discourse analysis (Fairclough, 1995) and then utilizing Barton’s (2003) “practice of science” perspective, with an eye toward achieving “radical contextuality” (Grossberg, 1997), we describe the science events, identities, and structures of the pig dissection lesson and detail how what these students could do with science, as rendered by that lesson, was limited by the roles the teacher attributed to the students, her inability to draw on their funds of knowledge as resources for learning, and the voice and position she allowed them to take up. The data reinforce conventional understandings of schools as sites of cultural reproduction (Bowels & Gintis, 1976), as well as of resistance (Giroux, 1983), but afford us a glimpse of the particularity of those mechanisms within the demographically-transitioning American Heartland, iconic of the era of global capitalism.

Katherine Richardson BrunaEmail:

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Digital technology and creative arts career patterns in the UK creative economy     

Roberta Comunian  Alessandra Faggian  Sarah Jewell 《Journal of Education & Work》2015,28(4):346-368

In this article, we ask what role both digital and artistic human capital play in the creative economy by examining employment patterns of digital technology (DT) and creative arts and design (CAD) graduates. Using student micro-data collected by the Higher Education Statistical Agency (HESA) in the United Kingdom, we investigate the characteristics and location determinants of these graduates. The article deals specifically with understanding how digital and creative skills in the UK are embedded across industries, or are concentrated in creative sub-sectors. Furthermore, it explores the role that these graduates play in each of the different sectors and their financial rewards. Findings suggest that digital technology graduates tend to concentrate in the software and gaming sub-sector of the creative industries, but also are likely to be in embedded creative jobs outside of the creative industries. DT and CAD graduates are more likely to be in a creative job than other graduates. Although they are more likely to be in full-time employment than part-time or self-employment, DT graduates suffer from a higher level of unemployment than CAD graduates.  相似文献   

Supermarket Speak: Increasing Talk Among Low‐Socioeconomic Status Families          下载免费PDF全文

Katherine E. Ridge  Kathryn A. Hirsh‐Pasek  Roberta Michnick Golinkoff 《Mind, Brain, and Education》2015,9(3):127-135

Children from low‐socioeconomic status (SES) families often fall behind their middle‐class peers in early language development. But interventions designed to support their language skills are often costly and labor‐intensive. This study implements an inexpensive and subtle language intervention aimed at sparking parent–child interaction in a place that families naturally visit: the supermarket. We placed signs encouraging adult–child dialogue in supermarkets serving low‐ and mid‐SES neighborhoods. Using an unobtrusive observational methodology, we tested how these signs affected adult–child interactions. When signs were present in supermarkets serving low‐SES neighborhoods, both the amount and the quality of talk between adults and children increased significantly, compared to when the signs were not present; signs had little effect in middle‐SES supermarkets. This study demonstrates that implementing simple, cost‐effective interventions in everyday environments may bolster children's language development and school readiness skills.  相似文献