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991.
Danné E. Davis 《Multicultural Perspectives》2016,18(3):159-166
The Jessie Books are a seven-book series complete with a dedicated website. Each book features a 5-year-old girl named Jessie who happens to live in a city with her two moms. Each book features Jessie as an ordinary young girl engaging in familiar, life-enriching activities. Across The Jessie Books, the community of caregivers, extended relatives, and intergenerational friends convey the notion of a caring and loving family. This concept of family is relevant to elementary education in light of the expanding diversity in and around schoolchildren. Increasing numbers of school-age children have lesbian mothers and caregivers, or live in dual mom-headed households. For adults who deem The Jessie Books' narrative beyond the scope of young readers, links are made between the storylines and the English Language Arts Common Core State Standards. Ideally, upon discovery of these texts, their content and integration will be called for and embraced in the elementary curriculum. 相似文献
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Alan M. Schwitzer Shana Pribesh Amanda Ellis‐O'Quinn Patricia B. Huber Elizabeth C. Wilmer 《Journal of College Counseling》2016,19(1):76-95
This article focuses on counseling research in the community college context. The article suggests the need for a robust community college knowledge base, describes some limitations of the current community college literature, and suggests a framework for more effective work in this area. The authors’ own experiences and selected examples of published studies are used as illustrations of the hurdles encountered and solutions available when examining counseling theories, practices, and outcomes in 2‐year settings. 相似文献
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Steven N. Waller 《Sport in Society》2017,20(9):1241-1258
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A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes
Justin D. Lewin Erin L. Vinson MacKenzie R. Stetzer Michelle K. Smith 《CBE life sciences education》2016,15(1)
At the University of Maine, middle and high school teachers observed more than 250 university science, technology, engineering, and mathematics classes and collected information on the nature of instruction, including how clickers were being used. Comparisons of classes taught with (n = 80) and without (n = 184) clickers show that, while instructional behaviors differ, the use of clickers alone does not significantly impact the time instructors spend lecturing. One possible explanation stems from the observation of three distinct modes of clicker use: peer discussion, in which students had the opportunity to talk with one another during clicker questions; individual thinking, in which no peer discussion was observed; and alternative collaboration, in which students had time for discussion, but it was not paired with clicker questions. Investigation of these modes revealed differences in the range of behaviors, the amount of time instructors lecture, and how challenging the clicker questions were to answer. Because instructors can vary their instructional style from one clicker question to the next, we also explored differences in how individual instructors incorporated peer discussion during clicker questions. These findings provide new insights into the range of clicker implementation at a campus-wide level and how such findings can be used to inform targeted professional development for faculty. 相似文献