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21.
Early childhood teacher educators frequently enhance their teaching by reading children’s books to their adult students. It
is not unusual for faculty outside of early childhood to question devoting precious class time to read-alouds which they may
consider a curious, if not frivolous, instructional strategy. Quality children’s literature can, however, enhance students’
experiences in the college classroom, contribute to their understanding of course content, promote their personal growth and
self-understanding, increase their appreciation for quality children’s literature, and enhance their ability to integrate
storybooks into their own teaching. Children’s books often capture a child’s point of view. They have the potential to provide
historical or cultural perspectives on children and families. They also can lead to the examination of universal truths and
can facilitate the discussion of sensitive or emotional issues A list of books with suggested uses is included. 相似文献
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Given that gestures may provide access to transitions in cognitive development, preschoolers' performance on standard tasks was compared with their performance on a new gesture false belief task. Experiment 1 confirmed that children (N=45, M age=54 months) responded consistently on two gesture tasks and that there is dramatic improvement on both the gesture false belief task and a standard task from ages 3 to 5. In 2 subsequent experiments focusing on children in transition with respect to understanding false beliefs (Ns=34 and 70, M age=48 months), there was a significant advantage of gesture over standard and novel verbal-response tasks. Iconic gesture may facilitate reasoning about opaque mental states in children who are rapidly developing concepts of mind. 相似文献
25.
Cawthon SW 《American annals of the deaf》2004,149(4):314-323
The No Child Left Behind Act of 2001 (NCLB) emphasizes educational accountability for all students. Twenty-eight states have policies to aggregate student participation and proficiency data for schools for the deaf in NCLB reports. The remaining states account for these students in other ways: referring student data to "sending" schools and aggregating data to the district or state level are most prominent. In reports of student assessment results for academic year 2002-2003, three schools for the deaf made "Adequate Yearly Progress" under NCLB: These schools demonstrated at least a 95% participation rate in assessments, and at least 95% of their students met or surpassed state proficiency benchmarks in reading and mathematics. Proficiency levels for other schools varied by report, but were often comparable to those of students with disabilities. Challenges and strategies for capturing the impact of NCLB accountability policies on deaf students are discussed. 相似文献
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Stephanie Chiu 《Journal of Food Science Education》2006,5(4):70-71
ABSTRACT: One of the core competencies in the IFT Education standards is for students to achieve competency in communications skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information but also be able to "communicate technical information to a non-technical audience." The Education Division of IFT sponsors an annual writing competition for undergraduate students to bring attention to and promote the development of communication skills. The short essays can be on any technical subject or latest development in the food science and technology field that may be important to the consumer. The article must be written in nontechnical language such that someone reading a local newspaper could understand it. Due date for submissions is typically the first week in June. More information on eligibility, rules, submission, and judging criteria will be posted on IFT's Education Division website. Monetary prizes are awarded to the authors of the top 3 papers, and the winning entry is published in the Journal of Food Science Education (JFSE) each year. JFSE is pleased to publish this year's winning entry submitted by Stephanie Chiu from the Univ. of British Columbia. 相似文献
28.
Werner Helsper Heinz-Hermann Krüger Lena Dreier Catharina I. Keßler Stephanie Kreuz Mareke Niemann 《Zeitschrift für Erziehungswissenschaft》2016,19(4):705-725
During the last decades, the education system has been marked by distinct processes of internationalisation. In the field of higher education, there are numerous and varied schools with different international profiles. This paper focuses on processes of internationalisation in the German sector of higher education. We contrast two higher secondary schools with international profiles: one international school in a West German metropolitan region with a long tradition and a younger internationally-profiled school located in the periphery of an East German urban centre. This institutional analysis presents school cultural similarities and differences with regard to different claims and concepts of internationality. This analysis is complemented by a reconstruction of three patterns of biographical meaning examining the internationality of pupils and their respective habitual fit to these internationally-profiled schools. We draw on qualitative data, consisting mainly of interviews with head teachers and pupils of these two schools. We argue that these differing regional forms of internationalisation indicate a stratification and hierarchisation in the field of higher education in Germany. 相似文献
29.
An Exploration of the Relationship Among Teacher Efficacy,Collective Teacher Efficacy,and Goal Consensus 总被引:2,自引:0,他引:2
This study explored the relationships among individual teacher efficacy, collective teacher efficacy, and goal consensus/vision.
Participants included 113 teachers of a high school located in the southwestern USA. During a teacher inservice meeting, teachers
completed three surveys that measured the variables under study. Correlational and regression analyses were performed to examine
the relationships among individual teacher efficacy, collective teacher efficacy, and goal consensus/vision. Collective teacher
efficacy was found to be correlated with all of the other variables examined, but was most highly correlated with goal consensus/vision.
Individual teacher efficacy, while related to collective teacher efficacy, was not found to be related to goal consensus/vision.
Findings from this study suggest that, because individual teacher efficacy, collective teacher efficacy and goal consensus/vision
are related, changing one could have an impact on the others.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
30.
Amy Aldridge Sanford C. Kyle Rudick Keith Nainby Kathryn B. Golsan Stephanie Rollie Rodriguez Christopher J. Claus 《Communication quarterly》2019,67(2):158-177
The researchers engaged in a qualitative analysis (using journaling and focus group methodology) of the communicative behaviors of Hispanic students with White institutional members at a medium-sized, Southwest HSI. Utilizing Co-Cultural Theory and Elaborative Coding analysis, the authors mapped how Hispanic students narrated their co-cultural communication and reasoning (i.e., why they engage in one strategy rather than another). The findings show that, although Hispanic students used almost all co-cultural strategies, their responses were clustered primarily around assimilationist strategies – indicating that they engage in a high degree of self-monitoring and self-censorship when interacting with White institutional members in an HSI. These results suggest that even when Hispanic students constitute a large or majority part of the institution’s population, they still feel the need to engage in behaviors that navigate White norms. The study concludes by examining the findings for co-cultural theorizing as well as providing insights for instructors who wish to engage in inclusive teaching practices. 相似文献