Art Animates: Ideas Inspired by a University-Sponsored Summer Arts Academy for Middle and High School Students     

Stephanie Danker  Kelley French 《Clearing house (Menasha, Wis.)》2016,89(4-5):118-124

ABSTRACT

Art can provide a vehicle for animating learning. Teachers bring ideas to life through curriculum, while artists realize their ideas through images, often translating between forms, media and spaces. This paper describes the context, content and format of a residential Summer Arts Academy for gifted and talented middle and high school students, held on a university campus. In 2013, the theme of the visual art program at the Summer Arts Academy was animation, which linked to the summer exhibition at the local art museum. Collaborations among university faculty, public school teachers, community artists, and art museum and gallery staff have potential to animate learning for students, while stimulating additional forms of public engagement.  相似文献   

Foundations for Systemic Change     

Jerrold E. Kemp  Sunnie Lee  Daniel Pascoe  Brian Beabout  William Watson  Stephanie Moore 《TechTrends》2006,50(2):20-26

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The impact of exposure to domestic violence on children and young people: a review of the literature     

Holt S  Buckley H  Whelan S 《Child abuse & neglect》2008,32(8):797-810

OBJECTIVE: This article reviews the literature concerning the impact of exposure to domestic violence on the health and developmental well-being of children and young people. Impact is explored across four separate yet inter-related domains (domestic violence exposure and child abuse; impact on parental capacity; impact on child and adolescent development; and exposure to additional adversities), with potential outcomes and key messages concerning best practice responses to children's needs highlighted. METHOD: A comprehensive search of identified databases was conducted within an 11-year framework (1995-2006). This yielded a vast literature which was selectively organized and analyzed according to the four domains identified above. RESULTS: This review finds that children and adolescents living with domestic violence are at increased risk of experiencing emotional, physical and sexual abuse, of developing emotional and behavioral problems and of increased exposure to the presence of other adversities in their lives. It also highlights a range of protective factors that can mitigate against this impact, in particular a strong relationship with and attachment to a caring adult, usually the mother. CONCLUSION: Children and young people may be significantly affected by living with domestic violence, and impact can endure even after measures have been taken to secure their safety. It also concludes that there is rarely a direct causal pathway leading to a particular outcome and that children are active in constructing their own social world. Implications for interventions suggest that timely, appropriate and individually tailored responses need to build on the resilient blocks in the child's life. PRACTICE IMPLICATIONS: This study illustrate the links between exposure to domestic violence, various forms of child abuse and other related adversities, concluding that such exposure may have a differential yet potentially deleterious impact for children and young people. From a resilient perspective this review also highlights range of protective factors that influence the extent of the impact of exposure and the subsequent outcomes for the child. This review advocates for a holistic and child-centered approach to service delivery, derived from an informed assessment, designed to capture a picture of the individual child's experience, and responsive to their individual needs.  相似文献   

Parents,quality, and school choice: why parents in Nairobi choose low-cost private schools over public schools in Kenya’s free primary education era     

Stephanie Simmons Zuilkowski  Benjamin Piper  Salome Ong’ele  Onesmus Kiminza 《牛津教育评论》2018,44(2):258-274

Low-cost private schools (LCPS) are widespread in Kenya, particularly in urban areas. This study examines the reasons that parents send children to fee-charging schools in a context of free public primary education. Drawing on parent survey and interview data, as well as interviews with national policy makers, we found that parents who chose LCPS for their children were more driven by quality concerns than were public school parents. We also present data on the costs of the school types, compared to household income. Despite being termed ‘low cost’, the fees charged by schools primarily serving the poor were often a heavy burden on families. We conclude with recommendations for maximising the impact of LCPS on educational access and quality.  相似文献   

Childhood emotional abuse and neglect as predictors of psychological and physical symptoms in women presenting to a primary care practice   总被引：7，自引：0，他引：7  

Spertus IL  Yehuda R  Wong CM  Halligan S  Seremetis SV 《Child abuse & neglect》2003,27(11):1247-1258

OBJECTIVE: There were two aims to this study: first to examine whether emotional abuse and neglect are significant predictors of psychological and somatic symptoms, and lifetime trauma exposure in women presenting to a primary care practice, and second to examine the strength of these relationships after controlling for the effects of other types of childhood abuse and trauma. METHOD: Two-hundred and five women completed the Childhood Trauma Questionnaire (Bernstein et al., 1994), Trauma History Questionnaire (Green, 1996), the Symptom Checklist-revised (Derogatis, 1997), and the Revised Civilian Mississippi Scale for posttraumatic stress disorder (Norris & Perilla, 1996) when presenting to their primary care physician for a visit. Hierarchical multiple regression analyses were conducted to examine unique contributions of emotional abuse and neglect variables on symptom measures while controlling for childhood sexual and physical abuse and lifetime trauma exposure. RESULTS: A history of emotional abuse and neglect was associated with increased anxiety, depression, posttraumatic stress and physical symptoms, as well as lifetime trauma exposure. Physical and sexual abuse and lifetime trauma were also significant predictors of physical and psychological symptoms. Hierarchical multiple regressions demonstrated that emotional abuse and neglect predicted symptomatology in these women even when controlling for other types of abuse and lifetime trauma exposure. CONCLUSIONS: Long-standing behavioral consequences may arise as a result of childhood emotional abuse and neglect, specifically, poorer emotional and physical functioning, and vulnerability to further trauma exposure.  相似文献   

Promise and feasibility of teaching expository text structure: a primary grade pilot study     

Stephanie Al Otaiba  Carol McDonald Connor  Elizabeth Crowe 《Reading and writing》2018,31(9):1997-2015

Research to guide text structure interventions for the primary grades is very limited, yet as early as in kindergarten, many state standards increasingly emphasize exposure to challenging expository texts. The purpose of the present study was to provide preliminary evidence of the feasibility and promise (or the effects) of three brief text structure interventions for kindergarten, first, and second graders who had average to low-average comprehension and relatively weak vocabulary skills. A total of 172 students participated (with 52, 62, and 58 in kindergarten, first and second grades, respectively). Students were randomly assigned within classrooms to one of three conditions: sequencing, compare and contrast, or cause and effect. Interventionists provided the interventions for four weeks to small groups of students. The findings demonstrated significant growth for all conditions on the taught text structure items of a researcher-made measure; significant growth was also reported on standardized measures of comprehension and oral language measures in the compare and contrast and cause and effect conditions, but not for sequencing.  相似文献   

Evaluating the effects of repeated reading and continuous reading using a standardized dosage of words read     

Stephanie M. Hammerschmidt‐Snidarich  Kathrin E. Maki  Sarah R. Adams 《Psychology in the schools》2019,56(5):635-651

Repeated reading (RR) is a common fluency intervention, but recent studies comparing RR to continuous reading (CR; i.e., wide reading) found no significant differences in effects. This prompts the question of whether the mechanism that improves skills is repeatedly reading portions of connected text, or simply reading connected text. The current study examined the differential effectiveness of RR and CR for increasing oral reading fluency rate (ORF) and comprehension of 40 students in second and third grades, randomly assigned to receive the RR or CR intervention. Students in both conditions received a standardized amount of practice (dosage) in the form of number of words read during each intervention session. All but two participants increased their ORF and there were no significant differences between groups on posttest ORF or broad comprehension. Moreover, students with the highest pretest scores made slightly more growth regardless of condition. Students in the RR group demonstrated significantly higher comprehension of practiced passages and students in the CR condition reported significantly higher levels of intervention acceptability. Implications for reading fluency intervention research and practice are discussed.  相似文献   

Training Online Technical Communication Educators to Teach with Social Media: Best Practices and Professional Recommendations     

Stephanie Vie 《Technical Communication Quarterly》2017,26(3):344-359

ABSTRACT

The author reports on social media research in technical and professional communication (TPC) training through a national survey of 30 professional and technical communication programs asking about their use of social media in technical communication. This research forms the basis of recommendations for training online TPC faculty to teach with social media. The author offer recommendations throughout for those who train online TPC faculty as well as for the teachers themselves.  相似文献   

WHOSE DEVELOPMENT? SALVAGING THE CONCEPT OF DEVELOPMENT WITHIN A SOCIOCULTURAL APPROACH TO EDUCATION     

Eugene Matusov  Renée DePalma  Stephanie Drye 《Educational theory》2007,57(4):403-421

A bstract .  The concept of development is currently under revision in education and psychology. In this essay, Eugene Matusov, Renée DePalma, and Stephanie Drye examine a traditional notion of development and provide an alternative sociocultural view. As educators working within a sociocultural approach to learning, development, and education, the authors see psychological phenomena as rooted in participation in sociocultural activities, practices, and communities. They critique how the traditional notion of development essentializes this process, assuming development to be independent of the observer. Using a case where a child of color develops a "sitting disability" within the institutional context of schooling, they illustrate the need for introducing a sociocultural notion of development, arguing that development is a social construction emerging in communities of practice and that it is necessary to consider the role of the observer in both defining and guiding this process in a professional discourse of cases.  相似文献   

Diversity research literature on the rise? A review of school psychology journals from 2000 to 2003     

Stephanie L. Brown  David Shriberg  Aimin Wang 《Psychology in the schools》2007,44(6):639-650

School psychologists in the United States are not nearly as diverse demographically as the students they serve (T.K. Fagan & P.S. Wise, 2000). A.H. Miranda and P.B. Gutter (2002) investigated the number of diversity‐related articles in four leading school psychology journals from 1990 to 1999 and found that there was an increase in the percentage of articles in these journals that were diversity related as compared to a study done by R.M. Wiese Rogers (1992) that examined school psychology journals from 1975 to 1990. There was a particular increase in diversity‐related articles appearing from 1995 to 1999. The present study examined school psychology journals from 2000 to 2003 to determine whether this increase was an aberration or an indication of a longer term change. Results indicate a continued trend toward more diversity‐related articles in the school psychology literature, but several gaps remain. Implications for the field are discussed. © 2007 Wiley Periodicals, Inc.  相似文献