IDEALS AND METHODS OF RELIGIOUS EDUCATION FOR THE COMING WORLD ORDER∗     

Frederick Tracy.†  Francis Greenwood Peabody§  J. W. F. Davies∗  Henry Churchill King†  Herbert Wright Gates∗  Kenyon L. Butterfield∗ 《Religious education (Chicago, Ill.)》2013,108(3):181-195

This article brings to bear on our understanding of learning many insights from the field of psychology

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From the editor's desk     

Tracy L. Cross Editor Ph. D. 《Roeper Review》2013,35(2):57-58

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The four o’clock faculty: a rogue guide to revolutionizing professional development     

Tracy D. Harper 《Teacher Development》2019,23(2):284-286

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Alternative inquiry and its potential contributions to gifted education: A commentary     

Tracy Cross 《Roeper Review》2013,35(4):284-285

There is no absolute knowledge. And those who claim it, whether they are scientists or dogmatists, open the door to tragedy. All information is imperfect. We have to treat it with humility” (Bronowski, 1973, p. 353).  相似文献   

Leaving no gifted child behind: Breaking our educational system of privilege     

Tracy L. Cross Editor 《Roeper Review》2013,35(3):101-102

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废墟上的医生     

徐冬一 《海外英语》2010,(7)

1987年,一位叫保罗·法莫尔的年轻医生与一小帮朋友成立了一个叫做"医疗保健伙伴"的组织,并着手在海地中心一个贫困的违章建筑区内建立 一个诊所.现在,在2010年.这个组织已经管理着10家医院和诊所,直接为 超过100万的海地穷人服务.在众多私人援助组织当中,"医疗保健伙伴"与 众不同:它坚持与海地政府机构紧密合作,在该组织大约4000名的医生、护士以及社区健康工作者中,只有少数是海地人,而且很少一部分机构设在首都太子港.所以,在1月12日的地震中,该组织的诊所或医院没有一家遭到破坏.在上个星期二(1月12日)之前,P.I.H.一直是海地农村最大的医疗保健服务提供者.而地震之后,至少一段时间之内,它会成为全国最大的,并且仍一定会是最重要的医疗保健机构.  相似文献   

Empirical Research on Ethnic Minority Students: 1995–2009     

Eleazar Vasquez III  Angel Lopez  Carrie Straub  Selma Powell  Tracy McKinney  Zachary Walker  Tiphanie Gonzalez  Timothy A. Slocum  Lee Mason  Breda V. Okeeffe  Peña L. Bedesem 《Learning disabilities research & practice》2011,26(2):84-93

Ethnic minority disproportionality has been a topic of extensive discussion and research for many years. In 1997, Artiles, Trent, and Kuan conducted a seminal review of the special education research literature to identify how often researchers report and disaggregate data in ways that would support conclusions about specific ethnic minority groups. These authors found alarmingly low rates of publication on identifiable minority groups. The purpose of this review is to replicate the work of Artiles et al. and extend this literature analysis to the subsequent 15‐year period (1995–2009). We found increases in the proportion of articles reporting ethnic minority information 15 years following the Artiles et al. publication. Discussion focuses on the gap in our knowledge of evidence‐based practices for ethnic minority students in special education.  相似文献   

Does engagement in Forest School influence perceptions of risk,held by children,their parents,and their school staff?     

Alice Savery  Jo Garner  Tracy Jones  Emily Kynaston  Kirsten Mould 《Education 3-13》2017,45(5):519-531

In a climate where, it is claimed, children now spend very little time out of doors because adults fear for their safety and impose a ‘zero risk childhood’ on them, Forest School aims to offer learners the opportunity to take ‘supported risks’. This study investigated perceptions of risk associated with the outdoors, held by children, their parents and practitioners, and whether accessing Forest School impacts on these perceptions of risk. Practitioners were generally either strongly risk-averse or strongly permissive; Forest School influenced them to be less risk-averse in some respects. Parents held ambiguous perceptions, wanting to keep their children very safe but also to help them develop strong and confident attitudes to risk. Implications for research and practice are discussed.  相似文献   

On the Effectiveness of Pop-Up English Language Glossary Accommodations for EL Students in Large-Scale Assessments     

Dale Cohen  Ryan Tracy  Jon Cohen 《教育实用测度》2017,30(4):259-272

This study examined the effectiveness and influence on validity of a computer-based pop-up English glossary accommodation for English learners (ELs) in grades 3 and 7. In a randomized controlled trial, we administered pop-up English glossaries with audio to students taking a statewide accountability English language arts (ELA) and mathematics assessments. As is typically found, EL students exhibited lower achievement scores than non-EL students in all portions of the test. The pop-up glossaries provided inconsistent benefit for EL students. There was some evidence that the pop-up English glossaries had a minimal inhibitory effect for 3rd-grade students on both the ELA and mathematics assessment. Furthermore, 7th-grade ELs also showed slightly inhibited performance when using the pop-up glossary on the mathematics assessment. However, 7th-grade EL students had a performance benefit when using the pop-up glossary on the ELA assessment. We discuss how increased cognitive load placed on younger students may play a role in diminishing performance when using pop-up glossaries. We explore potential explanations for the difference outcomes between mathematics and ELA in grade 7.  相似文献   

Museums as avenues of learning for children: a decade of research     

Lucija Andre  Tracy Durksen  Monique L. Volman 《Learning Environments Research》2017,20(1):47-76

In this review, we focus on the museum activities and strategies that encourage and support children’s learning. In order to provide insight into what is known about children’s learning in museums, we examined study content, methodology and the resultant knowledge from the last decade of research. Because interactivity is increasingly seen as essential in children’s learning experiences in a museum context, we developed a framework that distinguishes between three main interactivity types for facilitating strategies and activities in children’s learning: child–adults/peers; child–technology and child–environment. We identify the most promising strategies and activities for boosting children’s learning as situated in overlapping areas of these interactivity types. Specifically, we identify scaffolding as a key to enhanced museum learning. Our review concludes by highlighting research challenges from the last decade and recommendations for practice and future research on how to design, evaluate and guide theoretically-grounded educational programs for children in museums.  相似文献