Summary of Three Reviews of Culture and Pedagogy and World Class Schools     

Gilbert R. Austin 《School Effectiveness & School Improvement》2013,24(4)

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Promoting a self-sustaining learning community: investigating an internal model for teacher development     

Etta R. Hollins  Linda R. McIntyre  Charles DeBose  Arthurlene Towner 《International journal of qualitative studies in education》2013,26(2):247-264

The authors report an investigation of a five-step structured study-group approach to promoting a?self-sustaining learning community that supports teachers in developing the ‘habits of mind’ necessary for improving literacy acquisition and development for urban African American students attending a low-performing, high-poverty elementary school. The authors report that over a two-year time period the conversations among the teachers at the study-group meetings changed to be more positive about the children, to make linkages between themselves and the culture the children bring to school, to enthusiasm for sharing their own strategies and engaging in public reflection, and collaborating in developing new instructional approaches.  相似文献   

Cognitive development of intellectually gifted: A Piagetian perspective     

Kyle R. Carter 《Roeper Review》2013,35(3):180-184

This article explores some of the materials prepared for parents of gifted children and examines the explanatory language and concepts used in terms of their potential for shaping parental attitudes and affecting the adjustment of gifted children. The author argues that the conceptual frameworks used to explain giftedness, nongiftedness and the nature of differences have powerful effects on societal and educational attitudes, including the willingness to provide differentiated services for gifted children. A strong plea is made for professional sensitivity and responsibility in describing giftedness in ways that do not isolate gifted children or their parents and which potentiate shared advocacy with other educational advocacy groups.  相似文献   

论高职院校国防教育现状与优化策略     

顾小花  袁卫华 《南昌教育学院学报》2013,(1):102-103

在经过一系列调查之后,笔者对高职院校中的国防教育展开了专题研究,从第一手资料着手,分析国防教育对于高职院校的重要意义,继而提出了当前我国高职院校国防教育存在的问题,从这些问题出发,总结出几点优化策略。  相似文献   

Letters to the editor     

Alex L. Savitz  Kyle R. Carter Ph.D.  Susan Kontos Ph.D.  Dorothy Dodd Ed.D. 《Roeper Review》2013,35(3)

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Two tales of a city: John Walson,Sr., Mahanoy city,and the “founding”; of cable TV     

Patrick R. Parsons 《广播与电子媒介杂志》2013,57(3):354-365

For the last 20 years, scholarly and popular accounts of the development of cable television have recounted the story of John Walson, Sr., who claimed to have started the first CATV system in June of 1948 in Mahanoy City, Pennsylvania. When Walson died in March of 1993, newspapers around the country credited him with starting the nation's first cable system and even “founding”; the industry. The claim, however, has always been clouded by questions and a lack of documentation. This paper reports the results of an investigation of the Walson story. It concludes that, as bright and promising as the Walson tale may be, it probably is not true. At the very least, the preponderance of evidence suggests that Walson got his start in the community antenna television business in late 1950, about the same time as many others around the country and, importantly, probably after another group of businessmen already had begun a system in Mahanoy City itself.  相似文献   

Reconceptualizing the nature of science for science education     

Michael R. Matthews 《Studies in Science Education》2017,53(1):105-107

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Selection of Outstanding Teachers     

Gerald H. Whitlock  James R. Montgomery 《College Teaching》2013,61(3):197-199

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The Secondary Professional Semester     

Marilyn M. Conn  Vivian Gellman  Alan R. Tom 《Teaching Education》2013,24(2):31-37

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CUE SYSTEM UTILIZATIONS AMONG OLDER READERS     

R. J. De Santi 《Educational gerontology》2013,39(3):271-277

The effects of writing style upon mature older readers’ reading comprehension are considered. Two narrative historical selections, the first emotive and abstract and the second nonemotive and concrete, were employed. Miscue analysis was used to evaluate the efficiency with which each reader used reading strategies across the five systems that cue meaningful comprehension. Miscues were analyzed at the word, clause, sentence, and intersentence levels. In addition, interview schedules were employed to identify readers’ perceptions of preferred reading strategies and to permit a comparison with actual performance. The findings indicate that mature older readers are consistent in cue system utilization. A preference for the word cue system influenced both the use of cues from other systems and comprehension. Use of the word‐level cue system is inversely related to the use of the other available cue systems. Preference for cues within words also appears to be inversely related to comprehending effectiveness. The subjects’ perceptions of the reading process and their actual reading performance appeared to determine patterns of cue system use more clearly than did the differences in materials. As a result, those developing materials intended for use in programs with older persons should not only be concerned with the content and quality of those materials but also the skills and perceptions of those who will use the materials.  相似文献