‘RE teachers do get drunk you know’: becoming a religious education teacher in the twenty-first century     

Pat Sikes  Judith Everington 《Teachers and Teaching》2013,19(1):21-33

In terms of the attention that they have attracted from researchers, and in comparison with teachers of other subjects, religious education specialists would seem to be a neglected and marginalized group. This paper looks at some of the reasons why this might be and also describes a study that is using a life history approach to explore what it is like to be a religious education teacher at the turn of the millennium.  相似文献   

School Leadership in Changing Cultural Contexts: How Mississippi Superintendents are Responding to Hurricane Katrina     

Judith Gouwens  Donna Lander 《Journal of Education for Students Placed at Risk》2013,18(2-3):273-296

In the wake of Hurricane Katrina, Mississippi Gulf Coast superintendents were faced with changes in their communities, schools, and school districts of a magnitude that they could not have imagined. This narrative study was based on multiple interviews conducted in 2005 and 2006 of 7 Gulf Coast superintendents. The study investigated how these superintendents have responded to the devastation of Katrina and how they perceive their leadership roles to have changed as a result. The study found that the superintendents have changed their priorities and focuses and have drawn on their personal strength and resilience to serve the people in their school districts and their communities.  相似文献   

Metacognition: Thinking About Thinking     

Judith A. Samuelson 《Review of Education, Pedagogy & Cultural Studies》2013,35(2):133-141

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Dutch Dyslexia in Adulthood: Core Features and Variety     

Judith Bekebrede  Aryan van der Leij  Anna Plakas  David Share  Eleni Morfidi 《Scientific Studies of Reading》2013,17(2):183-210

This study aimed to explore how alphabetic readers learn to read Chinese. First-year Chinese beginning learners who are skilled English readers were tested for their sensitivity to the visual-orthographic structures of Chinese characters. The study also explored the effect of the frequency of the characters in their curriculum on performance of a lexical decision and naming task. The students' linguistic knowledge about the characters was also tested. Results showed that the beginning learners were sensitive to the structural complexity of characters, they accepted simple characters more quickly and more accurately than compound characters, and they responded faster and more accurately to high-frequency than to low-frequency characters. Sensitivity to the structural composition of the character was also revealed: The learners rejected noncharacters containing illegal radical forms faster and more accurately than those containing legal radical forms in illegal positions, which in turn were rejected faster and more accurately than those containing legal radical forms in legal positions. A significant frequency effect was also found in the naming task, though the effect of structural complexity was not significant. These results suggest that perceptual learning plays an important role in early nonalphabetic learning by alphabetic readers. Both cross-writing system differences and second-language status may have an impact on such learning.  相似文献   

REFLECTIONS: DEVELOPING A SUCCESSFUL EARLY CHILDHOOD AND UNIVERSITY PARTNERSHIP PROGRAM     

John M. Chavez  Judith Lynne McConnell 《Journal of Early Childhood Teacher Education》2013,34(2):81-84

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Comparison of Preschoolers' Narratives,the Classroom Book Environment,and Teacher Attitudes Toward Literacy Practices in Korea and the United States     

Young-Ja Lee  Myae Han  Judith A. Schickedanz 《Early education and development》2013,24(2):234-255

This study investigated Korean and U.S. preschoolers’ personal and fictional narratives, their classroom book environments, and their teachers’ attitudes about reading aloud. The participants were 70 Korean and American 3- and 4-year-olds enrolled in 2 university lab preschools and their 4 teachers. The structures and content of the preschoolers’ personal and fictional narratives were analyzed. The teachers’ attitudes and practices about their language and literacy curriculum, including books provided in the classroom and selected for reading aloud, were examined for associations with preschoolers’ narrative productions. Research Findings: The content of preschoolers’ personal narratives and the structural levels of their fictional narratives differed between the 2 Korean and 2 U.S. classrooms. The classroom book environments in the Korean and U.S. classrooms also differed, with more fictional books displayed in the 2 U.S. classrooms than in the 2 Korean classrooms. The 2 Korean and 2 U.S. preschool teachers also held different attitudes about the use of fiction and nonfiction for read-aloud story sessions, and U.S. teachers allocated more time in their school day for reading aloud than did Korean teachers. Practice or Policy: U.S. preschoolers may profit from a greater balance between fiction and nonfiction books in the classroom. Korean children might benefit from more exposure to fiction and fantasy along with more practice in creating fictional narratives.  相似文献   

Next Generation Science Teacher Educators     

Norman G. Lederman  Judith S. Lederman 《Journal of Science Teacher Education》2013,24(6):929-932

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The Integration of Environmental Education into Two Elementary Preservice Science Methods Courses: A Content-Based and a Method-Based Approach     

Ingrid S. Weiland  Judith A. Morrison 《Journal of Science Teacher Education》2013,24(6):1023-1047

To examine the notion of environmental education (EE) as context for integrating the elementary curricula, we engaged in a multi-case study analysis (Yin 2009) of two preservice elementary science methods courses that utilized an experiential reflective approach—case one (University A) through a science content focus (i.e., sustainability) and case two (University B) through a method focus (i.e., problem-based learning). We examined preservice teachers’ understandings of EE, their ideas to incorporate EE into their future teaching, and their conceptions of EE as a context for integration. Results indicate that both foci (content and method) were successful in building EE content, helping preservice teachers to envision EE in their future classrooms, and promoting EE as a context for integrating their instruction. Based on these results, we offer recommendations for the incorporation of EE as a context for integration into the elementary science methods course.  相似文献   

A Complex Case: Using the case study method to explore uncertainty and ambiguity in undergraduate business education     

Ann Rippin  Charles Booth  Stuart Bowie  Judith Jordan 《Teaching in Higher Education》2013,18(4):429-441

The case method is a definitive and foundational technology in business education. It was first developed as a vocational training tool equipping students for future employment. In this conception, the organisation was seen as a machine, and managers as the engineers who would maintain it through planned interventions. The case method allowed aspiring managers to practise intervention skills in a safe environment. Since the origins of the case method in US business schools before the First World War, conceptions of organisations have moved on. They are no longer seen as machine-like, but as complex, ambiguous, and protean. The 'wicked' problems that potential managers will face in an uncertain world require the development of critical thinking and sensemaking abilities. While the traditional approach to the case continues, its use as a vehicle to explore and manage complexity and ambiguity is emerging, although this is facing resistance from some students and staff.  相似文献   

Shedding Humanity,Shredding the Humanities     

Anthony Esolen 《Academic Questions》2018,31(3):274-280

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