Merze Tate and the Quest for Gender Equity at Howard University: 1942–1977     

Linda M. Perkins 《History of education quarterly》2014,54(4):516-551

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Assisting children and families with military‐related disruptions: The United States Marine Corps school liaison program     

Keith R. Aronson  Linda L. Caldwell  Daniel F. Perkins  Kenneth W. Pasch 《Psychology in the schools》2011,48(10):998-1015

Military families face a number of unique challenges, including frequent relocations and school transitions, as well as extended separations from loved ones. The military, schools, and communities have been working together to build the capacity of children, youth, and families to successfully cope with the stressors they encounter. Most branches of the military have instituted liaison programs within schools and communities to help military school‐aged children make more seamless transitions from one school to another due to relocations. This study assessed the thoughts and perceptions of U.S. Marine Corps (USMC) school liaison professionals (SLs) regarding their work with a broad array of stakeholders, both on‐ and off‐base. Generally, SLs expressed positive sentiments regarding the USMC liaison program. They also reported that they were working hard at developing stronger connections to various constituencies in position to assist military families. Unfortunately, there was some indication that SLs may be at risk for burnout. Given the needs of military children, youth, and families, SLs appear to be filling an important function that could enhance military–school–community partnerships. © 2011 Wiley Periodicals, Inc.  相似文献   

Social-Emotional Development,School Readiness,Teacher–Child Interactions,and Classroom Environment     

Sherryl Scott Heller  Janet Rice  Allison Boothe  Margo Sidell  Krystal Vaughn  Angela Keyes 《Early education and development》2013,24(6):919-944

This article investigates the effectiveness of a statewide 6-month early childhood mental health consultation (ECMHC) model on teachers’ emotional support of children and classroom organization. We provide a brief historical and theoretical background of the field of ECMHC, present the logic model for our ECMHC intervention, and discuss the existing research that supports this logic model. Research Findings: Participants included 445 teachers from 158 child care centers statewide. The mental health consultation improved the quality of early childhood teachers’ interactions (e.g., emotional support and classroom organization) with children in their care. Teachers with more experience and more than a high school degree tended to score higher on many of the Classroom Assessment Scoring System (R. C. Pianta, K. M. La Paro, &; B. K. Hamre, 2008 Pianta , R. C. , La Paro , K. M. , &; Hamre , B. K. ( 2008 ). Classroom Assessment Scoring System (CLASS) manual, Pre-K . Baltimore , MD : Brookes . [Google Scholar]) dimensions. Practice or Policy: This study demonstrates that mental health consultants can partner successfully with early childhood educators and provide support that enhances classroom variables associated with high-quality care and positive child outcomes. Even with a high rate of teacher turnover (35%), significant differences were found; this demonstrates the robustness of the ECMHC model in that the effectiveness of this model was not undermined by the chronic problem of staff turnover.  相似文献   

Coparticipando en el conocimiento: la ampliación de la inteligencia humana con las tecnologías inteligentes     

Gavriel Salomon  David N. Perkins  Tamar Globerson 《Cultura y Educación》2013,25(13):6-22

Utilizar un ordenador supone una simbiosis de nuestra inteligencia con una herramienta externa sin la cual la mente contaría sólo con sus propios medios y no funcionaría igual.

Por otra parte, algunos de los procedimientos de uso del ordenador pasan de hecho a interiorizarse, a incorporarse autónomamente a la mente.

Este artículo, que permite analizar ambos hechos, nos ayuda a tener claro el papel del ordenador en el aprendizaje y funcionamiento cognitivo  相似文献   

Books in review     

Paul Westbrook Book/Media Reviews Editor  Daniel J. Perkins  Ingrid Olsen‐Tjensvold  Carolyn Gilbert 《Journal of Applied Communication Research》2013,41(2):72-74

THROUGH NAVAJO EYES: AN EXPLORATION IN FILM COMMUNICATION AND ANTHROPOLOGY. By Sol Worth and John Adair. Bloomington: Indiana University Press, 1972; pp. 286. $12.50.

VAGINAL POLITICS. By Ellen Frankfort. New York: Quandrangle Books, Inc., 1973; pp. 250. $6.95.

POWER AND INTERPERSONAL RELATIONS. By Wally D. Jacobson. Belmont, California: Wadsworth Publishing Company, 1972; pp. 190. (paper) $3.50.  相似文献   

Quality Control: A Necessary Good for Improving Service     

Firouzeh F. Logan  Krystal Lewis 《The Reference Librarian》2013,54(3):218-230

This article reports the benefits, challenges, and effective methods of assessing the quality of virtual references services at an academic library.  相似文献   

The rhetoric of androgyny as revealed in the feminine mystique     

Sally J. Perkins 《Communication Studies》2013,64(2):69-80

Despite the feminist controversy regarding whether gender differences exist in discourse style, it appears that one of the most prominent leaders of the conservative wing of the feminist movement, Betty Friedan, strategically employed an androgynous rhetorical style in her crucial feminist document. The Feminine Mystique. Through an analysis of that text, this essay argues that by employing the “rhetoric of androgyny,” Friedan creates a mainstream feminist audience whose ideology ultimately transcends oppressive gender dichotomizations.  相似文献   

Meritocracy, Equal Opportunity, and the SAT     

Linda M. Perkins 《History of education quarterly》2001,41(1):89-95

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Guidelines for a creative drama program     

Jeffrey I. Gelfer  Peggy G. Perkins 《Early Childhood Education Journal》1992,20(1):30-32

Creative drama is a process of perceiving and communicating thoughts and ideas. It is a thoughtful and usually teacher-directed effort to retell a story in dramatic from (Schickendanz, York, Stewart, & White, 1990). Sometimes the story has been made up or read and reread by the teacher or students. Children may select roles for stories or use props (e.g., puppets, dolls, and everyday clothes) to dramatize the story.Jeffrey I. Gelfer is Associate Professor, Department of Instructional and Curricular Studies, and Peggy G. Perkins is Assistant Professor, Department of Counseling and Educational Psychology, both at the University of Nevada, Las Vegas.  相似文献   

Traveling Forward: Revisiting Online Instruction for Global Sites     

Dan Perkins  Eimmy Solis 《Public Services Quarterly》2017,13(4):304-308

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