COGNITIVE COMPLEXITY AND THE LEARNING CONGREGATION     

Elizabeth Box Price 《Religious education (Chicago, Ill.)》2013,108(4):358-370

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Narrative Inquiry: A Spiritual and Liberating Approach to Research     

Elizabeth McIsaac Bruce 《Religious education (Chicago, Ill.)》2013,108(3):323-338

This article identifies various research characteristics of narrative inquiry including its holistic and creative approach and its emphases on experience, relationships and participation, subjectivity and consciousness-raising, commitment and resistance, ethical action, and claiming voice and power. The author suggests that these characteristics point to ways in which narrative inquiry is a spiritual and liberating research methodology that may offer a research practice aligned with the values of researchers in the field of Religion and Education.  相似文献   

Environmental Education as a Model for Constructivist Teaching     

Elizabeth S. Klein  Eileen Merritt 《The Journal of environmental education》2013,44(3):14-21

Abstract

Current literature related to science instruction often includes a discussion of the philosophy of constructivism. The authors describe four main components of a constructivist science lesson or unit. A review of commonly used environmental education materials was conducted to look for these components. Parallels between teaching strategies used in environmental education and constructivist methods are discussed.  相似文献   

An evaluation of trauma focused cognitive behavioral therapy for children in Zambia     

Laura K. Murray  Itziar Familiar  Stephanie Skavenski  Elizabeth Jere  Judy Cohen  Mwiya Imasiku  John Mayeya  Judith K. Bass  Paul Bolton 《Child abuse & neglect》2013

To monitor and evaluate the feasibility of implementing Trauma Focused-Cognitive Behavioral Therapy (TF-CBT) to address trauma and stress-related symptoms in orphans and vulnerable children (OVC) in Zambia as part of ongoing programming within a non-governmental organization (NGO). As part of ongoing programming, voluntary care-workers administered locally validated assessments to identify children who met criteria for moderate to severe trauma symptomatology. Local lay counselors implemented TF-CBT with identified families, while participating in ongoing supervision. Fifty-eight children and adolescents aged 5–18 completed the TF-CBT treatment, with pre- and post-assessments. The mean number of traumas reported by the treatment completers (N = 58) was 4.11. Post assessments showed significant reductions in severity of trauma symptoms (p < 0.0001), and severity of shame symptoms (p < 0.0001). Our results suggest that TF-CBT is a feasible treatment option in Zambia for OVC. A decrease in symptoms suggests that a controlled trial is warranted. Implementation factors monitored suggest that it is feasible to integrate and evaluate evidence-based mental health assessments and intervention into programmatic services run by an NGO in low/middle resource countries. Results also support the effectiveness of implementation strategies such as task shifting, and the Apprenticeship Model of training and supervision.  相似文献   

Correction of defective consonant sounds     

Elizabeth M. Nemoy  Serena F. Davis 《Communication quarterly》2013,61(1)

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Speech correction through story‐telling units     

Elizabeth M. Nemoy 《Communication quarterly》2013,61(2)

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Poverty and Parenting: Transforming Early Education's Legacy in the 1960s     

Elizabeth Rose 《History of education quarterly》2009,49(2):222-234

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‘No Outsiders’: Moving beyond a discourse of tolerance to challenge heteronormativity in primary schools     

Renée DePalma  Elizabeth Atkinson 《British Educational Research Journal》2009,35(6):837-855

In this paper we describe a UK‐based participatory action research project that looks beyond the discourse of tolerance to investigate and challenge heteronormative processes in primary schools through reflective action research. This 28‐month ESRC‐funded project supports 15 primary teachers working in schools in three regions of the UK to develop action research projects that address lesbian, gay, bisexual and transgender equality in their own schools and classrooms. In this paper we will examine how the original principles on which the project design was based have manifested themselves throughout the course of the project, drawing upon examples of classroom practice and reflective discussions among project team members. We will explore how designing intentionally for collective participation has produced spaces for people to do and think in ways that have not only gone beyond what we imagined but have also challenged and sometimes contradicted our own ways of thinking.  相似文献   

Developmental Changes in Attention and Comprehension Among Children With Attention Deficit Hyperactivity Disorder     

Ursula L. Bailey  Elizabeth P. Lorch  Richard Milich  Richard Charnigo 《Child development》2009,80(6):1842-1855

Changes in visual attention and story comprehension for children (N = 132) with attention deficit hyperactivity disorder (ADHD) and comparison peers were examined. Between the ages of 7 and 9 (Phase 1) and approximately 21 months later (Phase 2), children viewed 2 televised stories: 1 in the presence of toys and 1 in their absence. Both groups of children showed developmental increases in visual attention and stable group differences over time. Deficits in comprehension among children with ADHD, however, increased over time. Whereas comparison children’s recall of factual and causal information increased over time in both viewing conditions, children with ADHD showed no developmental improvement in recall of factual information in the toys‐present condition and no improvement in recall of causal relations in either viewing condition.  相似文献   

Improving a Counselor Education Web Site Through Usability Testing: The Bibliotherapy Education Project     

Paula S. McMillen  Dale‐Elizabeth Pehrsson 《Counselor Education & Supervision》2009,49(2):122-136

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