Counseling With HEART: A Relationship Violence Prevention Program for College Students     

Danica G. Hays  Rebecca E. Michel  Hannah B. Bayne  Anita A. Neuer Colburn  Jayne Smith Myers 《Journal of College Counseling》2015,18(1):49-65

Relationship violence is a salient concern on college campuses today, and psychoeducational groups may be an appropriate prevention format. This article describes a study measuring the impact of college student participation in the HEART (Help End Abusive Relationships Today) program, a series of group sessions designed to increase knowledge and awareness of relationship violence. Findings indicated significant changes for group participants postintervention. Implications and recommendations for college counselors are discussed.  相似文献   

<Emphasis Type="Bold">Math: Old,New, and Equalitarian</Emphasis>     

William M. Briggs 《Academic Questions》2017,30(4):508-513

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Introduction to the Issue     

Jason G. Irizarry  Catherine Tebaldi 《Equity & Excellence in Education》2015,48(4):509-510

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Integrated Reading and Writing Interventions for Students with Learning Disabilities: A Review of the Literature     

Eun Young Kang  John William McKenna  Sarah Arden  Stephen Ciullo 《Learning disabilities research & practice》2016,31(1):22-33

In this systematic review of literature that spans 1975–2015, integrated reading and writing interventions for students with learning disabilities (LD) or students with academic difficulties were evaluated to understand the extant research, identify encouraging practices, and guide future research. Ten studies met inclusion criteria and each study was evaluated according to the relevant What Works Clearinghouse (WWC) design standards. Eight of the 10 investigations were conducted with students in grades 4–8. While only 4 of the 10 studies met WWC design with or without reservations, results from these studies are encouraging. Study findings suggest several areas for immediate future research relating to methodological and treatment variables and considerations for classroom instruction in order to respond to advanced expectations for the successful integration of reading and writing across subjects. In addition to employing stronger experimental designs and additional replications of encouraging studies, future research should explore the utility of integrated reading and writing interventions with secondary students with who have academic difficulties.  相似文献   

Teaching the Shoah in Jewish Schools     

William Glicksman 《Journal of Jewish Education》2013,79(3-4):174-178

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Language Acquisition Assisted by the Internet     

Judit Hajnal  Gábor Veress  László Magulya 《Educational Media International》2013,50(4):176-181

Abstract

The authors focus on exploiting new methods of language acquisition with the help of the possibilities offered by the Internet. As a new option for computer‐assisted language learning, the Internet is considered to be a source for individual learning and problem oriented teaching in many other areas. Expanding knowledge in parallel in informatics and the English language is an asset. In addition to pointing out starting off sites for ESL teachers and introducing some interesting examples, some criteria of constructing language teaching WWW pages of our own are also listed.  相似文献   

Methods classes and professional development schools: The overlooked semester     

M. Jayne Fleener  Pamela G. Fry 《The Teacher Educator》2013,48(3):39-44

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Improving college instruction through observation and feedback     

William Trenfield 《The Teacher Educator》2013,48(2):35-39

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Teaching of biological inheritance and evolution of living beings in secondary school     

E. Banet  G. E. Ayuso 《International Journal of Science Education》2013,35(3):373-407

The purpose of this investigation is to examine some solutions to the problems involved in the learning and teaching of biological inheritance and the evolution of living beings at the secondary school level. For this, we implemented a teaching programme which takes into account a constructivist approach to learning and analysed the progress in students' knowledge at different times (pre-test, post-test and retention test). Qualitative and quantitative analysis of the results show that the programme instilled a knowledge close to what might be considered adequate for this educational level. As a follow up, we propose certain disciplinary criteria for selecting and sequencing the content to be taught and discuss the educational circumstances which favour the construction of student knowledge on these topics.  相似文献   

Science textbooks for lower secondary schools in Brunei: issues of gender equity     

Ann G. Elgar 《International Journal of Science Education》2013,35(7):875-894

This paper is concerned with issues affecting equity in science education for girls and boys. In the paper the results of an investigation into the recently published (1998–2000) series of textbooks entitled Lower Secondary Science for Brunei Darussalam are presented. In the first part of the paper, background issues of continuing gender inequality in science education and of the nature and scope of textbook analyses are outlined. Then the representation of males and females in both illustrations and text in the Bruneian textbooks is discussed. From this analysis a picture emerges of the extent to which science is portrayed as a pursuit of equal appropriateness for both boys and girls. The paper concludes with a consideration of the implications of the findings presented within the wider context of gender and education in Brunei.  相似文献