Technology-Mediated Writing Instruction in the Early Literacy Program: Perils,Procedures, and Possibilities     

Sandra Beam 《学校用计算机》2015,32(3-4):260-277

The purpose of this qualitative case study was to examine one kindergarten teacher's use of digital and multimodal technologies to mediate early writing instruction and explore the students' appropriation of that instruction to support their independent writing. Data sources included observations of writing instruction, as well as students' participation during independent writing time, student writing samples, and interviews with case study participants. Data were analyzed inductively using a semantic relationship analysis (Hatch, 2002). Results of the study revealed that the teacher used a range of technologies to demonstrate what it means to compose narrative texts and how young children could go about it. Students were attentive and motivated to participate in writing instruction and related activities, given their fascination with the technology and multimodal texts their teacher created. Students appropriated important concepts and strategies from their teacher's technology-mediated instruction, which they used to compose narrative texts during independent writing time.  相似文献   

Knowledge Organization from an Indigenous Perspective: The Mashantucket Pequot Thesaurus of American Indian Terminology Project     

Sandra Littletree  Cheryl A. Metoyer 《Cataloging & classification quarterly》2015,53(5-6):640-657

Native Americans create, preserve, and organize knowledge within the context of community, thereby ensuring the inclusion of Native American philosophies. Historically, mainstream cataloging and classification systems have not adequately represented this knowledge. The Mashantucket Pequot Thesaurus of American Indian Terminology was designed to incorporate an Indigenous perspective into mainstream controlled vocabularies. Using story as pedagogy, this article examines the conceptual foundations, theoretical framework, and application of the Thesaurus to a museum setting.  相似文献   

Social Perspective Taking: Advancing Empathy and Advocating Justice     

Francisco Rios  Allen Trent  Lillian Vega Castañeda 《Equity & Excellence in Education》2013,46(1):5-14

Note: An earlier version of this paper was presented at the 1993 American Education Research Association Annual Meeting, Atlanta, GA. My thanks for critical comments on earlier drafts to Patricia Campbell, Carol Anne Dwyer, Kathy O'Neill, Diane Pollard, and Donald Powers.  相似文献   

School Reform that Integrates Public Education and Democratic Principles     

Sandra M. Wilson  Richard Iverson  Joe Chrastil 《Equity & Excellence in Education》2013,46(1):64-70

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TEACHING RESOURCES FOR END OF LIFE AND PALLIATIVE CARE COURSES By Ellen L. Csikai and Barbara Jones     

Reviewed by Sandra L. Noel Director Congregational Care & Senior Ministry 《Educational gerontology》2013,39(6):550-551

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Views of inquiry: Mismatches between views of science education faculty and students of an alternative certification program     

Abdulkadir Demir  Sandra K. Abell 《科学教学研究杂志》2010,47(6):716-741

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10. Parents and children: representations of family understanding parents’ and teachers’ internal working models of their roles in children's lives     

Sandra T. Azar  Frances L. Hiatt 《教育政策杂志》2013,28(1-2):79-88

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Auswirkungen von körperlicher Aktivität auf demenzielle Erkrankungen     

Andrea Scharpf MA  Sandra Servay  Alexander Woll 《Sportwissenschaft》2013,43(3):166-180

There is evidence for a positive influence of physical activity on dementia. However, the study design and data processing of current studies on physical activity in patients with dementia are heterogeneous, which makes it difficult to evaluate and compare their results. In our review, we categorized the studies based on different aspects of the training interventions and discussed these aspects in detail. Based on the existing literature, the length of an ideal training program is at least 16 weeks with two to three training sessions per week and qualified supervision and instruction. The workout program should contain at least two of the three components strength, endurance and balance. These recommendations should be confirmed in future studies with comparable study designs and homogeneous patient groups.  相似文献   

Teacher preparation: A collaborative model     

Kenneth D. Moore  Sandra Looper 《The Teacher Educator》2013,48(3):152-164

Abstract

Criticism of education and teacher preparation persists. The “Teachers Educating and Motivating Students,” or TEAMS, model was developed to address this criticism. The TEAMS model has been structured using a Professional Development School (PDS) concept as the core component. The model is a competency‐based, structured block program featuring concurrent enrollment in groups of courses and a corresponding field component.

Evaluation of the TEAMS program is a continuing process. Completion of a “perceptions” survey and a workplace competencies instrument by students and mentors/administrators revealed that the TEAMS program is accomplishing intended goals. Furthermore, t tests revealed only one significant difference in perceived adequacy between students and mentors/administrators on the workplace competencies. The data also revealed an overall positive attitude toward the project and satisfaction regarding the achievement of workplace competencies.  相似文献   

Can 'ears-on' help hands-on science learning for girls and boys?     

Priscilla F. Heard  Sally A. Divall  Sandra D. Johnson 《International Journal of Science Education》2013,35(11):1133-1146

The primary objective of the research was to establish whether the use of the newly developed audiopilot (a personalized auditory commentary system) facilitates both hands-on exploration and the understanding of scientific principles in a science centre. Twenty-four ten year-old children used the AudioPilot while they interacted with a set of pendulum experiments. A control group of 28 children from the same classes experienced the same experiments but without the Audio-Pilot. Videos were made of all the children and their behaviours were later coded. They completed a questionnaire about pendulums before and after going to the science centre. A gender effect emerged. The audio-pilot greatly facilitated the girls' hands-on activity and improved their questionnaire scores, which was highly statistically significant. This suggests that auditory commentaries are a good way of communicating difficult scientific concepts, especially to girls. Further research is needed to confirm whether this finding can be generalized over different schools.  相似文献