Reducing Student Bias Against Older Adults Through the Use of Literature     

Carolyn J. Tice  Diane M. Harnek Hall  Shari E. Miller 《Educational gerontology》2013,39(8):718-730

Human services educators must address the issue of students’ bias toward older adults to encourage interest and meet the growing need for professionals in the field. The use of literature can challenge students’ preconceptions of older adults while innovative teaching methods can guide their development of more tolerant views and introduce them to a field that they may have previously given little consideration. Based on a model of cultural competence development, teaching strategies, learning objectives, literature, and an evaluation are suggested.  相似文献   

Building Relationships through Communities of Practice: Museums and Indigenous People     

Lynda Kelly  Carolyn Cook  Phil Gordon 《Curator: The Museum Journal》2006,49(2):217-234

Abstract This paper explores the theory of “communities of practice” and how the ideas contained in it could be applied to museums, by demonstrating how a key stakeholder group, Indigenous people, have been involved with and engaged in the work of the Australian Museum, Sydney, over the past 30 years. It is suggested that the processes museums have developed in building relationships with Indigenous people, particularly at the practitioner level, could form a template for how museums make themselves relevant to broader communities through active engagement with multiple communities of practice.  相似文献   

Integrating Visual and Verbal Literacies in the Early Childhood Classroom     

Carolyn Pope Edwards  Linda Mayo Willis 《Early Childhood Education Journal》2000,27(4):259-265

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Introduction to the Editor: On Becoming a First‐Time Editor     

N. Carolyn Owens 《Journal of College Counseling》2000,3(1):3-4

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Forgotten resources: Line managers as assets to training     

Paula Grace  Carolyn M. Straub 《Performance Improvement》1990,29(6):14-20

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DNA microarray wet lab simulation brings genomics into the high school curriculum     

Campbell AM  Zanta CA  Heyer LJ  Kittinger B  Gabric KM  Adler L  Schulz B 《CBE life sciences education》2006,5(4):332-339

We have developed a wet lab DNA microarray simulation as part of a complete DNA microarray module for high school students. The wet lab simulation has been field tested with high school students in Illinois and Maryland as well as in workshops with high school teachers from across the nation. Instead of using DNA, our simulation is based on pH indicators, which offer many ideal teaching characteristics. The simulation requires no specialized equipment, is very inexpensive, is very reliable, and takes very little preparation time. Student and teacher assessment data indicate the simulation is popular with both groups, and students show significant learning gains. We include many resources with this publication, including all prelab introductory materials (e.g., a paper microarray activity), the student handouts, teachers notes, and pre- and postassessment tools. We did not test the simulation on other student populations, but based on teacher feedback, the simulation also may fit well in community college and in introductory and nonmajors' college biology curricula.  相似文献   

Summer fun and frolic     

Carolyn Buhai Haas 《Early Childhood Education Journal》1985,12(4):40-42

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Calendar     

Judith L. Klavans  Carolyn Sheffield  Eileen Abels  Jimmy Lin  Rebecca Passonneau  et al. 《Archives and Museum Informatics》1994,8(3):237-237

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Children's understanding of the distinction between intentions and desires   总被引：1，自引：0，他引：1  

Schult CA 《Child development》2002,73(6):1727-1747

Much of the previous research on children's understanding of intentions confounded intentions with desires. Intentions and desires are different, in that a desire can be satisfied in a number of ways, but an intention must be satisfied by carrying out the intended action. Children 3 through 7 years of age and adults were presented with situations in which intentions were satisfied but desires were not, or vice versa, in a story-comprehension task (N = 71) and a target-hitting game (N = 45). Although 3- and 4-year-olds were unable to differentiate desires and intentions consistently, 5- and 7-year-olds often matched the adult pattern. Younger children's difficulties in understanding intentions are discussed in terms of their use of a desire-outcome matching strategy and the representational complexities of intentions.  相似文献   

The social perception of learning disabled and non‐learning disabled children     

Renitta L. Goldman  Veralee B. Hardin 《International Journal of Disability, Development & Education》1982,29(1):57-63

This study was undertaken to determine if there were differences in the social perception of learning disabled and non‐learning disabled youngsters, whether social perception was related to sex and if interaction by sex and learning disability status was involved. Fifty‐seven elementary school children aged 9 to 11 years were given four measures of social perception. Results showed that learning disabled children differed significantly (p .01) from their non‐learning disabled peers on each of the four measures. Neither sex nor group by sex interaction was significant. Assessment and intervention aimed at improving social perceptual skills should be incorporated into educational programming for those learning disabled children who exhibit deficiencies in this area of functioning.  相似文献