Primary Caregiving as a Framework for Preparing Early Childhood Preservice Students to Understand and Work with Infants     

Seung Yeon Lee  Minsun Shin  Susan L. Recchia 《Early education and development》2016,27(3):336-351

Research Findings: This qualitative study explored the process through which a small group of preservice early childhood teachers engaged in primary caregiving as a framework for learning about early care and education with infants during an infant practicum course at a university-affiliated early childhood center in the United States. Based on multiple data sources, findings revealed that the participants found the primary care system to be beneficial to both infants and teachers. The student teachers gained a better understanding of the uniqueness of the infancy period, experienced the emotional rewards of a special relationship with an infant, and learned to provide individualized and relationship-based infant care and education, while the infants received the benefits of this care. The integration of hands-on practice enacting a primary care system in a responsive infant room, ongoing supervision, and a theory-to-practice seminar created an effective professional learning process for the student teachers, which helped them to grow as both infant teachers and early childhood professionals. Practice or Policy: These findings are a 1st step toward looking more deeply at 1 strategy as a promising practice for the future, offering implications for early childhood teacher education and new insight to the field.  相似文献   

A Study on the Impact of GPA on Perceived Improvement of Higher‐Order Cognitive Skills*     

Randy V. Bradley  Chetan S. Sankar  Howard R. Clayton  Victor W. Mbarika  P. K. Raju 《Decision Sciences Journal of Innovative Education》2007,5(1):151-168

Colleges of Business (COBs) have experienced high growth rates in the past decade and many colleges are imposing minimum grade point average (GPA) requirements for students to enter or remain in the college. A primary reason for this requirement may be the belief that students with high GPAs are more inclined to demonstrate higher‐order cognitive skills (HOCS) than students with low GPAs. It is not clear whether the link is valid. This study hypothesizes that students with high GPAs who are taught in the same way as students with lower GPAs will have higher perceptions of improved HOCS. We conducted an experiment in which students, with varying GPAs, at three large universities primarily used multimedia instructional materials. We obtained the students' perceptions of their improved HOCS from their responses to a survey. A regression analysis of the data reveals that the relationship between GPAs and students' perceived improvement in HOCS is significant (p < .001). We conclude the study by recommending that (a) it is critical to use research methodologies to evaluate perceived and actual learning improvements, (b) COB policies to implement GPA restrictions on admission are worthwhile, and (c) case studies need to be used much more frequently in undergraduate COB classes.  相似文献   

缅甸宛江桥周围冲刷的研究     

马晴晴  张淑华 《上海海事大学学报》2007,28(1):41-49

对缅甸宛江桥桥墩周围的冲刷、桥梁通车时的稳定性及其对通航条件的影响进行分析.HEC-RAS模型用来对河道中的水流状况尤其是在桥正常运营时航道内的水流条件进行实际分析,旨在预测桥墩周围可能发生的最大冲刷,并将结论用于缅甸将来的桥梁建设事业之中.模型计算的结果与实测冲刷作了比较,在急流时,使用相同糙率的情况下,一维数值模拟得较好,数值模拟得到的水位与观测的结果一致,表明HEC-RAS模型预测冲刷深度是可行的.  相似文献   

Educating in Global Times: choice,charter and the market     

Victor Soucek 《Discourse: Studies in the Cultural Politics of Education》1999,20(2):219-234

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Surplus theory in the cultures market     

Victor Strandberg 《Academic Questions》1999,13(1):34-38

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The school as a learning organisation: The concept and its measurement     

Marco Kools  Louise Stoll  Bert George  Bram Steijn  Victor Bekkers  Pierre Gouëdard 《European Journal of Education》2020,55(1):24-42

A growing body of scholars, educators and policy makers has argued for reconceptualising schools as “learning organisations” in the last 25 years as. However, a lack of clarity on the concept has hindered its advance in theory and practice. This study responds to this problem by developing a schools as learning organisations scale that expands and clarifies the concept on several points. Drawing on survey data (nschool staff = 1,703) from Wales (UK), it examines the key characteristics of a school as a learning organisation through a principal component analysis and reliability analysis. The results showed that such a school is associated with eight dimensions: (a) a shared vision centred on the learning of all students, (b) partners contributing to school vision, (c) continuous learning opportunities, (d) team learning and collaboration, (e) a culture of enquiry, innovation and exploration, (f) systems for collecting and exchanging knowledge and learning, (g) learning with and from the external environment, and (h) modelling learning leadership. The resulting 65-item scale demonstrated good psychometric qualities. A reliable and valid schools as learning organisations scale can help enhance our understanding of the concept. The scale can also be used by school leaders, teachers and all others wanting to develop a thriving learning culture in their schools.  相似文献   

Accounting for diverse missions: can classification systems contribute to meaningful assessments of institutional performance?     

Borden  Victor M. H.  McCormick  Alexander C. 《Tertiary Education and Management》2020,26(3):255-264

Tertiary Education and Management - Although they have been developed for a variety of purposes, classification systems for tertiary or postsecondary education institutions offer a foundation for...  相似文献   

New challenges for higher education: global and Asia-Pacific perspectives   总被引：1，自引：0，他引：1  

Jung Cheol Shin  Grant Harman 《Asia Pacific Education Review》2009,10(1):1-13

With rapid socio-economic changes, twenty-first century higher education is facing major challenges to its governance systems, curriculum, mission focus, external relations, research, and financing. A theoretical framework to analyze these post-massification challenges is suggested, with a focus on the Asia-Pacific region as well as global issues. Five main topic areas provide the basis for the theoretical framework: massification, privatization, accountability and governance, internationalization, and ranking and world-class universities. Some discussion of the possible effects of the financial crisis that commenced in 2008 is provided.  相似文献   

Will Undergraduate Students Play Games to Learn How to Conduct Library Research?     

Karen Markey  Professor  Fritz Swanson  Lecturer  Andrea Jenkins  Programmer  Brian Jennings  Programmer  Beth St. Jean  Graduate Student Research Assistant  Victor Rosenberg  Associate Professor  Xingxing Yao  Graduate Student Research Assistant  Robert Frost  Associate Professor 《The Journal of Academic Librarianship》2009,35(4):303-313

This exploratory study examines whether undergraduate students will play games to learn how to conduct library research. Results indicate that students will play games that are an integral component of the course curriculum and enable them to accomplish overall course goals at the same time they learn about library research.  相似文献   

Hierarchical Models of Social Competence in Preschool Children: A Multisite,Multinational Study     

Brian E. Vaughn  Nana Shin  Mina Kim  Gabrielle Coppola  Lisa Krzysik  António J. Santos  Inês Peceguina  João R. Daniel  Manuela Veríssimo  Anthon DeVries  Eric Elphick  Xiomara Ballentina  Kelly K. Bost  Wanda Y. Newell  Ellaine B. Miller  J. Blake Snider  Byran Korth 《Child development》2009,80(6):1775-1796

The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5‐group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first‐order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within‐sample levels but not for age within sample. In 2 groups, teachers’ ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers’ ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children.  相似文献