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131.
Contemporary early childhood teachers are facing new challenges as children who test HIV positive or who have AIDS enter the
classroom. Providing appropriate health care and educational programs for these children is a major concern of teachers. This
article presents a brief discussion of guidelines and issues that might be addressed in an in-service for teachers in general
education to prepare them for a student with HIV or AIDS in their classrooms. 相似文献
132.
This paper examines the key impact that technology is having on shaping and, indeed, fusing the worlds of work both outside and inside tertiary institutions. The transformation of organisations by technology creates key challenges for tertiary institutions which are identified. One tertiary institution's attempts to engage with these challenges is illuminated through case study research. The institution in question, Deakin University, is a major open and distance education organisation in Australia. In grappling with the technological imperative, issues of leadership, management and organisational change come to the fore. Leadership in dynamically evolving organisations committed to the use of educational technologies in a range of diverse teaching‐learning contexts is an enormously complex and difficult task. The complexities, ambiguities and difficulties of leadership in such an environment are illuminated in this paper through the presentation of a set of eight interconnected issues which reveal some of the experiences of people within the University who are attempting to manage educational change and technological innovation. 相似文献
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Sandra Soliday Hong Noreen Yazejian Shannon Guss Amanda Stein Maia Connors Diane Horm 《Early education and development》2019,30(8):1084-1093
ABSTRACTResearch Findings: This article summarizes current peer-reviewed research and conceptualizations of collaboration and presents a new conceptual model. Authors found that the existing peer-reviewed literature does not adequately reflect emerging understandings of the nature of early childhood collaborations or the contributions such collaborations make to outcomes. The paper fills a gap in the literature by presenting a broader conceptualization of collaboration in which stakeholders work together and use data to achieve common goals through engaging in shared activities. Authors provide examples of how collaborations take place within a network of early care and education programs. Practice or Policy: Practitioners can use information presented in this to support collaborations at different levels of an early childhood system. More research needs to be conducted to identify and measure collaborative activities and outcomes across levels of collaboration to align with a broader definition of collaboration. 相似文献
135.
This paper reports on two years of a multiyear consultation/professional development project based on socioconstructivist principles (situated cognition, social context, and scaffolded instruction) that are consistent with key elements of positive psychology. The consultation model used a case analysis framework to engage 12 elementary school teachers in workshops, demonstration lessons, ad hoc inquiry groups, and coaching. Interview, questionnaire, and field note data from the participants identified “control and choice,” “focus on student needs,” “applicability to classroom practices,” “direct instruction of skills,” and “consultant feedback” as key elements of the model. Changes in classroom practices were reported by 78% of the participants with changes in confidence noted from pre‐ to posttests. Better learning for students was mentioned by 89% of the teachers. Discussion focuses on critical theoretical elements associated with positive psychology. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 51–65, 2004. 相似文献
136.
Chemistry concepts in three 2‐week modules were presented to a treatment and control group of high school students from 10 different high schools. The treatment group was taught using three representations of matter (macroscopic, particulate, and symbolic), whereas only two representations (macroscopic and symbolic) were used with the control group. The treatment group scored significantly higher across the combined score of all three modules. When the data were analyzed for gender–group interactions, females who were taught the particulate representation scored as well as males whereas those who were not taught the particulate representation scored significantly lower than males. Teaching males the particulate representation did not significantly affect males' achievement. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 911–927, 2002 相似文献
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Aesha John Diane Montgomery 《International Journal of Disability, Development & Education》2016,63(3):293-308
This study with families caring for an individual with an intellectual disability in a mid-sized Indian city explored the diverse explanatory models that parents constructed of causes, preferred treatment approaches and perceived social effects of their child’s intellectual disability. Seventeen mothers and three fathers rank ordered 48 disability related statements and participated in a qualitative interview. The intercorrelations and factor analysis of participant sorts helped to generate three parental explanatory models which were named religious resilience, in search of treatment and social change, and it is a burden to bear. The three models extracted 23%, 20% and 9% variance respectively. Interpretations based on factor arrays, consensus and differentiating statements, and qualitative interviews indicated that the first explanatory model utilised religion and spirituality to positively frame their child’s intellectual disability. The second explanatory model rejected religious notions and did not dwell on the cause of disability, but rather focused on optimal rehabilitation of individuals with an intellectual disability. The third model was characterised by maladaptive religious attributions and rehabilitation approaches. 相似文献
140.
Dorothy F. Garrison-Wade Gregory A. Diggs Diane Estrada Rene Galindo 《The Urban Review》2012,44(1):90-112
This article highlights some of the obstacles facing tenure-track faculty of color in academia. Through the perspective of
Critical Race Theory (CRT) and by using a counterstories method, four faculty of color share their experiences as they explore
diversity issues through engaging in a 1-year self-study. Findings of this qualitative study provide important insights from
the perspectives of faculty of color to address ways in which to identify supports that lever barriers during the tenure process. 相似文献