排序方式： 共有74条查询结果，搜索用时 31 毫秒
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正如果非用一个词描述这三位青春的国内外的创业者和他们的产品,那么这个词便是——酷。"个性"鲜明,新潮时尚,挣钱之外(甚至不挣钱),首先必须好玩,自己喜欢,别人也爱。折纸音响这一切都发生在2009年9月,仿佛一夜之间,Jason Lucash和合作伙伴Mike Szymczak就成就了自己的梦想。《时 相似文献
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Jenna Min Shim 《课程研究杂志》2013,45(6):739-758
At the current historical juncture in which differences and inequalities are surfacing greater than ever in the world, societies, and schools, the main goal of this essay is to revisit the aspects of structuralism that can potentially contribute productively to understanding the invisible structures and forces that everyone carries (mostly unknowingly) with them at all times and in all places including in multicultural curricular and social justice work. By doing so, this essay also attempts to dispute with liberal humanistic notions of the self (teachers and students) in multicultural curricular studies that continues to support the dominant framework of curriculum. This essay is grounded on the idea that progressive change is predicated on (although never guaranteed by) uncovering and understanding as fully as possible the social, political, and economic organization of the world, which is always mediated by individual selves who are located within the world in specific ways. 相似文献
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Jenna Nelson 《Educational Philosophy and Theory》2018,50(14):1522-1523
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Since 2010, new types of state-funded schools have opened in England with a focus on providing alternative education provision. Very little is known about these schools, partly due to their novelty, and how they are attempting to re-engage those students who for various, and often complex, reasons have become disconnected from education. We scrutinised the approach used at one such school to examine what instructional practices were used, how they were adapted to the needs of the students and what factors enabled and obstructed (re)engagement. Data were collected over a month-long fieldwork visit and included semi-structured interviews with staff and students, and semi-structured classroom observations. Instructional approaches were used that supported the learning of students who were not experienced in, or had difficulty with, regulating their learning. These included breaking down tasks, providing lots of on-task prompts, encouragement, using frequent feedback and scaffolding, and offering quick support to students. This approach allowed students to re-engage with their learning and make progress towards important qualifications required for entry to the labour market and post-compulsory education and training. 相似文献
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Jenna Min Shim 《课程研究杂志》2017,49(6):830-847
Reading psychoanalytic theory of the unconscious desire for wholeness in the light of the notion of white racial supremacy, this study explores a constituted difficulty that self-reflection around the issues of race and racism confronts by exploring three white male pre-service teachers’ emotional experiences inscribed in their responses to the process of engaging in self-reflection. The pervasiveness of strong emotional reactions to the process of engaging in self-reflection spoke volumes not only about how uncomfortable the participants felt in the face of ambivalence, incommensurability and vulnerability but also about their active resistance against their emotional states to defend their unconscious desire for wholeness that is intensified by the forces of white racial supremacy. This study also seeks to elaborate problems inherent in teachers’ self-reflection and why and how unknown and unconscious emotional world filters and at times hinders the participants’ willingness to inquire into their own relationship to race and racism. In the final section, the author discusses how the findings may be used to imagine how teachers’ unknown and unconscious emotional world can become subjective curriculum which in turn becomes a foundation for students’ learning or lack thereof and also informs the field of teacher education engaging in critical self-reflection. 相似文献
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Integrating family content in teacher preparation programs using intentional reflection and planning
Maryssa Kucskar Mitsch Jessica M. Branch Jenna M. Weglarz-Ward 《Journal of Early Childhood Teacher Education》2020,41(2):197-208
ABSTRACTStrong family involvement in children’s education supports positive academic and social-emotional outcomes. Therefore, developing early childhood (EC) professionals’ competence in engaging and involving families in their children’s education is emphasized across state licensure requirements, personnel preparation standards, and professional recommendations (e.g., Division for Early Childhood, Council for Exceptional Children, InTASC, National Association for the Education of Young Children). Although many states have begun to require family course content as part of their licensure for educators, higher education faculty and instructors may struggle to integrate family-related content into their coursework and field experiences while also covering state standards in instructional strategies, assessment, and other content areas. In order to effectively and comprehensively include family content across university programs and courses, faculty need to evaluate their current content and systematically plan to include current and research-based family material. The purpose of this article is to provide a framework for faculty to evaluate, reflect, and plan their use of family content in university courses aligned with the Division for Early Childhood’s Recommended Practices: Family (2014). This article shares self-assessment and action plan tools for integrating family content into course materials, activities, and assignments. 相似文献
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ABSTRACT: A food safety education program developed for retail food establishments was evaluated to assess the extent to which participants were practicing selected behaviors linked to reducing the risk of foodborne disease both before and after the program. Scores from the state health department's Certified Food Manager (CFM) exam also were examined. Based on the 189 usable surveys returned, most respondents were female, middle age, and white with nearly 11 y of foodservice experience. Results revealed that after completing the program, participants reported practicing behaviors related to hand washing, maintaining safe food temperatures, preventing crosscontamination, and pest management more frequently ( P < 0.05) compared to before the program. Effect size analysis indicated these results were also practically significant. Most (82.5%; n = 156) participants passed the CFM exam. Compared to those who failed the CFM exam, those who passed reported significantly higher changes in the adoption of selected behaviors; however, these results were of limited practical significance according to effect size analysis. Results suggest the food safety program is effective in promoting the adoption of food safety behaviors that can help reduce the risk of foodborne illness. 相似文献
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Gerald G. Strait Jenna Turner Diana Stinson Samanthia Harrison Rojan Bagheri Tanya Perez Bradley H. Smith Jorge Gonzalez Jacqueline R. Anderson Jill Simpson Sam D. McQuillin 《Psychology in the schools》2020,57(9):1492-1505
Many schools use paraprofessionals to implement and monitor interventions. Though paraprofessionals are cost-effective, many questions remain about the training and skills they need to implement a wide array of school-based interventions. In this study, we compare paraprofessionals' (i.e., undergraduates) implementation of the Group-Academic Mentoring Program for Education Development (Group-AMPED) to school psychology graduate students' implementation of Group-AMPED. Ten paraprofessionals and five school psychology graduate students provided approximately eight sessions of Group-AMPED to 35 sixth-grade students. Results indicated no significant differences between middle school students' engagement when groups were led by either school psychology graduate students or paraprofessionals. Similarly, self-reports of fidelity and supervisor postsession implementation confidence indicated no difference between paraprofessionals and graduate students' implementation of Group-AMPED. Follow-up measures indicated that mentors and proteges perceived Group-AMPED as feasible, acceptable, and understandable. Most importantly, middle school students participating in Group-AMPED had significantly higher second-semester grades in comparison to a small control group. 相似文献