LEARNING TO BE IN PUBLIC SPACES: IN FROM THE MARGINS WITH DANCERS, SCULPTORS, PAINTERS AND MUSICIANS   总被引：1，自引：0，他引：1  

Morwenna  Griffiths  Judy  Berry  Anne  Holt  John  Naylor  Philippa  Weekes 《British Journal of Educational Studies》2006,54(3):352-371

ABSTRACT:  This article reports research in three Nottingham schools, concerned with (1) 'The school as fertile ground: how the ethos of a school enables everyone in it to benefit from the presence of artists in class'; (2) 'Children on the edge: how the arts reach those children who otherwise exclude themselves from class activities, for any reason' and (3) 'Children's voices and choices: how even very young children can learn to express their wishes, and then have them realised through arts projects'. The research methodology was rooted in two modes of inquiry, philosophical investigation and action research. The article draws on this research to argue that arts-based work in school has helped disadvantaged and/or disaffected children to engage in activities (both arts-based and others), and to be able to lay the groundwork for exercising voice and agency as they did so. If social justice is to flourish there is a need for particular kinds of public spaces and a need to create conditions such that children can learn to participate in those spaces, whether or not they are comfortable with the usual settings for 'rational argument' or 'deliberative democracy'. It is suggested that arts-based education, in some forms, is one good way of creating these conditions.  相似文献   

Teachers' professional development and the elementary mathematics classroom     

Judy Clark 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(2):347-347

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Review of Race, Rhetoric, and Composition     

Judy L. Isaksen 《Technical Communication Quarterly》2003,12(2):228-230

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Teachers as child advocates: A continuum of involvement     

Judy B. Lindamood 《Early Childhood Education Journal》1995,22(4):23-24

Conclusion First steps into advocacy must encourage involvement, not intimidate. Instead of struggling with the complexities of advocacy, a simple continuum of advocacy involvement helps ground teachers into roles which are more comfortable and encourages active participation, even by novices. Reinforcing advocacy activity, even at the simplest levels, aids teachers in gaining skill and experience as they move toward advocating for solutions to the more complex problems facing children and families.  相似文献   

Leadership for inclusion: a comparison of international practices   总被引：1，自引：0，他引：1  

Judy  Kugelmass  Mel  Ainscow 《Journal of Research in Special Educational Needs》2004,4(3):133-141

The issue of inclusion is high on the educational reform agenda in many countries. Set within the context of the United Nations organisation's push for ‘Education for All’, the aim is to find ways of increasing the participation and learning of pupils who are vulnerable to marginalisation within existing educational arrangements ( World Education Forum, 2000 ). In the United States, inclusive education is generally thought of as an approach to serving children with disabilities within general education settings. Internationally, however, it is sometimes seen more broadly as a reform that supports and welcomes diversity among all learners ( Ainscow, 1999 ). The research reported in this paper adopts this broadened formulation. It presumes that the aim of inclusive education is to eliminate social exclusion and that is a consequence of attitudes and responses to diversity in race, social class, ethnicity, religion, gender and ability ( Vitello & Mithaug, 1998 ). Children with disabilities and others seen as having special educational needs are part of this agenda. The paper focuses specifically on the implications of these developments for leadership roles in schools. In particular, it uses evidence from case studies of leadership practice in three countries to address the question, what types of leadership practice foster inclusion in schools? The paper provides a theoretical framework that throws light on what is involved in such practices and presents illustrative examples. The aim is to provide an analysis that will be of direct relevance to practitioners, whilst at the same time adding to theory. The examples of leadership that are examined were found in schools in England, Portugal, and the United States that serve culturally and linguistically diverse groups of children, including significant numbers from low‐income families. In each of the schools, children with disabilities and others categorised as having special educational needs are taught in general education classrooms alongside their peers.  相似文献   

Why Talk about Mental States? The Significance of Children's Conversations with Friends, Siblings, and Mothers   总被引：5，自引：1，他引：5  

Jane R. Brown  Nancy Donelan-McCall  Judy Dunn 《Child development》1996,67(3):836-849

Natural language data from 38 47-month-olds recorded at home in unstructured observations were analyzed and comparisons made of characteristics of mental state term use in child-friend, child-sibling, and child-mother dyads. Significantly more references to mental states were made by the children in conversations with siblings and friends than with mothers. Frequent use of mental state terms by both partners was related to cooperative interaction in both child-friend and child-sibling dyads and several associations were found with measures of language fluency, gender, and maternal education, although these varied across the 2 dyads. Children's use of mental state terms in conversations with siblings and friends was correlated with their performance on two false belief measures. Results highlight the importance of extending investigations into the social implications of the development of children's "theories of mind."  相似文献   

A study of the validity of four types of student ratings of college teaching assessed on a criterion of student achievement gains     

Dr. Gordon E. Greenwood  Al Hazelton  Albert B. Smith  William B. Ware 《Research in higher education》1976,5(2):171-178

The purpose of the study was to investigate relationships between student ratings of college teaching using four types of student rating instruments and pre- vs. post-student achievement gains in 36 sections of an undergraduate analytic geometry and calculus course. Student rating instruments used varied according to type of items (high vs. low inference) and focus (students rating their own perceived growth vs. rating the instructor). Data were collected on 799 students (66% freshmen; 16% sophomore; and 15% juniors) at the University of Florida, and relationships were analyzed using the Pearson product-moment correlation technique. Significant relationships were not found between student ratings and student achievement.  相似文献   

Boundary Crossing and the Professional Learning of Teacher Educators in New International Contexts     

Judy Williams  Amanda Berry 《Studying Teacher Education》2016,12(2):135-151

In this collaborative self-study, two teacher educators examine their experiences of working in new international contexts and the impact of those experiences on their professional learning and identities. Mandi moved from a major research university in one country to another, while Judy co-led a group of pre-service teachers on an international practicum for three weeks each year for three years. Using the concept of boundary crossing as a theoretical and analytical framework, each teacher educator identified a boundary-related critical incident or experience that occurred during her work in new international contexts. Through individual and collaborative analysis of their critical incidents, they found that working as a teacher educator in new international contexts involves the crossing and re-crossing of multiple personal, professional, linguistic and cultural boundaries. Working in these boundary spaces involved learning how to negotiate new kinds of relationships with colleagues and students, manage changed roles and responsibilities and, ultimately, a search for a renewed sense of self, as each sought to understand herself differently within a new professional context.  相似文献   

Visualizing biological data in museums: Visitor learning with an interactive tree of life exhibit     

Michael S. Horn  Brenda C. Phillips  Evelyn Margaret Evans  Florian Block  Judy Diamond  Chia Shen 《科学教学研究杂志》2016,53(6):895-918

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The MacArthur Communicative Development Inventory: Normative Data for American Sign Language     

Anderson D  Reilly J 《Journal of deaf studies and deaf education》2002,7(2):83-106

To This is a 1 test per thousand learn more about normal language development in deaf children, we have developed the MacArthur Communicative Development Inventory for American Sign Language (ASL-CDI), a parent report that measures early sign production. The ASL-CDI is an inventory of sign glosses organized into semantic categories targeted to assess sign language skills in children ages 8 to 36 months. The ASL-CDI uses a recognition format in which parents check off signs that their child produces. The form has demonstrated excellent reliability and validity. To date, normative data have been collected from 69 deaf children with deaf parents who are learning sign language as a first language. We discuss the development of the ASl-CDI and preliminary cross-sectional and longitudinal findings from this early data collection with particular focus on parallels with spoken language acquisition. We also discuss the acquisition of first signs, negation, wh-questions, and fingerspelling with developmental patterns provided based on age, as well as vocabulary size.  相似文献