AN ASPECT OF MULTICULTURAL RELIGIOUS EDUCATION: RE‐VISIONING OUR EPISTEMOLOGICAL FOUNDATIONS   总被引：1，自引：1，他引：0  

Kate Siejk 《Religious education (Chicago, Ill.)》2013,108(3):434-450

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Chautauqua Assemblies as Centers for Religious Instruction     

Kate F. Kimball 《Religious education (Chicago, Ill.)》2013,108(2):57-59

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Radical childhoods: schooling and the struggle for social change,by Jessica Gerrard     

Kate Spencer-Bennett 《History of education》2017,46(4):549-550

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Scholarship in the discipline and higher education: the need for a fusion epistemology focused on academic identity   总被引：1，自引：1，他引：0  

Kate Galloway  Peter Jones 《高等教育研究与发展》2012,31(6):931-933

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V: Musing     

Malke Rosenfeld  Daniel Kelin  Kate Plows  Ryan Conarro  Debora Broderick 《Teaching Artist Journal》2014,12(4):252-260

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Social-emotional effects of early childhood education programs in Tulsa     

Gormley WT  Phillips DA  Newmark K  Welti K  Adelstein S 《Child development》2011,82(6):2095-2109

This article assesses the effects of Tulsa, Oklahoma's early childhood education programs on social-emotional outcomes, examining teacher ratings of children's behavior from the Adjustment Scales for Preschool Intervention and a measure of attentiveness using fixed effects regressions with propensity score matching. The sample includes 2,832 kindergarten students in 2006, of whom 1,318 participated in the Tulsa Public Schools (TPS) pre-K program and 363 participated in the CAP of Tulsa County Head Start program the previous year. Program participation was associated with lower timidity and higher attentiveness for TPS pre-K alumni and a marginally significant reduction in timidity for Head Start alumni. Results were similar for the free lunch-eligible subsample. We conclude that high-quality, school-based preschool programs can enhance social-emotional development.  相似文献   

Developing professionals: student experiences of a real-client project     

Kate Fitch 《高等教育研究与发展》2011,30(4):491-503

This study investigated the learning potential of the student experience of working with real clients in a final-year undergraduate unit that aims to develop professional skills. Students, working in consultancy teams, developed communication strategies for a not-for-profit organisation. A teaching intervention was trialled late in semester to promote the sharing of client-interaction experiences amongst student teams. Student worksheets were analysed to explore student perceptions of the challenges of the client project and their responses to those challenges. The findings revealed that assumptions cannot be made about the value of real-client projects and suggest that such learning activities need to be carefully structured to make the links between academic learning and professional development explicit and beneficial.  相似文献   

Pictures are necessary but not sufficient: Using a range of visual methods to engage users about school design     

Pamela Woolner  Jill Clark  Elaine Hall  Lucy Tiplady  Ulrike Thomas  Kate Wall 《Learning Environments Research》2010,13(1):1-22

It has been argued by both educationalists and social researchers that visual methods are particularly appropriate for the investigation of people’s experiences of the school environment. The current and expected building work taking place in British schools provides an opportunity for exploration of methods, as well as a need to establish ways to achieve this involvement of a range of school users, including students. This article describes a consultation that was undertaken in a UK secondary school as part of a participatory design process centred on the rebuilding of the school. A range of visual methods, based on photographs and maps, was used to investigate the views of a diverse sample of school users, including students, teachers, technical and support staff and the wider community. Reported here is the experience of using these tools, considering the success of different visually-based methods in engaging a broad cross section of the school community and revealing useful information. Using a range of visual methods allows a complex, but coherent, understanding of the particular school environment to be constructed and developed. It is further argued that such a range of visual and spatial methods is needed to develop appropriate understanding. The study, therefore, contributes to knowledge about specific visual research methods, appreciation of the relationship between tools, and a general methodological understanding of visual methods’ utility for developing understanding of the learning environment.  相似文献   

A Special Editorial: Educational Implications of the Digital Fabrication Revolution     

Lynn Bell  Abbie Brown  Glen Bull  Kate Conly  LaMont Johnson  Anita McAnear  Cleb Maddux  Gary Marks  Ann Thompson  Denise Schmidt  Lynne Schrum  Sharon Smaldino  Michael Spector  and Debra Sprague 《TechTrends》2010,54(5):2-5

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Socialization of coping with community violence: influences of caregiver coaching, modeling, and family context     

Kliewer W  Parrish KA  Taylor KW  Jackson K  Walker JM  Shivy VA 《Child development》2006,77(3):605-623

A socialization model of coping with community violence was tested in 101 African American adolescents (55% male, ages 9-13) and their maternal caregivers living in high-violence areas of a mid-sized, southeastern city. Participants completed interviews assessing caregiver coping, family context, and child adjustment. Caregiver-child dyads also discussed a film clip depicting community violence. Parental coaching (caregivers' strategies suggesting how to cope) and child-reported coping were coded from the discussion. Coaching, modeling (caregivers' own coping), and family context each contributed to children's coping with violence. Children's problem-focused coping in response to violence had the strongest associations with changes in their adjustment 6 months later. Implications for interventions with youth and families are discussed.  相似文献