Outside consultants: the pros and cons of hiring them     

Wydra FT  Jackson SF 《Training (New York, N.Y.)》1980,17(6):24-26

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Contextual religious education and the interpretive approach   总被引：1，自引：1，他引：0  

Robert Jackson 《British Journal of Religious Education》2008,30(1):13-24

This article responds to Andrew Wright's critique of my views on the representation of religions. Using various literary devices – associating my work closely with that of others whose views are in some ways different from my own, referring very selectively to published texts and exaggerating, and sometimes misrepresenting, what I actually say – Wright presents my work as dualistic, nominalist and as not genuinely hermeneutical. Wright contrasts what he sees as my extreme idea of religions as ‘constructions’ with his own view of them as ‘social facts’. My reply illustrates and responds to Wright's account of my work, clarifies my own position and raises questions about Wright's views, especially in relation to those of Gavin Flood, whom he cites with favour. My conclusion includes the suggestion that, although our epistemological positions are different in some ways, they spawn pedagogies utilising some common principles and values.  相似文献   

Characteristics of Aggressive-Rejected, Aggressive (Nonrejected), and Rejected (Nonaggressive) Boys     

Karen Linn Bierman  David L. Smoot  Kathy Aumiller 《Child development》1993,64(1):139-151

95 boys at 3 developmental levels (ages 6–8, 8–10, 10–12) were selected on the basis of sociometric and aggression ratings to represent 4 groups: (1) aggressive and rejected, (2) aggressive (not rejected), (3) rejected (not aggressive), or (4) neither aggressive nor rejected. Behavioral observations, teacher ratings, peer ratings, and open-ended peer interviews were collected to characterize the behaviors of these boys in 3 social domains (conduct problems, sociability/withdrawal, and adaptability/responsivity to peer expectations). Distinct problem profiles emerged. Aggressive-rejected boys exhibited more diverse and severe conduct problems that did aggressive boys, along with greater deficiencies in the domain of adaptability. Nonaggressive rejected children were considered by teachers and peers to be shy and passive, deficient in prosocial behaviors, atypical, and socially insensitive. Grade-level decreases in physical aggression and increases in peer-reported atypical/insensitive behaviors corresponded to developmental differences in group characteristics.  相似文献   

A taxonomic view of pretend play activity among 4- and 5-year-old children     

Kathy Roskos 《Early childhood research quarterly》1990,5(4)

Based on findings from a 6-month study that explored the nature of literate behavior in the pretend play episodes of eight preschoolers, a taxonomy of their pretend play activity is described and analyzed. Relationships between the different kinds of pretend play activity as demonstrated by these youngsters are examined in light of the taxonomy and other research. Implications of certain kinds of pretend play activity for emergent literacy development are also briefly discussed.  相似文献   

Building Vocabulary Knowledge in Preschoolers Through Shared Book Reading and Gameplay     

Brenna Hassinger‐Das  Katherine Ridge  Amira Parker  Roberta Michnick Golinkoff  Kathy Hirsh‐Pasek  David K. Dickinson 《Mind, Brain, and Education》2016,10(2):71-80

This study moves beyond previous investigations to examine whether an educational intervention combining shared book reading with a vocabulary game increases children's vocabulary knowledge. Four‐year‐olds (N = 44) were randomly assigned to dyads in either an intervention (shared book reading plus vocabulary review game) or comparison condition (shared book reading, after‐reading vocabulary review, and game that did not teach vocabulary). After two 30‐min sessions, results demonstrated that the intervention condition outperformed the comparison condition on measures of receptive and expressive knowledge of taught vocabulary words. Children in the intervention group who scored the lowest at pretest on the receptive measure saw the most gains in taught word knowledge. Findings suggest that combining vocabulary gameplay with shared book reading improved children's learning of the vocabulary words in comparison to a comparison group.  相似文献   

Pump Early,Pump Often: A Continuous Quality Improvement Project     

Diane L. Spatz  Elizabeth B. Froh  Jessica Schwarz  Kathy Houng  Isabel Brewster  Carey Myers  Judy Prince  Michelle Olkkola 《The Journal of perinatal education》2015,24(3):160-170

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Preteen girls,magazines, and the negotiation of young sexual femininity     

Tiina Vares  Sue Jackson 《Gender and education》2015,27(6):700-713

The focus on, and concern about, young girls and preteens or ‘tweens’ relates to the ‘sexualisation’ of girlhood and the notion that girls are ‘growing up too fast’ and becoming ‘too sexy too soon’. In both popular and academic accounts, ‘tween’ magazines and the increasingly ‘sexualised’ images in teen magazines have been framed as significant contributors to this process. Yet, research on the ways in which preteen girls read these magazines has been notably absent. In this paper, we examine the magazine consumption and reading practices of 71 preteen girls in a New Zealand study. We employ a feminist poststructuralist approach to explore the ways in which participants employ the interpretative repertoires of ‘too young’, ‘too old', and ‘just right’ to categorise ‘tween’ and ‘teen’ magazines based on their sexual content and mark belonging to and/or distance from the categories of child, ‘tween', and teenager.  相似文献   

Investigation of science faculty with education specialties within the largest university system in the United States     

Bush SD  Pelaez NJ  Rudd JA  Stevens MT  Tanner KD  Williams KS 《CBE life sciences education》2011,10(1):25-42

Efforts to improve science education include university science departments hiring Science Faculty with Education Specialties (SFES), scientists who take on specialized roles in science education within their discipline. Although these positions have existed for decades and may be growing more common, few reports have investigated the SFES approach to improving science education. We present comprehensive data on the SFES in the California State University (CSU) system, the largest university system in the United States. We found that CSU SFES were engaged in three key arenas including K-12 science education, undergraduate science education, and discipline-based science education research. As such, CSU SFES appeared to be well-positioned to have an impact on science education from within science departments. However, there appeared to be a lack of clarity and agreement about the purpose of these SFES positions. In addition, formal training in science education among CSU SFES was limited. Although over 75% of CSU SFES were fulfilled by their teaching, scholarship, and service, our results revealed that almost 40% of CSU SFES were seriously considering leaving their positions. Our data suggest that science departments would likely benefit from explicit discussions about the role of SFES and strategies for supporting their professional activities.  相似文献   

Perceptions among occupational and physical therapy students of a nontraditional methodology for teaching laboratory gross anatomy     

Thomas KJ  Denham BE  Dinolfo JD 《Anatomical sciences education》2011,4(2):71-77

This pilot study was designed to assess the perceptions of physical therapy (PT) and occupational therapy (OT) students regarding the use of computer-assisted pedagogy and prosection-oriented communications in the laboratory component of a human anatomy course at a comprehensive health sciences university in the southeastern United States. The goal was to determine whether student perceptions changed over the course of a summer session regarding verbal, visual, tactile, and web-based teaching methodologies. Pretest and post-test surveys were distributed online to students who volunteered to participate in the pilot study. Despite the relatively small sample size, statistically significant results indicated that PT and OT students who participated in this study perceived an improved ability to name major anatomical structures from memory, to draw major anatomical structures from memory, and to explain major anatomical relationships from memory. Students differed in their preferred learning styles. This study demonstrates that the combination of small group learning and digital web-based learning seems to increase PT and OT students' confidence in their anatomical knowledge. Further research is needed to determine which forms of integrated instruction lead to improved student performance in the human gross anatomy laboratory.  相似文献   

Codesigning learning environments guided by the framework of Universal Design for Learning: a case study     

Zhang  Ling  Jackson  Haidee A.  Yang  Sohyun  Basham  James D.  Williams  Cassandra H.  Carter  Richard Allen 《Learning Environments Research》2022,25(2):379-397

Learning Environments Research - Universal Design for Learning (UDL) is defined as a scientifically-valid instructional framework for guiding the design of learning environments that support all...  相似文献