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91.
Lynda Kelly 《Curator: The Museum Journal》2010,53(4):405-410
Abstract George Brown Goode, a former Assistant Secretary of the Smithsonian in the late 1880s, said that the nature of museum work is not only knowledge creation, but also knowledge dissemination, and, ultimately, learning: “The museum likewise must, in order to perform its proper functions, contribute to the advancement of learning through the increase as well as through the diffusion of knowledge” (1991, 337). Elaine Heumann Gurian noted that: “The use of the Internet will inevitably change museums. How museums respond to multiple sources of information found on the Web and who on staff will be responsible for orchestrating this change is not yet clear. The change, when it comes, will not be merely technological but at its core philosophical” (2010, 95). The catalyst for this change—and for accelerating the pace of change—is Web 2.0. 相似文献
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Anthony Kelly 《Educational Research and Evaluation》2013,19(3):277-297
Acknowledging the realities and responsibilities of power is a precondition to using it wisely. The claim that there has been a shift in power away from the formal providers of education towards the individual consumer is one that needs closer investigation. This paper uses the mathematics of cooperative multiperson game theory to analyse the relative strengths of the various representative groupings on three different models of school governing bodies. Only a basic knowledge of mathematics is assumed as the various coalitions are analysed and compared, and conclusions drawn about the relative power of major and minor factions. Voting strategies, suggested payoffs for winning coalitions and implications for committee-forming are fully examined. The paper is based on the author's direct experience of school amalgamations in the border region of Ireland. An extended consideration of the theory of voting in multiperson games can be found in his book Decision-Making and Game Theory (2002, Cambridge University Press). 相似文献
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In some institutions offering certification for bilingual education and ESL teachers, the corresponding mainstream programs do little to ready their students to work effectively with language minority children. Yet today's mainstream classrooms are linguistically and culturally diverse, and all teachers must appreciate the role of language and culture in teaching and learning. This study describes one effort to consciously combine preservice bilingual and mainstream education teachers in a bilingual education methods cohort. Students reported promising gains in cross-cultural understanding and in cross-program appreciation. Some losses took place as well, however, and further innovation and research are needed in order to ensure that such efforts to combine programs strengthen, but not weaken, each program. 相似文献
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Young children with autism spectrum disorder (ASD) are increasingly being included in early childhood classrooms that include typically developing peers and in general education classrooms once they enter school. Many of these learners have the requisite academic skills to be successful, yet their social communication and behavioral challenges often impede their successful inclusion in general education settings. The challenges educators may experience when interpreting and responding to some behaviors exhibited by young students with ASD are explored and analyzed using an illustrative case vignette of a Kindergarten child with ASD. Recommendations for analyzing the communicative function of children’s behavior and for embedding social communication opportunities in inclusive classroom settings are described. 相似文献
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Seventy-six children ages 3 to 5 were individually read two storybooks that had been specially formatted to contain salient printed words within the text, and illustrations and text on left or right-facing pages. The reader pointed to each word while reading to half of the children. After each book, children were asked to recognize elements of the illustrations and the specially formatted text elements from among a set of foils. Videotaped sessions were coded for the time children spent looking toward the pages with print versus illustrations. Analyses showed that the percentage of time looking at print was less than 2% in the no-pointing condition but increased with age. Pointing to the words increased print-looking time for all age groups and print target recognition for 4-year-olds. After controlling for receptive vocabulary, visual memory, and maturation associated with these scores, emergent orthography and letter-word identification predicted time looking at print and recognition of the print elements. 相似文献
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Sharon Rae Jenkins Aimee Belanger Melissa Londoño Connally Adriel Boals Kelly M. Durón 《Journal of College Counseling》2013,16(2):129-142
First‐generation undergraduate students face challenging cross‐socioeconomic cultural transitions into college life. The authors compared first‐ and non‐first‐generation undergraduate students’ social support, posttraumatic stress, depression symptoms, and life satisfaction. First‐generation participants reported less social support from family and friends, more single‐event traumatic stress, less life satisfaction, and marginally more depression symptomatology than non‐first‐generation participants, but significant generation–gender interactions showed first‐generation women doing worse and first‐generation men doing better than others. 相似文献