Assessing Teacher Candidate Growth over Time: Embedded Signature Assessments     

Dr. Mary A. Hepburn 《Clearing house (Menasha, Wis.)》2013,86(4):151-156

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Promoting World Citizenship in the University     

Blanche B. McFarland 《The Educational forum》2013,77(4):452-459

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Eternal Hope     

Mary Simpson Birnie 《The Educational forum》2013,77(4)

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Understanding the Why Behind the How in Reading Instruction     

Lisa Burke  Judy Fiene  Mary Jo Young  Debra K. Meyer 《The Educational forum》2013,77(2):168-176

One of the most critical pedagogical areas for student success is reading development and the use of reading to learn in the content areas. Teachers’ knowledge and the materials, methods, and strategies employed are essential factors in students’ abilities to read. In their inquiry study, the authors examined the congruence between the content of preservice literacy methods courses at their college and the practices of recent alumni. Although practice varied for each teacher, alumni students emphasized some components of reading over others, often because those components were stressed in their college courses. These findings led the authors to rethink why and how reading methods are taught to preservice teachers.  相似文献   

Towards an understanding of neuroscience for science educators     

Mary Oliver 《Studies in Science Education》2013,49(2):211-235

Advances in neuroscience have brought new insights to the development of cognitive functions. These data are of considerable interest to educators concerned with how students learn. This review documents some of the recent findings in neuroscience, which is richer in describing cognitive functions than affective aspects of learning. A brief overview is presented here of the techniques used to generate data from imaging and how these findings have the possibility to inform educators. There are implications for considering the impact of neuroscience at all levels of education – from the classroom teacher and practitioner to policy. This relatively new cross-disciplinary area of research implies a need for educators and scientists to engage with each other. What questions are emerging through such dialogues between educators and scientists are likely to shed light on, for example, reward, motivation, working memory, learning difficulties, bilingualism and child development. The sciences of learning are entering a new paradigm.  相似文献   

The quest for an inclusive curriculum and assessment culture: The national council for vocational awards 1991–2001     

Mary‐Liz Trant 《Irish Educational Studies》2013,32(1):19-32

This paper draws on psychoanalytic and socio-political perspectives of trauma and emotion to examine how critical emotional praxis may serve as a pedagogical tool for reconciliation education. A major challenge for teachers in traumatized societies struggling to enact reconciliation education is that emotions of trauma are often appropriated by social and political institutions, including schools, to justify particular collective narratives and ideologies. The prospects of critical emotional praxis are explored through two vignettes from an on-going ethnographic research in Cyprus, a country of protracted ethnic conflict. The first vignette focuses on how emotions of trauma are politically appropriated in a classroom while the second shows how one teacher manages to enact critical emotional praxis with her students to undermine the political appropriation of emotions of trauma. The paper concludes with a discussion of the pedagogical implications and recommendations for future research.  相似文献   

No longer ‘Catholic,White and Gaelic’: schools in Ireland coming to terms with cultural diversity     

Marie Parker-Jenkins  Mary Masterson 《Irish Educational Studies》2013,32(4):477-492

Irish society has experienced unprecedented demographic change since the turn of the twenty-first century, and increasingly, educators are facing the prospect of having to respond to the changing nature of cultural diversity in their classrooms. Traditionally characterised as ‘Catholic, white and Gaelic’, Irish schools are said to be finding it difficult to recognise and acknowledge new expressions of race, culture and religion. This paper focuses on the challenges facing educationalists in responding to cultural diversity within the Republic of Ireland. Drawing on empirical research conducted in Irish schools, we frame the discussion around a number of practical issues, namely, school dress, curriculum content and academic attainment, and explore the findings using liberal and critical multicultural theories. Finally, the paper contains philosophical discussion of the challenge of responding to cultural diversity and the implications this raises for policy and practice in Ireland.  相似文献   

“It is not the same”: relationships and dementia     

Susan Mary Benbow  Anna Tsaroucha  Victoria Sharman 《Educational gerontology》2013,39(7):454-468

People living with dementia may live in relationship with partners, family members, and significant others. Dementia has been shown to impact on such relationships but relationships also impact on the dementia condition. Thirteen people took part in the study: all were caring for a person living with dementia and two were themselves living with dementia. Semi-structured interviews were conducted with participants focusing on changes in close relationships, including changes in intimate (sexual) relationships where appropriate. Interviews were audiotaped, transcribed, and analyzed using thematic analysis. Four main themes were identified: changes in couple relationships; changes in non-partner relationships; talking about oneself in relationship; and talking about people with dementia in relationship. In conclusion, participants’ lived experiences highlight the need for ongoing relational support and an education-based counseling program that could potentially address many of participants’ highlighted needs.  相似文献   

INTERGENERATIONAL ACTIVITY ANALYSIS WITH THREE GROUPS OF OLDER ADULTS: FRAIL,COMMUNITY‐LIVING,AND ALZHEIMER'S     

Merle Griff  Donna Lambert  Mary Dellmann‐Jenkins  Dorothy Fruit 《Educational gerontology》2013,39(6):601-612

This study documents the effects of utilizing different types of activities (i.e., cognitive, rote, active, passive) in fostering positive intergenerational exchanges between preschool‐aged children and three groups of older adults—frail, community‐living, and elders diagnosed as in the early to mid‐stage of Alzheimer's disease. Results suggested that, overall, simple and largely unstructured activities with one or two steps and very few rules can be most successfully utilized with all three groups of elders when interacting with young children. Community‐living older persons and children were found to enjoy the widest range of activities, while intergenerational contact involving frail elders and those with Alzheimer's disease needed to be approached with care in order to maintain the dignity of the elders, the positive perceptions of the children toward the older generation, and the comfort of staff members.  相似文献   

Validation of the Attitude-Older Adult and Aging-Visual Analogue Scales (At-O-A)     

Mary Ligon  Katie Ehlman  Gabriele Moriello  Colleen Russo  Kamila Miller 《Educational gerontology》2013,39(8):572-583

ABSTRACT

Occupational therapy programs have been developed in order to promote health in older adults. However, no published studies have yet been identified for the Spanish population. This study explores the benefits of an occupational therapy health promotion program called EnvejeHaciendo (AgeDoing). The study was conducted with 15 elderly Spanish adults, examining health perception and meaningful occupational participation using the Model of Human Occupation, as well as the pedagogical methodology See, Judge, Act. The results showed an increase in the perception of health with reference to social functioning and the number of roles in which the participants wanted to get involved in the future. The participants changed their own negative perception of elderly people, they adapted to the changes provoked by aging, and they got involved in meaningful activities such as physical exercise or social activities. This program allowed participants to engage in meaningful occupations with other people and to increase perceived health status through raising awareness of difficulties.  相似文献