Parental support of numeracy during a cooking activity with four-year-olds     

Maureen Vandermaas-Peeler  Erin Boomgarden  Lauren Finn  Caroline Pittard 《International Journal of Early Years Education》2012,20(1):78-93

While research demonstrates the importance of numeracy-related activities performed at home for young children's mathematics achievement, few studies involve observational studies of the processes which support children's mathematical learning at home. On this premise, this study reports evidence from numeracy-related interactions between parents and their four-year-old child during cookery sessions at home. Numeracy group parents who received instructions to incorporate additional mathematics into the activity provided significantly more numeracy guidance and also created more opportunities for their children to practice advanced mathematics. Comparison group parents provided enough numeracy guidance to complete the recipe but rarely provided extensive or advanced numeracy guidance. Children in the numeracy group generated significantly more correct math responses during the activity than comparison group children, though there were no significant differences on the post-test. The findings suggest the need to raise parental awareness of opportunities to support and encourage mathematics in activities at home.  相似文献   

Public/Instructional Communication     

Derick Unwin  Ray McAleese  Maureen Harmonay 《Communication Booknotes Quarterly》2013,44(5):112-114

Derick Unwin and Ray McAleese, eds. Encyclopedia of Educational Media Communications and Technology (London: Macmillan, l978---£20.00/Westport, Ca.: Greenwood Press, 1979---$59.95)

Two useful and recent publications on Public Radio in the United States have both been published by the Corporation for Public Broadcasting (1111 16th St. N.W., Washington, D.C. 20036)

Two recent publications provide some useful guidance on education for media, from different publishers

Maureen Harmonay, ed. The Arts (Cambridge, Mass.: Ballinger Publishing, 1979---$16.50/8.95)  相似文献   

The daisy model for collaborative action research: application to educational practice     

Mary Melrose  Maureen Reid 《Educational Action Research》2013,21(1):151-165

The Daisy Model is a conceptualisation of the way in which a core group of experienced and novice action researchers may work on a range of related mini-projects that contribute to organisational improvement. This model enables the spread of action research from one or two enthusiasts to others in an organisation. It allows for changes in individual commitment and organisational context as the research progresses. Development of this model has occurred since 1995, during several projects related to educational practice in New Zealand polytechnics. In 1997 the model was applied to the collaborative improvement of policies and procedures for recognition of prior learning at two polytechnics. This article describes the model and its application and examines the roles of the facilitator(s) and the types of activities that occur within the central core group and petal mini-project groups of the Daisy  相似文献   

Breaking silence: educating citizens for love,care and solidarity     

Kathleen Lynch  Maureen Lyons  Sara Cantillon 《International Studies in Sociology of Education》2013,23(1-2):1-19

An indifference to the affective domain and an allegiance to the education of the rational autonomous subject and public citizen are at the heart of formal education. The impact of Cartesian rationalism is intensifying with the glorification of performativity measured by league tables and rankings. The citizen carer and the care recipient citizen are only recognised in the educational arena when professionals are being trained to manage those in need of care. Education for informal care labour, solidarity work and love labour is generally not part of the formal educational trajectory. Because the scholarly understanding of work has been equated with economic self preservation and self‐actualisation through interaction with nature, education is seen as preparation for this type of work. Education is indifferent to other‐centred work arising from our interdependencies and dependencies as affective, relational beings. In particular it has ignored the centrality of nurturing for the preservation and self‐actualisation of the human species. In this article the authors argue that sociologists need to engage with the extensive feminist scholarship on care if they are to challenge the deeply care‐less view of the citizen that is implicitly accepted in new and older forms of liberal thinking. The rational economic actor model of the citizen is contrasted with the care‐full view of the citizen and the implications of both for education are explored.  相似文献   

BENEATH THE BRANCHES OF THE BARE RUINED CHOIR A Disputative Dialogue in Three Acts     

Thomas R. McCambridge  Maureen Stout 《Religious education (Chicago, Ill.)》2013,108(3):432-448

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Therapists in a Foreign Land: Acculturation, Language Proficiency and Counseling Self-Efficacy among Foreign-Born Therapists Practicing in the United States     

Karni Kissil  Maureen Davey  Adam Davey 《International journal for the advancement of counseling》2013,35(3):216-233

Immigration and acculturation can have profound effects on counselors’ sense of self and interactions with others. Yet the influence of being an immigrant on a therapist’s use of self during actual clinical encounters has received very little empirical attention, even though the number of foreign-born counselors is steadily increasing in the U.S. In order to fill this gap we conducted a web-based survey study to examine the associations between acculturation, language proficiency, and clinician’s self-efficacy in a sample of 258 foreign-born counselors and providers currently practicing in the U.S. Results suggest that perceived prejudice and not the level of acculturation is significantly associated with levels of clinical self-efficacy, suggesting that the attitudes and behaviors of the host community play a much bigger role in the acculturation of immigrant therapists than previously assumed.  相似文献   

A distinctive theory of teaching and learning for older learners: why and why not?     

Maureen Tam 《International Journal of Lifelong Education》2013,32(6):811-820

In the wake of the world’s fast-growing ageing populations and the increasing recognition of the benefits of later life learning towards successful ageing, opportunities for elders and senior persons to engage in learning have proliferated, resulting in an array of programmes and activities being planned and organized by governments, universities, schools, non-government organizations and even hospices in many parts of the world, particularly in developed regions and economies where the opportunities and challenges brought forth by an ageing populace are more pronounced. Amidst the rising importance of elder learning and the increasing provision of learning opportunities for older adults, attention is drawn to the differences in the teaching and learning of this particular group of learners, who are experiencing significant social and psychological transitions in addition to personal changes in senior adulthood. Yet, does the mere fact that they are different from other learners, such as children and younger adults, merit a distinctive theory of teaching and learning for this unique group of older learners? The aim of this paper is to present arguments for and against such a proposition on the grounds of pedagogical principles, needs and motivations as well as difficulties and barriers, pertinent to the learning and teaching of older learners as they advance into a later stage of the lifecycle. Also, suggestions are offered regarding the approach, methods and strategies to be used for the facilitation of learning and the planning and organization of learning opportunities, be they formal, non-formal, or informal, which are appropriate for older learners.  相似文献   

Factors influencing the take-up of physics within second-level education in Ireland—the teachers’ perspective     

Yurgos Politis  Maureen Killeavy  Peter I. Mitchell 《Irish Educational Studies》2013,32(1):39-55

There has been a disturbing decline in the take-up of physics within second-level education in Ireland since the early nineties. Here, an analysis is presented of the main factors influencing the take-up of physics from the perspective of secondary school teachers. The database underpinning the analysis is based on a comprehensive survey of teacher opinion in Irish schools conducted in December 2004. The sample included all such schools in Ireland and was directed at school principals, senior cycle physics teachers, and junior cycle science teachers. The data reveal that most senior cycle physics teachers in Ireland do not possess a ‘physics-dominated’ primary degree, are dissatisfied with the technical back-up available to them and their students, consider that many of their students lack the basic mathematical skills needed for physics, believe their students are not adequately informed about career opportunities in physics, and feel students are disadvantaged in regard to grade points in the leaving certificate examination compared with most other subjects. These findings echo those of a previous report by the Government Task Force on the Physical Sciences and lend renewed urgency to the necessity of implementing a comprehensive action programme to reverse the decline in physics take-up before it impacts negatively on the Irish economy.  相似文献   

What do deputies do?     

Maureen Cox 《Education 3-13》2013,41(2):100-103

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Virtual team learning     

Rick Mathews  Maureen Taylor  Mario Gosalvez  Malinda Cirimele 《Performance Improvement》1996,35(5):16-18

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