The Imperative of Soft Skill Development in Preventive Conservation Practice and Training     

Joelle D. J. Wickens  Debra Hess Norris 《文物保护研究》2018,63(5):301-306

ABSTRACT

Cultural heritage is wonderfully diverse and as heritage preservation professionals, it is our duty to address the preventive conservation of all cultural heritages. However, there is no one set of guidelines, practices or rules that can be applied in all situations. A preventive conservator with strong technical and soft skills is essential in this situation. At the Winterthur/University of Delaware Program in Art Conservation (WUDPAC), preventive conservation has been an identifiable part of the curriculum since the early 1980s. From its establishment, the curriculum has evolved to include the teaching of both current day technical skills for the practice of preventive conservation and soft skills in teamwork, leadership, institutional priorities and goals identification, and written and oral communication. These are taught to all students in their first year and those that select the option of a preventive conservation minor in their second year. Recently, it has become clear that it is not possible to teach adequately both the technical and soft skills needed for the practice of preventive conservation within WUDPAC's existing minor area of study. Additional time is needed to study and develop the complex theories, abilities and requisite skills that characterize the preventive conservation specialty. This paper discusses the work to develop a curriculum for a WUDPAC preventive conservation major, the strong mandate to continue to teach both technical and soft skills, and the surprising resistance to the establishment of a preventive conservation major.  相似文献   

Our Language: (Re)Imagining Communities in Ukrainian Language Classrooms     

Debra A. Friedman 《Journal of Language, Identity & Education》2016,15(3):165-179

Drawing upon video recordings from two fifth-grade Ukrainian classrooms and interviews with children four years later, this paper examines these classrooms as sites for socializing learners into an imagined community of Ukrainian speakers, the extent to which children took up identities as members of this community, and the potential effect of this identification on willingness to learn and use Ukrainian. Microanalysis of classroom interaction illustrates how teachers drew upon prevailing discourses of language and nation in ways that both presupposed and sought to create children’s membership in an imagined national community whose core practices included affiliation with Ukrainian as “our language.” However, interview data reveal that while children readily aligned with this imagined community and voiced its language ideologies, they positioned themselves as peripheral members or alternatively reimagined an alternative, multilingual Ukrainian community.  相似文献   

In Transition: Experiences of Parents of Children with Special Needs at School Entry   总被引：1，自引：0，他引：1  

Magdalena Janus  Lauren Kopechanski  Ruth Cameron  Debra Hughes 《Early Childhood Education Journal》2008,35(5):479-485

Pre-school children with special needs face a complex transition to school, requiring additional administrative, social and educational support. In this study, parents of 40 children with special needs reported on the transition to school experience of their 4–6-year-old child. They completed a measure of impact of the child’s disability on their family and an assessment of the quality of services experienced. Individual, semi-structured interviews contextualized these evaluations. Twenty children (pre-transition) were in preschool; 20 had already started school (post). Post-transition parents reported less average disability impact on family, generally lower perception of quality of care than pre-transition ones, and long waiting periods for school-based support. Most parents, however, reported satisfactory linkages between prior-to-school services and school. In conclusion, this study demonstrates that, despite the current climate of support for early child development, barriers for satisfactory transition to school still exist, and are largely due to low effectiveness of existing policies.  相似文献   

Interactive or inactive? a consideration of the nature of interaction in whole class teaching   总被引：1，自引：1，他引：1  

Chris Burns  Debra Myhill 《Cambridge Journal of Education》2004,34(1):35-49

Recent learning theories and the suggested importance of ‘interactive’ approaches in national initiatives, (NLS, NNS) led to an ESRC‐funded action research project involving the University of Exeter and teachers in three schools—‘Using Talk to Activate Learners’ Knowledge' (TALK). This investigated how ‘interactive’ whole class teaching was and whether teacher‐pupil interactions permitted recoding of information and understanding. The findings corroborate those from Galton (1999 Galton M Hargreaves L Comber C Wall D Pell T (1999a) Inside the primary classroom—20 years on (London, Routledge) [Crossref] [Google Scholar]a, 1999 Galton, M, Hargreaves, L, Comber, C, Wall, D and Pell, T. (1999b). Changes in patterns of teacher interaction in primary classrooms: 1976–1996. British Educational Research Journal, 25(1): 23–37. [Taylor & Francis Online] [Google Scholar]b), Mroz (2000 Mroz, M, Smith, F and Hardman, F. (2000). The discourse of the Literacy Hour. Cambridge Journal of Education, 30(3): 379–390. [Taylor & Francis Online] [Google Scholar]) and English (2002 English, E, Hargreaves, L and Hislam, J. (2002). Pedagogical dilemmas in the National Literacy Strategy: primary teachers' perceptions, reflections and classroom behaviour. Cambridge Journal of Education, 32(1): 9–26. [Taylor & Francis Online] [Google Scholar]): that teacher‐led questioning and explanation still dominate, as do teachers' objectives. Interaction as participation was differentially experienced by higher and lower abilities, boys and girls, with few opportunities for pupil initiation or extended response. The study, however, provides a model for more fully analysing the varying forms and functions of teachers' questions and statements which may lead to a greater clarity in recognising ways to provide more effective discourse for learning.  相似文献   

Evidence supporting restrictions on uses of body diagrams in forensic interviews     

Poole DA  Dickinson JJ 《Child abuse & neglect》2011,35(9):659-669

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Analysis of Open Access Landscape   总被引：4，自引：0，他引：4  

Helen Doyle Andy Gass Debra Lappin Rebecca Kennison 《图书情报工作》2005,49(12):6-13

This paper is created by bounding 5 editorials of Public Library of Science （PLoS） which have written on various aspects of open access. It covers wide range topics of important open access issues, such as from paying for open access to copyright to open access as a public issue, which may be more or less of interest of our audience.  相似文献   

Exploring the Perceptual Gap in Perceived Effects of Media Reports of Opinion Polls     

Pan  Zhongdang; Abisaid  Joseph L.; Paek  Hye-Jin; Sun  Ye; Houden  Debra 《Int. Journal of Public Opinion Research》2006,18(3):340-350

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Infusion of Multicultural Issues in Curricula: A Student Perspective     

Sharon K. Anderson  David MacPhee  Debra Govan 《Innovative Higher Education》2000,25(1):37-57

To explore perceptions of the impact of a multicultural infusion project, current and former university students described classroom incidents that had strengthened their understanding of multiculturalism. They discussed why these incidents increased their multicultural awareness and how their interactions with others were changed. Participants described 155 incidents. These were sorted into 18 categories of pedagogical techniques and classroom composition or dynamics that promoted multicultural awareness. Former students reported that addressing multicultural issues in courses had a long-term impact on knowledge, attitudes, and professional skills. However, such benefits were not specific to classes that had been targeted for curriculum revision.  相似文献   

Commentary on “Implementing New York's Universal Pre-Kindergarten Program: An Exploratory Study of Systemic Impacts”     

Debra J. Ackerman 《Early education and development》2013,24(4):601-604

The Morrissey, Lekies, and Cochran (this issue) article is a welcome addition to the literature focusing on whether state-funded preschool education negatively impacts child care. Yet, although the study is a step in the right direction, it does not provide the data needed to answer the question at hand or inform state preschool and child care policy. Furthermore, while there is merit to research that begins with the premise that publicly funded preschool initiatives may contribute to instability in the child care market, the present commentary offers an alternative perspective on such an outcome. More specifically, the commentary argues that such initiatives may be the best thing that ever happened to children, their families, and those who work in the field. The commentary concludes with a recommendation for additional studies that combine concern for an adequate supply of child care with robust data and an overall focus on improving children's outcomes.  相似文献   

Place-based education and pre-service teachers: a case study from India     

Paul Molyneux  Debra Tyler 《International Journal of Inclusive Education》2013,17(9):877-887

Case studies of successful place-based education that involve international partnerships are rare. This article reports on an inclusive educational collaboration between pre-service teachers at an Australian university and primary and secondary school-aged children in a slum area of Delhi, India. Encouraged to undertake teaching that affirmed and extended the children's existing linguistic and cultural knowledge, the six teacher candidates collaboratively planned and implemented exemplary programmes geared to the children's interests and needs. This highly inclusive teaching and learning took various forms: a photographic project in the community, the collection of family portraits and stories, a dance and drama performance, and rich conversations on topics ranging from popular culture to politics. Using data drawn from observations of teaching, teacher candidate interviews and written reflections, and artefacts of student learning, this article analyses the processes and outcomes of this highly successful teaching. Essential to the success of this initiative was focused preparation that stressed cross-cultural awareness and sensitivity, a rejection of deficit notions about children and families living in slums, knowledge of Indian socio-political complexities, and a commitment to the building of equitable and ethical relationships with the Indian children and NGO staff. It is anticipated that this analysis will inform further attempts at place-based collaboration in the service of quality education.  相似文献