Inexpensive Options for a High-Tech Learning Environment     

Marissa L. Smith  Mark A. Cline 《Journal of Science Education and Technology》2011,20(6):785-789

Radford University was recently configured with a campus-wide wireless local area network. Using these new capabilities, a classroom-based Honors section of Concepts of Biology was conducted solely using electronic technologies (paper was never transferred from professor to student). To accomplish this, students used common software and freeware. Commercial versions of similar software are designed solely for academic use, however, here the students were trained to use software and technologies that will be available to them once leaving the institution. Overall, students in this course responded favorably to the use of technology and reported that it aided in their learning process.  相似文献   

A Qualitative Examination of the Challenges, Resources, and Strategies for Serving Children Learning English in Head Start     

Emily Worthington  Susan Maude  Kere Hughes  Gayle Luze  Carla Peterson  Mary Jane Brotherson  Katherine Bruna  Molly Luchtel 《Early Childhood Education Journal》2011,39(1):51-60

The dramatic growth in the number of children learning English as a second language in our country has led to a corresponding increase in the need to understand how teachers and schools can effectively teach children who are learning English as a second language. Many teachers report not feeling prepared to meet the needs of these children (National Center for Education Statistics, Teacher preparation and professional development: 2000. , 2002). The current study used focus group interviews to examine how Head Start teachers in one program addressed the special learning needs of children learning English in their classrooms. Key challenges involved communicating with children and their families in their home language. Teachers used other staff, parents, and children in the classroom to interpret. Strategies involved visual aids, pictures, gestures, and a welcoming classroom environment. Resources used by teachers were professional development and language skills of other staff. However, available resources were often underutilized and limited for teachers to use in meeting the challenges the teachers faced in the classroom. Suggestions are presented for overcoming the challenges and limited resources encountered by teachers, such as changes in preservice and inservice training opportunities, and second language learning opportunities for teachers. Further implications for training and research are discussed.  相似文献   

Social IEP Objectives, Teacher Talk, and Peer Interaction in Inclusive and Segregated Preschool Settings     

Kyong-Ah Kwon  James Elicker  Susan Kontos 《Early Childhood Education Journal》2011,39(4):267-277

The purpose of this study was to examine: (a) the role of teacher talk in promoting peer interaction, (b) the adequacy of social IEP objectives to reflect children’s social functioning and guide provision of teacher talk, and (c) differences in children’s peer interaction and teacher talk in inclusive and segregated settings. Thirty children with disabilities and their teachers participated. Overall, we observed low rates of teacher talk thought to support peer interaction; however, when teachers verbally facilitated peer interaction, children were observed interacting more frequently with peers. Children’s social IEPs accurately reflected their current level of social functioning. However, the social IEPs appeared to fail to influence teacher intervention. Finally, children with disabilities in inclusive settings interacted with peers more than children in segregated settings, even though there was no significant difference in amount of teacher talk in the two settings.  相似文献   

The Magellan project: Developing global citizens through independent study abroad     

Tori Haring‐Smith 《About Campus》2011,16(5):9-12

Washington & Jefferson College undergraduate Magellan Scholars explore the world on their own. Tori Haring‐Smith describes this unique program and explains why it offers so much more than a traditional study abroad experience.  相似文献   

Classroom behavior of children and adolescents with learning disabilities: a meta-analysis     

W N Bender  J K Smith 《Journal of learning disabilities》1990,23(5):298-305

Meta-analysis was used to review the results of 25 studies that compared the classroom behavior of children and adolescents with learning disabilities (LD) to children without learning disabilities. The data were analyzed from several different methodological perspectives. Results showed that both methodologically strong and weak studies demonstrated significant behavioral deficits of children with learning disabilities compared to their nondisabled peers in each of five overall areas: on-task behavior, off-task behavior, conduct disorders, distractibility, and shy/withdrawn behavior. Both observational and teacher rating data demonstrated these differences. Effect sizes for both groups of studies seemed to cluster around 1 standard deviation, suggesting noticeable and educationally significant impairment in the behavior of children with disabilities. Analysis of grade-level effect sizes suggests some explanation for the large number of referrals often witnessed during the elementary school years. Educational implications of these behavioral differences in terms of implications for mainstreaming are discussed.  相似文献   

Sport,Homelessness, and Capability: Voices from the Street     

Grant Jarvie  Susan Ahrens 《Quest (Human Kinetics)》2019,71(2):239-251

ABSTRACT

To what extent does soccer increase the capability of the homeless and those living on the street? This study addresses this question by focusing on the ways in which the Homeless World Cup and Street Soccer (Scotland) have impacted upon the lives of some individuals. Primary source data obtained from a series of interviews are situated within Sen’s capability approach to social choice theory. The implications of the study contribute to policy by supporting the idea that sport can contribute as a resource of hope through the development of capability that impacts upon life chances and choices. It adds to a growing number of applied studies of sport that have critically used the work of Sen and it advances the way in which this body of work has been utilized in sport and related areas.  相似文献   

Youth and culture: A seventeen nation study of perceived problems and coping strategies     

Janice T. Gibson  Marvin J. Westwood  F. Ishu Ishiyama  William A. Borgen  Susan M. Showalter  Qasem Al-Sarraf  Semiha A. Atakan  Isaura R. F. Guimares  A. Lina Guisti-Ortiz  Margaret Robertson  Benjamin Shafrir  Peter De Weerdt  Gundelina A. Velazco  Carol E. Baker  Maria Dikaiou  Tatiana Gabay  Lina Kashyup  Ilona Lee  Maria E. Felce Di Paula  Hillman Ngunangwa  Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216

  相似文献   

Assessing early arithmetic abilities: Effects of verbal and nonverbal response types on the calculation performance of middle-and low-income children     

Nancy C. JordanJanellen Huttenlocher  Susan Cohen Levine 《Learning and individual differences》1994,6(4)

In two studies, we compared young children's performance on three variations of a nonverbally presented calculation task. The experimental tasks used the same nonverbal mode of presentation but were varied according to response type: (1) putting out disks (nonverbal production); (2) choosing the correct number of disks from a multiple-choice array (nonverbal recognition); and (3) giving a number word (verbal production). The verbal production task required children to map numerosities onto the conventional number system while the nonverbal production and nonverbal recognition tasks did not. Study 1 showed that the performance of 3-, 4- and 5-year-old middle-income children (N = 72) did not vary with the type of response required. Children's answers to nonverbally presented addition and subtraction problems were available in both verbal and nonverbal forms. In contrast. Study 2 showed that low-income children (3- and 4-year-olds; N = 48) performed significantly better on both nonverbal response type tasks than on the verbal response type task. Analysis of individual data indicated that a number of the low-income children were successful on the completely nonverbal calculation tasks, even though they had difficulty with verbal counting (i.e., set enumeration and cardinality). The findings suggest that the ability to calculate does not depend on mastery of conventional symbols of arithmetic.  相似文献   

Teaching imaginary children: University students’ narratives about their Latino practicum children     

Eugene Matusov  Mark Philip Smith 《Teaching and Teacher Education》2007

This study investigates the dialogic processes involved in how teachers talk about their students and what consequences their ways of talking (i.e., “narratives”) may have for their guidance. We take a sociocultural perspective on learning as transformation of students’ subjectivity. Teaching, as a process of guiding and facilitating learning, cannot be effective if the teacher does not actively seek how the student perceives and understands reality. We borrow and adapt from Bakhtin (1999) four narrative ways of talking about others: objectivizing, subjectivizing, problematizing and finalizing. The presence of these narratives in web discussion postings of our pre-service teachers about the Latino children they worked with in a community center are analyzed. We then compare their ways of talking about children with print- and web-based discussions about children made by in-service teachers, model teachers and our pre-service teachers in a school-based practicum. Using mixed quantitative and qualitative methodologies, we found an overwhelming predominance of objectivizing and finalizing in our pre-service teachers’ narratives about the children with whom they work that seems to define a certain pedagogical regime that we call here “teaching imaginary children/students.” This “way of talking” about children seems to be characterized by unchecked speculations guiding instruction that are not tested by finding out from the children themselves how they understand the instruction and the world. These speculations, in turn, can lead to a dogmatic approach towards children.  相似文献   

Book review of Levinas and the philosophy of education [EPAT-Jan-2019-0021]     

Leslie Smith Duss 《Educational Philosophy and Theory》2020,52(5):575-577

  相似文献