Youth,arts, and education: reassembling subjectivity through affect     

Allyson Dean 《Gender and education》2016,28(7):959-960

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Contesting forces: The political and economic context of curriculum development in New Zealand     

Carol Mutch 《Asia Pacific Education Review》2001,2(1):74-84

In the 1980s and 1990s many countries felt the impact of new right economic ideology on their social policies: New Zealand was no exception. Education was seen as the key to improving economic competitiveness and to this end it was deemed necessary to upgrade the system. The reforms arising from the adoption of this position were to take two paths: administrative and curricular. This paper focuses on the curricular reforms and the development of two key national curriculum statements within their political and economic context. The curriculum for compulsory schooling became centrally controlled, subject-based, and achievement oriented. In contrast the early childhood document outlined a child-centred, thematic and experiential curriculum. This paper explores how such divergence arose out of the same socio-political context. The content of the documents is analysed using a theoretical model after Bernstein (1971).  相似文献   

Dimensionality and Predictive validity of the Classroom Learning Activities Checklist in Prekindergarten     

Reynolds  Arthur J.  Candee  Allyson J. 《Educational Assessment, Evaluation and Accountability》2019,31(4):381-407

Educational Assessment, Evaluation and Accountability - The Classroom Learning Activities Checklist (CLAC) is a brief classroom observation measure that assesses task-oriented and self-regulated...  相似文献   

A “Library School:” Building a Collaborative Preschool-Library Partnership to Support Whole Family Engagement     

Campana  Kathleen  Martens  Marianne  Filippi  Allyson  Clunis  Julaine 《Early Childhood Education Journal》2022,50(1):71-82

Early Childhood Education Journal - Preschools and public libraries are natural partners in that they share similarities in their support for early learning and family engagement for the young...  相似文献   

“I Managed It Pretty Good”: Birth Narratives of Adolescent Mothers     

Tracy R. Nichols  Margaret Brown  Sheryl L. Coley  Allyson Kelley  Kelly Mauceri 《The Journal of perinatal education》2014,23(2):79-88

The aim of this study was to understand adolescent mothers’ childbirth experiences. Semistructured interviews were conducted with participants recruited from a community-based program for adolescent mothers. Fourteen mothers described their birth experiences. Using a narrative analytic approach, responses were reconstructed into birth stories. Stories, condensed into poetic form, were compared and contrasted. Four unique categories emerged: connected births, surreal births, disconnected births, and disempowered births. Categories differed by agency, support, and emotional tone. Positive support was found in stories that portrayed high agency and positive affect, whereas problematic support was apparent in stories that conveyed passivity, frustration, and disappointment. This study has implications for tailoring childbirth education for adolescent mothers and can inform health-care professionals working with this population.  相似文献   

Addressing [HEALTH TOPIC] among [POPULATION]: A fill-in-the-blank activity to promote understanding of formative health communication campaign decisions     

Allyson C. Volinsky  Angeline Sangalang 《Communication Teacher》2019,33(2):122-126

Courses: Introduction to Communication Behavior, Health Communication, Public Communication Campaigns, Persuasion, Public Relations

Objectives: Students gain practice determining various components of a health communication campaign (e.g. selecting appropriate target population(s), media channels), while noting the need for synergy across key strategic and creative decisions involved in formulating a mass-media campaign.  相似文献   

A WAY WITH WORDS: A Unique Approach to Literacy and Career Development     

Allyson D. Brathwaite 《Journal of Career Development》2002,28(3):221-225

This article describes a unique collaboration between the Career Center at the University of Missouri–Columbia, Columbia Public Schools and the community. A WAY WITH WORDS is an America Reads community literacy program that has enriched the educational experience of graduate, undergraduate and K–5 students since 1996. Teams of undergraduate volunteers led by graduate students in Counseling Psychology and Educational Leadership (ELPA) tutor local children in an effort to increase literacy. The teams interact and communicate with children, parents, teachers and principals as they serve during school and in after-school programs that they co create with school administrators and community members. Tremendous opportunities exist for learning about socio-economically and increasing ethnically diverse communities. During a biweekly seminar, team leaders lead career exploration activities that focus on mentoring, multicultural issues and team building. The program seeks to cultivate civic responsibility as an aspect of career development through communication, relatedness and reflection.  相似文献   

Preface for the IJSME Special Issue: Metacognition for Science and Mathematics Learning in Technology-Infused Learning Environments     

Ying-Shao Hsu  Paola Iannone  Hsiao-Ching She  Allyson Hadwin 《International Journal of Science and Mathematics Education》2016,14(2):243-248

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A validation of the Dyslexia Adult Screening Test (DAST) in a post‐secondary population     

Allyson G. Harrison  Eva Nichols 《Journal of Research in Reading》2005,28(4):423-434

In Ontario, Canada, there is a demand for psychometrically robust screening tools capable of efficiently identifying students with specific learning disabilities (SLD), such as dyslexia. The present study investigated the ability of the Dyslexia Adult Screening Test (DAST) to discriminate between 117 post‐secondary students with carefully diagnosed SLDs and 121 comparison students. Results indicated that the DAST correctly identified only 74% of the students with SLDs as ‘highly at risk’ for dyslexia. Although employing the cutoff for ‘mildly at risk’ correctly identified 85% of the students with SLDs, this also increased the percentage of students with no major history of learning problems identified as ‘at risk’ for dyslexia from 16% to 26%. These findings suggest that the DAST in its present form is limited in its ability to screen for SLDs. Implications for future research are discussed.  相似文献   

Uses of qualitative data analysis software in educational research: The literature,the hard questions and some specific research applications     

Allyson Holbrook  Lyndon Butcher 《The Australian Educational Researcher》1996,23(3):55-80

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