Puberty and physical self-perceptions of competitive female figure skaters: an interdisciplinary approach   总被引：1，自引：0，他引：1  

Monsma EV  Malina RM  Feltz DL 《Research quarterly for exercise and sport》2006,77(2):158-166

  相似文献   

The Beuys Tree: History,conservation and display     

Julian Cech  Gabriela Krist  Eva Putzgruber 《文物保护研究》2016,61(3):274-276

  相似文献   

Book reviews     

Eva Hoogh  Alison Kelly  Dieter Kotte  Maren Naumann-Etienne  Maren Naumann-Etienne  Éva Szabolcs  R. Murray Thomas  Colin Titmus 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1985,31(1):245-260

  相似文献   

Verbal cues as an interfering factor in verbal problem solving     

Perla Nesher  Eva Teubal 《Educational Studies in Mathematics》1975,6(1):41-51

  相似文献   

Enjoying A Good Story: Why We Use Children’s Literature When Teaching Adults     

Nancy K. Freeman  Stephanie Feeney  Eva Moravcik 《Early Childhood Education Journal》2011,39(1):1-5

Early childhood teacher educators frequently enhance their teaching by reading children’s books to their adult students. It is not unusual for faculty outside of early childhood to question devoting precious class time to read-alouds which they may consider a curious, if not frivolous, instructional strategy. Quality children’s literature can, however, enhance students’ experiences in the college classroom, contribute to their understanding of course content, promote their personal growth and self-understanding, increase their appreciation for quality children’s literature, and enhance their ability to integrate storybooks into their own teaching. Children’s books often capture a child’s point of view. They have the potential to provide historical or cultural perspectives on children and families. They also can lead to the examination of universal truths and can facilitate the discussion of sensitive or emotional issues A list of books with suggested uses is included.  相似文献   

Creating safe spaces for children’s voices to be heard: supporting the psychosocial needs of children in times of trauma     

Karen Capo  Lori Espinoza  Jordan Khadam-Hir  Debra Paz 《Journal of Early Childhood Teacher Education》2019,40(1):19-30

ABSTRACT

This reflection on practice provides a foundation for understanding the impact of Hurricane Harvey on teachers and children across the Texas Gulf Coast. It also documents the emergence of a professional development initiative born when early childhood teacher educators in the community outreach arm of a major university sought to provide immediate support for colleagues returning to their classrooms in the wake of the disaster. The initiative was designed to promote teachers’ understanding of the theoretical rationale behind supporting the psychosocial development of children in times of trauma and offer specific strategies and activities to help children work through this particular natural disaster, that is, storms, flooding, property destruction, and some physical harm. Implications for early childhood teacher preparation along with recommendations for future action are included.  相似文献   

„Jeder Schule ihre Lehrer“?     

Eva Treptow  Martin Rothland 《Zeitschrift für Erziehungswissenschaft》2005,8(2):305-320

Neue Personalauswahl- und Einstellungsverfahren, an denen die Einzelschulen ma?geblich beteiligt werden, kommen bei der Besetzung von Lehrerstellen in zahlreichen Bundesl?ndern seit Mitte der 1990er-Jahre zur Anwendung und haben mittlerweile die herk?mmlichen zentralen Auswahl- und Zuweisungsverfahren zumindest in einigen von ihnen nahezu vollst?ndig abgel?st. Die Praxis und Wirkung der neuen Auswahlverfahren wurde bislang allerdings nicht systematisch untersucht. In diesem Beitrag werden empirische Befunde einer Untersuchung von Schulen in Nordrhein-Westfalen vorgestellt, die im Jahr 2002 freie Lehrerstellen über das neue Ausschreibungsverfahren besetzt haben. Erfasst wurden unter anderem die in der Praxis angewandten Kriterien der Personalauswahl und die Inhalte der Auswahlgespr?che, die Beurteilung des neuen Auswahl- und Einstellungsverfahrens durch die beteiligten Schulleitungen und Mitglieder der Auswahlkommissionen, Einsch?tzungen und Erfahrungen der neu eingestellten Lehrkr?fte sowie der Verlauf ihrer Berufseinstiegsphase und ihre Bew?hrung am neuen Arbeitsplatz.  相似文献   

Teaching Traditions in Science Teachers’ Practices and the Introduction of National Testing     

Malena Lidar  Martin Karlberg  Jonas Almqvist  Leif Östman  Eva Lundqvist 《Scandinavian Journal of Educational Research》2018,62(5):754-768

Our main interest in this article is to explore whether Swedish teachers changed their teaching and assessment practices in relation to the new national tests in science education that were introduced 2009. Data was collected using a web-distributed questionnaire, which was answered by 407 teachers. The concept of teaching traditions is used to capture patterns of what is emphasized by teachers in terms of goals and content in teaching and the design of the questionnaire was based on the concept of curriculum emphases. The results show two distinct groups of focus, which are compared with two traditions within science education: the Academic and the Moral tradition. The main content where teaching has been changed is in making science more applied than before, where applied not only means the application of science knowledge to practical technical issues, but also to moral and political issues.  相似文献   

From Interaction to Intersubjectivity: Facilitating online group discourse processes     

Vanessa Paz Dennen  Kristina Wieland 《Distance Education》2007,28(3):281-297

This article examines the online discourse that took place in representative threads from two classes, seeking to document indicators that students did or did not engage in co‐construction of knowledge. Stahl's (2006 Stahl, G. 2006. Group cognition: Computer support for building collaborative knowledge, Cambridge, MA: MIT Press.  [Google Scholar]) social theory of computer supported collaborative learning (CSCL) is used along with discourse analysis methods to examine these course dialogues. Findings show the class that had a peer‐like, consistent facilitative instructor and discussion anchored around questions and shared artifacts was more likely to engage in discussion leading to the negotiation of knowledge and understanding. This class relied on social acknowledgements, questions, and shared exploration of perspectives and theories throughout their discussion. These elements and strategies appear to be important components that make up for lower levels of tacit understanding in online environments, thus enabling learners to interact in social learning processes. The other class, which lacked a facilitative instructor, did not have the same results. Although interaction levels were equal and students carried topical motifs such as the phrase “faster, better, cheaper” from message to message, students in this other class did not engage deeply or develop new understanding of the course material through the discussion.  相似文献   

Hallmarks of participation – children’s conceptions of how to get access to communities in Norwegian Early Childhood Education and Care (ECEC)     

Marianne Ree  Marit Alvestad  Eva Johansson 《International Journal of Early Years Education》2019,27(2):200-215

  相似文献