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Amy Groff Donna Lockhart Jacqueline Ogden Lynn D. Dierking 《Environmental Education Research》2005,11(3):371-387
In the past decade, we have seen an increased focus on measuring the impact of zoos, aquariums, and other free‐choice learning environments on the conservation‐related knowledge, attitudes and behavior of the visiting public. However, no such studies have been conducted on the impact of such environments on the staff working in these facilities – the very staff that in turn interact with the public on a daily basis. Clearly these interactions are recognized as being important; for example, the thousands of staff employed by Disney’s Animal Kingdom are regularly provided with conservation‐related training – both formal, in‐class experiences, as well as more informal experiences with animals; these are a mixture of compulsory and freely chosen experiences. An exploratory qualitative study was conducted to investigate the impact of working at Disney’s Animal Kingdom on staff knowledge, attitudes, and behavior related to animals and their conservation. The resulting findings offer preliminary evidence that working in an environmentally themed setting has a positive impact on all of these variables, and that particular experiences – notably experiences in back‐of‐house animal holding areas and with animal staff – are key. These findings suggest that further investigation into the impact of working in such learning settings could be fruitful in understanding the role that the work place plays in supporting the free‐choice learning of staff. This is important both from the perspective of the staff themselves, and in relation to the impact that these individuals may have on visitors to free‐choice learning settings. 相似文献
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The indispensable role of context cues has been acclaimed over the years by a great majority of reading experts. It is obvious, for example, that the resolution of the intended connotation of a word depends on the context in which it resides. Of late, the whole language approach to reading development has adopted the use of context cues as one of its basic tenets. Some recent experimental research has questioned the extent to which context cues serve as a means of written word recognition. This evidence suggests that observations that beginning readers depend heavily on context cues for word recognition should not be interpreted to mean that this practice should be reinforced in children learning to read. On the contrary, the modern evidence notes that able, mature readers recognize written words automatically, and thus make little use of context cues. Nonetheless, the finding that small but reliable gains in children's knowledge of word meaning is made through the use of context cues indicates that there is some limited place for instruction in context cues in reading programs. 相似文献
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A reciprocal relationship informing both research and practice is one of the primary goals in the emerging field of Mind, Brain, and Education (MBE), yet the field has little documentation and analysis of such collaborations. In this article, we present case studies of three research–practice partnerships taking place between scientists and educators. By comparing and contrasting these three partnerships we expect to illuminate common characteristics, challenges, and benefits that come with doing MBE work. 相似文献
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Cynthia Groff Annie Pilote Karine Vieux-Fort 《Journal of Language, Identity & Education》2016,15(2):83-99
Taking a broad interest in the linguistic, educational, and identity issues relevant to young people, this article examines the experiences and discourses of linguistic minority youth in the French-dominant context of Québec City. Our analysis is based on qualitative interviews conducted with 10 young people who speak a language other than French at home and who chose to study in English at the postsecondary level. Beyond exploring the local impact of language policies, we focus on the identity choices these youth make in positioning themselves and the discourses that they appropriate in describing their sociolinguistic context. Findings suggest that tensions between linguistic groups in Québec are perpetuated through discourses that distance one group from another, including discourses of closed-mindedness and superiority. What the students in our study appear to be doing is rejecting a minority identity by invoking national and international scales through their discourses, scales in which English is dominant. 相似文献
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Patrick Groff 《Literacy》1982,16(3):129-134
In 1973 I wrote a paper called The topsy-turvy world of “sight” words' (Groff, 1974). I was hopeful at that time that my negatively critical comments about sight words, when published, would be helpful in reforming the thinking of those who believe in this supposed phenomenon. 相似文献
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Patrick Groff 《Interchange》2004,35(1):31-58
This discussion of the sources of Reading Recovery presents the results of an investigation into whether or not this relatively costly, tutoring remedial reading program, designed for primary-grade students, is based on relevant experimental evidence as to how these students best learn to read. The general finding of the study was that Reading Recovery principles and practices are not based firmly on the experimental evidence that supports the so-called bottom-up model of children's reading development. To the contrary of Reading Recovery, Marie Clay, favors so-called top-down principles and models of reading instruction. Reading Recovery uses several empirically unverified procedures to decide which students are admitted to its tutoring sessions, to determine the progress in reading rehabilitation these tutees make, and to judge when students should be discontinued from Reading Recovery tutelage. The details on the shortcomings of Reading Recovery are judged to be prima facie evidence that it may not be a cost-effective educational innovation. Further authentication in that regard, it is pointed out, are recent studies by disinterested researchers who report that: (a) the initial successes of Reading Recovery in helping disabled readers overcome their handicap are only temporary in nature, and (b) the majority of the precepts and procedures prescribed for Reading Recovery by Marie Clay reflect a top-down orientation to reading development, as does the Whole Language (WL) philosophy of reading attainment. Educators and school boards should take this orientation of Reading Recovery under advisement when considering its purchase, it is urged. 相似文献