An Integrative Model for the Study of Developmental Competencies in Minority Children   总被引：36，自引：0，他引：36  

Cynthia García Coll  Keith Crnic  Gontran Lamberty  Barbara Hanna Wasik  Renee Jenkins  Heidie Vázquez García  Harriet Pipes McAdoo 《Child development》1996,67(5):1891-1914

  相似文献   

Teacher Education for a Pluralist Society: the British case     

Maurice Hobbs 《欧洲师范教育杂志》1982,5(1-2):29-44

The article is organised into two sections, dealing with: (1) the notions of ‘Plurality’ and ‘Pluralism’ and (2) the training of teachers for a plural society. In part (I), factors influencing the development of the plural society in Britain are discussed and the dimensions of that society examined. Part (II) outlines the needs of schools in a plural society and recommends a strategy for teacher training.

L'article est organisé en deux parties qui traitent (i) des concepts de ‘Pluralité’ et de ‘Pluralisme’, et (ii) de la formation des enseignants pour une société pluraliste. Dans la première partie (i) il est discuté facteurs qui ont une influence sur le développement de la société pluraliste en Grande‐Bretagne et les caracteristiques de cette société. La deuxième partie (ii) expose les besoins des écoles dans une société pluraliste et recommande une stratégie pour la formation des enseignants.  相似文献   

Theoretical Matrix of Culturally Relevant Assessment     

Karen Singer‐Freeman  Harriet Hobbs  Christine Robinson 《Assessment Update》2019,31(4):1-16

  相似文献   

Mentoring for inclusion: A model class for special and general educators     

Tim Hobbs  David L. Westling 《The Teacher Educator》2013,48(3):186-201

Abstract

The following paper presents content and outcomes of a model class for instructing general and special educators in best practices of inclusive education. Key components of the class were (a) an emphasis on cooperative learning and team decision making, (b) highly structured problem‐solving activities, and (c) the use of in vivo case studies involving children with disabilities in local schools. These components were designed to model professional activities associated with the successful inclusion of children with disabilities in general education classrooms. Course content is supported by brief reviews of related research. Course outcomes, problems encountered, and recommendations for replication are presented.  相似文献   

USING FOCUS GROUPS AS AN EDUCATIONAL METHODOLOGY: DECONSTRUCTING STEREOTYPES AND SOCIAL WORK PRACTICE MISCONCEPTIONS CONCERNING AGING AND OLDER ADULTS     

Harriet L. Cohen  Mark H. Sandel  Cecilia L. Thomas  Thomas R. Barton 《Educational gerontology》2013,39(4):329-346

During the coming years the number of older adults will increase dramatically, which will require a corresponding increase in the number of social workers who have accurate knowledge of this population. This article reports the impact focus groups with older adults and with service providers who work with older adults and their families have on baccalaureate social work (BSW) students. We find that BSW students exposed to focus groups have their negative attitudes about older adults and service providers deconstructed and replaced with more positive and accurate information about older adults. When students' misconceptions about older adults are confronted, they become more interested in choosing geriatric social work as a career option.  相似文献   

DEVELOPING MEDIA LITERACY SKILLS TO CHALLENGE TELEVISION'S PORTRAYAL OF OLDER WOMEN     

Harriet L. Cohen 《Educational gerontology》2013,39(7):599-620

To be old in our society is to be devalued. To be old and female is to experience double oppression. This article reports on a study that examined how television both reinforces and resists the prevailing images of older women in Western society. Two randomly selected television rerun episodes of The Golden Girls were selected to use as a trigger event with members of a graduate course in Social Work with older adults at a major southeastern university. The study found that television reflects societal discourse about aging by providing unchallenged images of older women and their lives. Given the power of television, educators and gerontologists must teach students to develop critical thinking and media literacy skills that challenge and deconstruct television's images about older women and to advocate for new programming that reflects more accurate and diverse portrayals of older women.  相似文献   

艾德·希兰:邻家男孩的成功之路     

Harriet Gibsone  Arony 《英语辅导》2015,(4):4-8

艾德·希兰(Ed Sheeran),1991年2月17日出生于英国英格兰西约克郡,是一位创作歌手。2011年6月,他的首支单曲《The A Team》空降英国单曲榜第三名,并于第55届格莱美颁奖典礼中被提名为年度最佳歌曲。第二张专辑《X》在英国销售达170万张,成为年度销量冠军;在美国,他与Taylor Swift合作演绎单曲,还在其演唱会中担任嘉宾。除了为自己创作,他还为其他歌手写下不少大热单曲。但娱乐圈从来不缺年轻.有才、会唱歌的艺人,而这个相对普通的大男孩到底凭什么在短时间内在英姜两国迅速走红呢?  相似文献   

TRANSITION TO SCHOOL: THE EXPERIENCES OF CANADIAN AND IMMIGRANT FAMILIES OF CHILDREN WITH AUTISM SPECTRUM DISORDERS     

Laura Fontil  Hariclia Harriet Petrakos 《Psychology in the schools》2015,52(8):773-788

Transition to school for children with autism spectrum disorders (ASDs) places demands on children, parents, and school settings. The unique experiences of parents from diverse backgrounds have not been studied extensively. This qualitative study explored the experiences of 5 Canadian and 5 immigrant families during the transition to school for their children with ASDs. Parent perceptions of support systems during this transition and their experiences with preschool and elementary school staff were analyzed to understand their experiences. Thematic analyses of parent interviews revealed that parents perceived the quality of care during preschool as more supportive than the care received in elementary school. A variety of resources, such as familial, educational, and community support, seemed to help some Canadian and immigrant families in different ways. The transition to school experiences of parents of children with ASDs has important implications for school psychologists who facilitate and mediate parent–school partnerships and interagency collaboration.  相似文献   

Conditions for mental health in education: Towards relational practice     

Tom Billington  Sarah Gibson  Penny Fogg  Jamal Lahmar  Harriet Cameron 《British Educational Research Journal》2022,48(1):95-119

There are concerns globally about the emotional wellbeing and mental health of young people and in this paper a critical orientation comprises both theoretical and empirical data sources. The case is made that (1) the medical model of mental health – that of problem identification, diagnosis and medical treatment at the level of the individual – is not appropriate for the vast majority of children and young people in schools and (2) relational approaches would be more sensitive in responding to the complexity of the ‘conditions’ in the schools, homes and communities in which young people live. Articulations of these conditions in the literature are explored while we also draw on empirical data from part of an evaluation of a school-based teacher-training programme in which interviewees and respondents mapped out their own conditions for emotional wellbeing and mental health. We conclude with proposals for relational approaches which (1) acknowledge the links between affect, cognition and school climate and culture, (2) foreground mental health and poverty as impacting on young people’s emotional wellbeing in their communities, families and schools and (3) attend to voice – providing spaces in which young people can develop their own ‘preferred narratives’ concerning emotional wellbeing and mental health.  相似文献   

The information dilemma: A critical analysis of information pricing and the fees controversy: H.M. Kibirige. Greenwood Press,Westport, Connecticut (1983). x + 195 pp., $29.95. ISBN 0-313-23381-0.     

Harriet Zais-Gabbert 《Information processing & management》1985,21(4):365-366

  相似文献