Culturally Sustaining Pedagogy Extended: Ethnic Pedagogies     

Barbara Laster  Rebecca Shargel  Marcia Watson-Vandiver 《Multicultural Perspectives》2020,22(2):91-100

  相似文献   

网络环境下的知识组织系统网络环境下的知识组织系统——编者的话   总被引：4，自引：1，他引：4  

曾蕾 《现代图书情报技术》2004,20(1):2-3

知识组织系统(Knowledge Organization Systems/Services,简称KOS),是对各种对人类知识结构进行表达和有组织的阐述的语义工具(Semantic tools)的统称,包括分类法、叙词表、语义网络,以及更泛指的情报检索语言、标引语言。过去几十年中,许多编制这些工具的方法应运而生,对知识组织系统类型和功能的探索也发展到一定阶段,特别是在联机时代,用于标引和检索的知识组织系统的发  相似文献   

Rural and suburban cluster grouping: Reflections on staff development as a component of program success     

Marcia Gentry  Bill Keilty 《Roeper Review》2013,35(3):147-155

Staff development practices that successfully implemented long‐term applications of cluster grouping in two districts are analyzed, compared, and reviewed. Parallel practices and differences are discussed concerning program beginning, implementation, and maintenance. Conclusions are drawn and six steps for use and consideration by others engaged in gifted program development and implementation are suggested. These steps are: (1) conversations, (2) research, (3) choosing a course of action, (4) implementation, (5) supporting the new program initiative, and (6) maintenance and growth.  相似文献   

Can research on science learning and instruction inform standards for science education?   总被引：1，自引：0，他引：1  

Linn  Marcia C.  diSessa  Andy  Pea  Roy D.  Songer  Nancy B. 《Journal of Science Education and Technology》1994,3(1):7-15

We contrast the current science education reform effort with the reforms of the 1960s and suggest how the current effort could be enhanced. We identify insights from recent research that we believe can inform the reform process, in particular, to reach all science students and also impart a cohesive view of science. We propose an alternative models view of scientific explanation and show how this view would contribute to reforms of (1) course goals, (2) social aspects of science learning, (3) instructional practices, and (4) roles for technology.This paper summarizes discussions and debates that the authors have had over the last few years. The dialogue stems, in part, from our joint participation in the American Educational Research Association Special Interest Group on Education in Science and Technology (AERA SIG:EST) leadership. This paper communicates the spirit of our thinking and does not necessarily reflect the view of SIG:EST, or any other organization.We gratefully acknowledge the support of National Science Foundation Grant MDR-9253462 in work related to this paper. We appreciate helpful comments from Eileen Lewis and the Computer as Learning Partner group.This material is based upon research supported by the National Science Foundation under grant RED-9155744. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the authors and not necessarily reflect the views of the National Science Foundation.  相似文献   

Good practices for student learning: Mixed‐method evidence from the Wabash National Study     

Kathleen M. Goodman  Marcia Baxter Magolda  Tricia A. Seifert  Patricia M. King 《About Campus》2011,16(1):2-9

Kathleen M. Goodman, Marcia Baxter Magolda, Tricia A. Seifert, and Patricia M. King review both quantitative and qualitative data to understand students' college experiences and provide powerful information to guide educators.  相似文献   

Succeeding in the city: Challenges and best practices on urban commuter campuses     

Marcia Roe Clark 《About Campus》2006,11(3):2-8

Students who make the daily commute to urban campuses face academic and nonacademic issues not typically experienced by their suburban or rural counterparts. A veteran of multiple types of campus environments offers insight into the lives of these students and suggests strategies for helping college urbanites thrive.  相似文献   

Identifying key issues for university practitioners of garden-based learning in Spain     

Marcia Eugenio-Gozalbo  Raquel Pérez-López  Juan-Carlos Tójar-Hurtado 《The Journal of environmental education》2020,51(3):246-255

ABSTRACT

The presence of learning gardens in Spain is growing, and the current scenario is highly diverse in relation to issues such as participatory models or purposes, among others. In the context of the 1^st National Meeting on organic learning gardens, we convened eight expert practitioners in a focus group. Their discourse was analyzed through content analysis, after which four categories were selected for co-occurrence analyses. The most important questions for university garden-based practitioners in the country are presented, related to actors involved, functions that gardens fulfill, strengths of these educational resources, and requirements for their consolidation.  相似文献   

Group time treasures: Implications for learning     

Pauline Davey Zeece  Marcia Corr 《Early Childhood Education Journal》1989,17(1):32-34

Meaningful group times have been a hallmark of quality early childhood programs for many years. Stimulating group experiences present a wealth of opportunities for everyone involved. Adults are better able to monitor children's skills and enjoy their ongoing growth. Group activities also may set the stage for an abundance of adventures as young children grow and learn in all areas of their development (Bredekamp, 1986).Pauline Davey Zeece and Marcia Corr are at the Department of Human Development and the Family, University of Nebraska-Lincoln in Lincoln, Nebraska.  相似文献   

Sustaining and retaining beginning special educators: It takes a village     

Rebecca Swanson Gehrke  Kathleen McCoy 《Teaching and Teacher Education》2007

The need to support and retain beginning teachers has become critical given: (1) the shortage of teachers in certain disciplines, and (2) the current emphasis on teacher qualifications and student achievement. In this study, five first year special education teachers in the southwestern section of the United States provided information on the persons and activities that supplied them with much needed and valued support. The results indicate that having a strong network of support and a variety of resources positively influenced these teachers’ ability to focus on student learning and on their intent to remain in their positions.  相似文献   

Household Socioeconomic Status and Parental Investments: Direct and Indirect Relations With School Readiness in Ghana     

Sharon Wolf  Dana Charles McCoy 《Child development》2019,90(1):260-278

This study examines how parent socioeconomic status (SES) directly and indirectly predicts children's school readiness through pathways of parental investment. Data come from direct assessments with preschool children and surveys with their primary caregivers in Ghana at the start of the 2015–2016 school year (N = 2,137; M_age = 5.2 years). Results revealed SES-related gaps in all parental investment characteristics and child school readiness skills. Preschool involvement served as the primary mediating mechanism in the path from SES to most school readiness skills, though it did not predict executive function. The number of books in the household was marginally positively predictive of early literacy, whereas at-home stimulation was negatively related to motor, literacy, and numeracy skills.  相似文献