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Barbara Johnson Peter Fensham Gail Hildebrand Shirley Sampson 《Research in Science Education》1987,17(1):104-112
Conclusions As the pilot project has only been in operation for one semester there are no profound statements that can be made. What we
have at present is the base information for comparison of all data over the duration of the project. Cross tabulation of the
data to date has begun. However it should be re-iterated here that there appears to be a lack of understanding by the parents'
as to the reason for the all-girls classes at the school and that this situation may be due to the fact that in this school
community we have the typical sex-stereotyping roles and attitudes existing. The big question is, Will this intervention strategy
of single-sex science classes be effective in altering the girls views about what is appropriate for them to study or follow
as a career? 相似文献
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Partnerships can be found in many areas of social and economic life. These arrangements have become particularly prevalent in research and development activities where organizations increasingly seek partners to complement their own technological capabilities. R&D partnerships, however, are fraught with challenges because the conditions for optimum effectiveness and efficiency of cooperation are still not fully understood. Academic partnerships are also very common and offer a fertile ground for investigation. 相似文献
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Jill McNew-Birren Tyra Hildebrand Gabrielle Belknap 《Cultural Studies of Science Education》2018,13(2):437-462
Teach For America (TFA), a widespread and well-known route into the teaching profession, frequently partners with university-based education programs to prepare and certify its corps members. However, university-based teacher education programs frequently emphasize very different understandings of socially just education and priorities for training teachers from those of TFA. Accordingly, science teachers trained through TFA-university partnerships encounter conflicting understandings of science education, justice, and urban communities as they are introduced to teaching practice. In this ethnographic case study we explored the experiences and reactions of a cohort of TFA corps members in a science methods course as they engaged with TFA’s perspective focused primarily on enhancing students’ social mobility and the methods course emphasizing democratic equality through scientific engagement. The study considers intersections between TFA’s approach to teacher preparation and sociocultural perspectives on equitable science teaching. The study also lends insight into the contradictions and challenges through which TFA science teachers develop understandings about their role as science teachers, purposes and goals of science education, and identities of the students and communities they serve. 相似文献
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Verna A. C. Van der Kooy-Hofland Adriana G. Bus Kathleen Roskos 《Reading and writing》2012,25(7):1479-1497
Living Letters is an adaptive game designed to promote children??s combining of how the proper name sounds with their knowledge of how the name looks. A randomized controlled trial (RCT) was used to experimentally test whether priming for attending to the sound-symbol relationship in the proper name can reduce the risk for developing reading problems in the first two grades of primary education. A Web-based computer program with more intensive practice than could be offered by teachers affords activities that prompt young children to pay attention to print as an object of investigation. The study focused on a sub-sample of 110 five-year-old Dutch children from 15 schools seriously delayed in code-related knowledge. Outcomes support the need for early remedial computer programs, and demonstrate that, without a brief but intensive treatment, more children from the at-risk group lack the capacity to benefit from beginning reading instruction in the early grades. With an early intervention in kindergarten, children with code-related skills delays gained about half a standard deviation on standardized tests at the end of grade 2. 相似文献
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Joan M. Hildebrand 《Early Childhood Education Journal》1984,11(4):14-15
Waterplay is enjoyed by everyone, from birth to death. The doctor prescribes daily baths for the baby not only for cleanliness but because it is a soothing experience for both parent and child. In general, this time is one of the most enjoyable periods in the young parents' day. When the baby is old enough to be put into a small tub, patting the water and watching a floating object are quite enjoyable while being bathed.Joan M. Hildebrand is a Policy, Assessment and Training Specialist in the Maryland Department of Human Resources. She also serves as an Adjunct Faculty Member of Anne Arundel Community College. 相似文献
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Joan M. Hildebrand 《Early Childhood Education Journal》1983,10(4):15-16
When a vacancy occurs in the day care center teaching staff, time should be taken in choosing a replacement. It is important that this new staff member fit well into the specific classroom and the whole day care center staff. 相似文献
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In this article, we consider how colorist ideologies and practices unsettle arguments that celebrate racial gains in education, particularly as related to divides that have narrowed since the Civil Rights Movement of the 1950s and 1960s. Although outcomes based on race may document some general paths of improvement, progress and success can be appreciably uneven across people who are the same race. Even though skin tone is a linchpin of intraracial disparities, connections between colorism and educational outcomes are underappreciated. A brief consideration of how color-based advantages and disadvantages may affect African-, Latino/a-, and Asian-descended groups is provided to heighten educators' awareness of the problem. 相似文献
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