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Emily Worthington Susan Maude Kere Hughes Gayle Luze Carla Peterson Mary Jane Brotherson Katherine Bruna Molly Luchtel 《Early Childhood Education Journal》2011,39(1):51-60
The dramatic growth in the number of children learning English as a second language in our country has led to a corresponding
increase in the need to understand how teachers and schools can effectively teach children who are learning English as a second
language. Many teachers report not feeling prepared to meet the needs of these children (National Center for Education Statistics,
Teacher preparation and professional development: 2000. , 2002). The current study used focus group interviews to examine how Head Start teachers in one program addressed the special learning
needs of children learning English in their classrooms. Key challenges involved communicating with children and their families
in their home language. Teachers used other staff, parents, and children in the classroom to interpret. Strategies involved
visual aids, pictures, gestures, and a welcoming classroom environment. Resources used by teachers were professional development
and language skills of other staff. However, available resources were often underutilized and limited for teachers to use
in meeting the challenges the teachers faced in the classroom. Suggestions are presented for overcoming the challenges and
limited resources encountered by teachers, such as changes in preservice and inservice training opportunities, and second
language learning opportunities for teachers. Further implications for training and research are discussed. 相似文献
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This article presents the Δ-distance, a family of distances between images recursively decomposed into segments and represented by multi-level feature vectors. Such a structure is a quad, a quin or a nona-tree resulting from a fixed and arbitrary image partition or from an image segmentation process. It handles positional information of image features (e.g. color, texture or shape). Δ-distance is the generalized form of dissimilarity measures between multi-level feature vectors. Using different weights on tree nodes and different distances between nodes, distances between trees or visual similarity between images can be computed based on the general definition of Δ. In this article, we present three Δ-based distance families: two families of distances between tree structures, called
-distance( for Tree) and
-distance ( for Segment), and a family of visual distances between images, called ( for Visual). The -distance visually compares two images using their tree representation and the other two distances compare the tree structures resulting from image segmentation. Moreover, we show how existing distances between multi-level feature vectors appear to be particular cases of the Δ-distance 相似文献
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Yuzhu Zheng Susan P. Maude Ashley Merritts 《International Journal of Disability, Development & Education》2016,63(4):431-449
Research highlights the importance of early childhood intervention (ECI) for children with disabilities, and there is an increasing interest in China with respect to research on ECI. However, little research exists exploring the experience of families of young children with disabilities receiving ECI services and supports in China. The purpose of this study was to understand the ECI experiences of families of such children. A qualitative research design was used, and data were collected through interviews with six families in southwest China. This study indicated that, although China has made some progress in ECI for young children with disabilities, progress in this area is still at an early stage of development. Many issues still need to be addressed, including knowledge about typical and atypical development, early identification, professional development, increased government investment, and better implementation of existing laws. 相似文献
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Rana Duncan-Daston Maude Hunter-Sloan Elise Fullmer 《Ethics and Information Technology》2013,15(1):35-43
The ethical implications of the explosion of social media outlets for social work education are explored in this paper. Given that social work education has a dual focus, both of educating students and of socializing practitioners into the profession, the issue of the blurring between what is social and what is professional gains particular salience for both educators and students. Recommendations for educators to ethically address the need to maintain a consistent professional presence online and to avoid potentially harmful dual relationships with students are presented. These recommendations include: abstain from using social media or use only a static professional profile; use only university protected sites to promote collaboration with students in the classroom including all students to avoid any appearance of impropriety; use social media with the utmost discretion mindful of all the risks by creating a very select circle of friends, separating one’s personal site from one’s professional site; develop policies which include not friending any individual student or any current student and inform students about the policies. 相似文献
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Wikipedia promotes itself as a community that anyone can join as long as they know the rules. In this paper, we reflect on our attempt to join this community and to edit Wikientries on ageing so that they include an intersectional perspective, especially with regard to gender. Our excursion into Wikipedia reveals how certain entries act as sites of contestation between different communities of practice, such as feminist scholars and Wikipedia experts. We document and discuss three interconnected discursive guidelines over which contestation takes place: notability, verifiability, and tone. These guidelines govern the way that Wikipedia operates in relationship to dominant discourses on age and gender. They are at the heart of its inequitable treatment of content matter. 相似文献
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