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Early childhood teacher educators frequently enhance their teaching by reading children’s books to their adult students. It
is not unusual for faculty outside of early childhood to question devoting precious class time to read-alouds which they may
consider a curious, if not frivolous, instructional strategy. Quality children’s literature can, however, enhance students’
experiences in the college classroom, contribute to their understanding of course content, promote their personal growth and
self-understanding, increase their appreciation for quality children’s literature, and enhance their ability to integrate
storybooks into their own teaching. Children’s books often capture a child’s point of view. They have the potential to provide
historical or cultural perspectives on children and families. They also can lead to the examination of universal truths and
can facilitate the discussion of sensitive or emotional issues A list of books with suggested uses is included. 相似文献
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Neue Personalauswahl- und Einstellungsverfahren, an denen die Einzelschulen ma?geblich beteiligt werden, kommen bei der Besetzung
von Lehrerstellen in zahlreichen Bundesl?ndern seit Mitte der 1990er-Jahre zur Anwendung und haben mittlerweile die herk?mmlichen
zentralen Auswahl- und Zuweisungsverfahren zumindest in einigen von ihnen nahezu vollst?ndig abgel?st. Die Praxis und Wirkung
der neuen Auswahlverfahren wurde bislang allerdings nicht systematisch untersucht. In diesem Beitrag werden empirische Befunde
einer Untersuchung von Schulen in Nordrhein-Westfalen vorgestellt, die im Jahr 2002 freie Lehrerstellen über das neue Ausschreibungsverfahren
besetzt haben. Erfasst wurden unter anderem die in der Praxis angewandten Kriterien der Personalauswahl und die Inhalte der
Auswahlgespr?che, die Beurteilung des neuen Auswahl- und Einstellungsverfahrens durch die beteiligten Schulleitungen und Mitglieder
der Auswahlkommissionen, Einsch?tzungen und Erfahrungen der neu eingestellten Lehrkr?fte sowie der Verlauf ihrer Berufseinstiegsphase
und ihre Bew?hrung am neuen Arbeitsplatz. 相似文献
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Malena Lidar Martin Karlberg Jonas Almqvist Leif Östman Eva Lundqvist 《Scandinavian Journal of Educational Research》2018,62(5):754-768
Our main interest in this article is to explore whether Swedish teachers changed their teaching and assessment practices in relation to the new national tests in science education that were introduced 2009. Data was collected using a web-distributed questionnaire, which was answered by 407 teachers. The concept of teaching traditions is used to capture patterns of what is emphasized by teachers in terms of goals and content in teaching and the design of the questionnaire was based on the concept of curriculum emphases. The results show two distinct groups of focus, which are compared with two traditions within science education: the Academic and the Moral tradition. The main content where teaching has been changed is in making science more applied than before, where applied not only means the application of science knowledge to practical technical issues, but also to moral and political issues. 相似文献
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Julia Iaconisi Friederike Hasselblatt Benjamin Mayer Michael Schoen Tobias Maria Böckers Anja Böckers 《Anatomical sciences education》2019,12(4):386-398
While most German anatomy institutes provide only limited information about body donors and their lives, students have expressed a desire to learn more about these individuals, especially about their motivations to donate their bodies for the sake of medical education. In order to gratify this wish, as well as to further humanize body donors, an educational film was compiled, and a study designed to capture the film's effects on medical students. This is the first study using standardized, validated psychological tools to evaluate the impact of an educational film about body donors on students’ empathy and psychological stress levels. The study followed a longitudinal, controlled, and cluster randomized design, including 77 (48 females/29 males) participants who watched the video either before, midway, or after the dissection course. Questionnaires were completed at four points in time applying the Jefferson Scale for Empathy (JSPE-S) and the Interpersonal Reactivity Index (IRI) to measure empathy. Psychological stress levels were recorded by the Brief Symptom Inventory (BSI). Overall, students recommended the film to be shown to all students (median 6.0; maximum on the six-point Likert scale). Viewing the film revealed no significant changes between study groups or over time in JSPE-S sum scores. All groups demonstrated a significant reduction of BSI values before the dissection course actually started and increased values during the course, but both developments appeared not to be associated with the intervention. Overall, the educational film did not correlate with any negative effects on students’ empathy and psychological stress levels, and it was strongly approved of by students, as it provided more humanizing personal information about body donors without violating their anonymity. 相似文献
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