The cognitive relevance of Indigenous and rural: Why is it critical to survival?     

Karim-Aly S. Kassam  Leanne M. Avery  Morgan L. Ruelle 《Cultural Studies of Science Education》2017,12(1):97-118

Using two case studies of children’s knowledge, this paper sheds light on the value, diversity, and necessity of Indigenous and place-based knowledge to science and engineering curricula in rural areas. Rural contexts are rich environments for cultivating contextual knowledge, hence framing a critical pedagogy of teaching and learning. Indigenous and rural place-based knowledge are nuanced and pragmatic in character, and offer solutions to both local and global challenges. Two case studies, drawn from the experience of Lakota and Dakota communities and rural New York State, demonstrate the need to conserve, transmit, and contribute to Indigenous and rural knowledge through experiential and place-based education that bridges the gap between children’s knowledge and global STEM. This knowledge is inherently diverse in its complexity and connectivity to habitat, and when viewed in this light, has the capacity to transform our perspectives on educational practices and policies as well as our overall outlook on conserving both ecological as well as cultural diversity worldwide. Because diversity and knowledge are necessary for the survival of life on this planet, an enriched concept of pedagogical pluralism, in terms of multiple ways of knowing, is a necessity.  相似文献   

Theory of mind and social interest in zero-acquaintance play situations     

Moore C  Bosacki SL  Macgillivray S 《Child development》2011,82(4):1163-1172

Many studies have examined associations between children's theory of mind and social behavior with familiar peers, but to date none have examined how theory of mind might relate to behavior toward unfamiliar peers in a play setting. Forty-four 4-year-olds (21 girls, 23 boys) participated in standard theory-of-mind tasks and in a play session with 3 or 4 other children who were unfamiliar. Children were also tested on general vocabulary ability. No relations were found between theory of mind and social engagement. However, positive associations were found between theory of mind and time spent observing, but not interacting with, other children. Possible explanations of the links between theory of mind, temperament, and social interest are considered.  相似文献   

‘Hardly Neutral Players’: Australia's role in liberalising trade in education services     

Christopher Ziguras  Leanne Reinke  Grant Mcburnie 《Globalisation, Societies & Education》2003,1(3):359-374

In this paper we explore the avowedly partisan stance of Australia regarding trade in education services, the government's enthusiastic approach to market liberalisation through GATS, and its response to the concerns of vocal critics including academic and student unions. Education is a major export enterprise for Australia, both onshore and offshore. Education is publicly referred to as an ‘industry’ as often as a ‘sector’, and institutions behave in an aggressively market‐oriented manner unthinkable two decades ago. While other major education exporters, including the EU, US and Canada, have showed flagging commitment to pursuing trade liberalisation in education due to opposition from the academic community and little pressure from the ‘industry’ for such an approach, Australia and New Zealand have come to represent the most ardent supporters of free trade in education. The Australian government's approach has involved making changes to its domestic education regulations to ensure they are consistent with market liberalisation, and facilitating the exploration of concerns through various international forums, including APEC, the WTO and OECD. Issues such as quality assurance, consumer protection, and public subsidies remain high on the list of matters for further debate.  相似文献   

Does the Quality of Stimulation and Support in the Home Environment Moderate the Effect of Early Education Programs?     

Bradley RH  McKelvey LM  Whiteside-Mansell L 《Child development》2011,82(6):2110-2122

The current study was designed to investigate how the quality of stimulation and support available to children in the home interacts with participation in Early Head Start to determine children's development. Data were obtained as part of the national evaluation of Early Head Start (EHSRE), a randomized trial involving 3,001 children and families from 17 program sites. Hierarchical linear regression analyses were used to examine the interaction of EHS with (a) early maternal emotional warmth and (b) provision of a stimulating home environment on children's development at ages 3 and 5. Findings showed EHS sometimes differentially benefited children who came from households where the levels of warmth and stimulation were lowest. However, there was evidence of other forms of moderation as well.  相似文献   

Three‐year results of the Friendly Schools whole‐of‐school intervention on children's bullying behaviour     

Donna Cross  Helen Monks  Marg Hall  Thérèse Shaw  Yolanda Pintabona  Erin Erceg  Greg Hamilton  Clare Roberts  Stacey Waters  Leanne Lester 《British Educational Research Journal》2011,37(1):105-129

A group randomized controlled trial tested the efficacy of the Friendly Schools program to reduce student bullying behaviour. This socio‐ecological intervention targeted the whole school, classroom, family, and individual students to reduce bullying behaviour. Self‐report data were collected in 29 schools over three years from a cohort of 1968 eight to nine‐year‐olds. Surveys measured frequency of being bullied, bullying others, telling if bullied and observing bullying. Results indicate that intervention students were significantly less likely to observe bullying at 12, 24 and 36 months and be bullied after 12 and 36 months, and significantly more likely to tell if bullied after 12 months than comparison students. No differences were found for self‐reported perpetration of bullying. The findings suggest whole‐of‐school programs that engage students in their different social contexts appear to reduce their experiences of being bullied and increase their likelihood of telling someone if they are bullied.  相似文献   

Collaborative Approaches to the Management of Geospatial Data Collections in Canadian Academic Libraries: A Historical Case Study     

Leanne Trimble  Cheryl Woods  Francine Berish  Daniel Jakubek  Sarah Simpkin 《Journal of Map & Geography Libraries》2015,11(3):330-358

The Ontario Council of University Libraries (OCUL) is a consortium of the twenty-one university libraries in Ontario, Canada. Since 1967, OCUL member institutions have worked together to share costs and workload through collective purchasing and licensing of information resources and more recently through the establishment of a shared digital infrastructure known as Scholars Portal. Under the auspices of OCUL, Ontario's university map librarians formed the OCUL Map Group in 1973 to seek opportunities to communicate and collaborate to improve the collections and services they offer their users. The opportunities provided by collaboration have ensured a greater capacity to manage evolving collections of geospatial data. The group has served as a community of practice, which has provided educational opportunities and facilitated collaborative problem solving through a listserv, conference calls, and face-to-face meetings. This collegial environment has also led to the completion of a number of projects, which have resulted in the creation of new technical infrastructures and strategies for sharing the workload of data management tasks. This paper discusses the role of collaboration in OCUL projects and offers some suggestions for others considering embarking on collaborations of their own.  相似文献   

If the Science Is Solid,Why Stoop?     

Stanley W. Trimble 《Academic Questions》2010,23(1):54-56

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(White) Rage: Affect,Neoliberalism, and the Family in 28 Days Later and 28 Weeks Later 1     

Sarah Trimble 《Review of Education, Pedagogy & Cultural Studies》2013,35(3):295-322

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Impact and educational outcomes of a small group self‐directed teaching strategy in a clinical neuroscience curriculum          下载免费PDF全文

Thomas I. Nathaniel  Jordan C. Gainey  Jessica A. Williams  Bianca L. Stewart  Michael C. Hood  Leanne E. Brechtel  Rakiya V. Faulkner  Jasmine S. Pendergrass  Leigh‐Ann Black  Scott K. Griffin  Christopher E. Troup  Jayne S. Reuben  Asa C. Black Jr. 《Anatomical sciences education》2018,11(5):478-487

The complexity of the material being taught in clinical neuroscience within the medical school curriculum requires creative pedagogies to teach medical students effectively. Many clinical teaching strategies have been developed and are well described to address these challenges. However, only a few have been evaluated to determine their impact on the performance of students studying clinical neuroscience. Interactive, 2‐hour, self‐directed small‐group interactive clinical case‐based learning sessions were conducted weekly for 4 weeks to integrate concepts learned in the corresponding didactic lectures. Students in the small groups analyzed cases of patients suffering from neurological disease that were based on eight learning objectives that allowed them to evaluate neuroanatomical data and clinical findings before presenting their case analysis to the larger group. Students’ performances on the formative quizzes and summative tests were compared to those of first‐year medical students in the previous year for whom the self‐directed, small‐group interactive clinical sessions were not available. There was a significant improvement in the summative performance of first‐year medical students with self‐directed clinical case learning in the second year (Y2) of teaching clinical neuroscience (P < 0.05) when compared with first‐year students in the first year (Y1) for whom the self‐directed learning approach was not available. Student performance in the formative assessments between Y1 and Y2 was not significantly different (P = 0.803). A target of ≥70% student scoring above 80% in the final summative examination was met. The current study revealed evidence for the impact and educational outcomes of a self‐directed, clinical teaching strategy in a clinical neuroscience curriculum for first‐year medical students. Anat Sci Educ 11: 478–487. © 2017 American Association of Anatomists.  相似文献   

Looking “outward and onward” in the outback: Regional Australian students’ aspirations and expectations for their future as framed by dominant discourses of further education and training     

Leanne Dalley-Trim  Nola Alloway 《The Australian Educational Researcher》2010,37(2):107-125

This paper investigates regional Australian students’ aspirations and expectations for their future and, more specifically, the manner in which these are formulated around a view to move outward — that is, away from regional, remote and rural communities — and onward — that is, to make something of their lives. Drawing upon interview data, the paper highlights the ways in which rural students from across Australia expressed high-level aspirations, most of which centred on future careers. It explores features of student talk which demonstrates that many of them had thought about their futures in detailed ways and had accumulated knowledge and “street savvy” that would assist them in steering their futures. The paper also examines the ways in which student talk about the changing context of the world of work and the inescapability of further education emerge as a naturalised discourse in justifying their future plans. Finally, the paper explores the implications of such research findings for career advisers and teachers working in regional areas of Australia.  相似文献