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1.
A sense of place 总被引：1，自引：0，他引：1
Ruth Wilson 《Early Childhood Education Journal》1997,24(3):191-194
Conclusion Places shape the stories of our lives. These stories become ongoing “ecological conversations”—i.e., expressions of the dialogue
between ourselves and the environment (Lutts, 1985). When this conversation ends, so will our future.
The development of healthy environmental awareness and concern starts with a feeling response to nature. Such a response comes
primarily by way of firsthand positive experiences in the out-of-doors, especially in environments fostering a “sense of place”
experience. Attention to creating a sense of place for young children can thus prove helpful in fostering a lifelong commitment
to the natural environment. In designing “sense of place” play and learning spaces for young children, we are, indeed, designing
the future as well. 相似文献
2.
David J. Walbert Ph.D.degree in History 《TechTrends》2000,44(2):15-17
The vastness of the World Wide Web is both its attraction and its challenge. For people with a high-speed connection, plenty of time, and experience with technology, the Web can be a wonderful resource. Unfortunately, most teachers needing instructional resources for their classrooms do not have these assets. LEARN NC was created with this mainstream of teachers in mind, and to a great extent we have made the Web more accessible to them. Although we cannot give them more or faster Internet connections, we can help them make more efficient use of the time they have by making resources easy to use and providing training. We have been most successful when we have been able to “boil down” the content of the World Wide Web into a more manageable form. This requires a difficult balancing act: in order to provide as much good educational content as possible, we are constantly expanding our resources, but this growing content must be kept manageable and easy to access, or teachers will not be willing or able to use it. As a result, we must continually refine our existing resources. With these refinements, we believe—and our participating teachers concur—that our “one-stop-shopping” approach to educational technology is a helpful one for teachers and can provide a useful model for educators elsewhere 相似文献
3.
Professionalism in early care and education 总被引：1，自引：0，他引：1
Rick Caulfield 《Early Childhood Education Journal》1997,24(4):261-263
Summary Professionalism refers to the utilization of specialized knowledge that its members need to accomplish specific outcomes.
It involves a shared set of skills that are used to improve the quality of caregiving practices and interactions between professional
caregivers and the children and families that they work with in their respective programs. Professionalism is not an end in
itself—a state of being—but an ongoing effort—a process of becoming. New knowledge of children's development needs to be incorporated
into professional caregivers' existing repertoire. Their words and actions do matter greatly. As Neil Postman wrote in his
book,The Disappearance of Childhood, “Children are the living messages we send to a time we will not see”. 相似文献
4.
Ken S. Kompelien M.A. 《Journal of Career Development》1996,23(1):51-60
Conclusion Students don't plan to fail, they fail to plan. The use of coherent individual career plans will add significantly to the
total career planning process and provide a practical method for students to document and plan their future career and life
direction. As Frank Parson once said, “It is better to sail with compass and chart than to drift into an occupation haphazard
or by chance, proximity, or uninformed selection; and drift on through it without reaching any port worthy of the voyage”
(p. 101). A coherent career plan can be that “compass and chart” young people need as they move along their career journey. 相似文献
5.
Christine Z. Cataldo 《Early Childhood Education Journal》1978,6(2):30-31
The very young infant who enters into any day care setting is more dependent on the caregiver than he or she ever will be
again. The infant has not yet developed the physical and social skills with which older babies can manage to call attention
to their needs.
Caregivers (and parents) of young babies understand that there are several important sets of abilities an infant needs to
develop before he or she evolves into the busy, sitting-up, smiling, babbling 6-month-old. The adults can, and should, provide
assistance.
A loving and attentive caregiver can both protect and enhance the infant's natural development by regularly engaging in the
“interaction games” described here. They are designed to be fun, to combine gentle rhymes and song, and to be conducted in
a cheerful, relaxed fashion. Don't “teach”—DO create a warm, friendly playtime.
The best time for interaction games is when the baby and caregiver are both rested, attentive, and in good spirits. After
you try it a few times, use your own judgment to determine if a particular game is successful or not. Just as you will have
your favorites, different babies like different things too! Once baby and caregiver use the first games in each set, once
they enjoy them and make them their own, they can go on to the next, more difficult activities.
Christine Z. Cataldo coordinates research projects and teaches courses on infant education, parent programs, early intervention,
and atypical young children. She consults with day care centers, nursery schools, and special programs for the very young. 相似文献
6.
The 2006 Nobel Prize in Physiology or Medicine was awarded to Andrew Fire and Craig Mello for discovering “RNA interference—genesilencing
by double-stranded RNA”. The Nobel Committee at the Karolinska Institute in Sweden selected them for the award for unraveling
“a fundamental mechanism for controlling the flow of genetic information” that is “already being widely used in basic science
as a method to study the function of genes and may lead to novel therapies in the future”. This has been one of the fastest
Nobel Prizes conferred in physiology or medicine, considering that Fire and Mello published their path-breaking article in
the journal Nature in 1998, less than ten years ago.
Utpal Nath is an Assistant Professor in the Department of Microbiology and Cell Biology, IISc. His laboratory is studying
the genetic mechanisms of plant development.
Saumitra Das is an Associate Professor in the Department of Microbiology and Cell Biology, IISc. His laboratory is interested
in the translational control of cellular and viral RNA. 相似文献
7.
Maike Philipsen 《The Urban Review》1994,26(4):257-272
This article describes the cultural consequences of the local school closing in a predominantly black community (Centerville)
as a result of desegregation policies. Based on oral accounts of community members, the author unearths the diverse functions
the former all-black school used to have in the community. Furthermore, the possible reasons for the nostalgia with which
the community remembers its “own” school are analyzed. It is shown why the predominantly white schools to which today's students
are bused cannot possibly “pass the test” of comparison with the former community school. And finally, the article reminds
us of two promises ofBrown, only one of which has been fulfilled in the case of Centerville. While racial segregation of schooling was indeed abolished
in Centerville, the second promise ofBrown—providing equal educational opportunities for all children irrespective of race—remains elusive at best. And the very institution
that would be central to fulfilling the second promise ofBrown—a school for which the town feels a sense of ownership—was closed for the sake of desegregation.
Parts of this article have been the basis for an oral presentation at the South Atlantic Philosophy of Education Society meeting,
Richmond, VA, October 1993, and are published in the SAPES Proceedings, 1993, pp. 109–114. 相似文献
8.
Fifteen dyslexic children between the ages of 8 and 16 were given the Rorschach ink blot test and their responses were compared
with those of 12 suitably matched controls. It was found that they made very considerable use of the shape of the cards, but
much less use of the other determinants (color, texture, etc.). Unlike the controls they seldom turned the cards around so
as to obtain some fresh “view,” and the overall number of responses per person was considerably less, with many of them giving
only one response per card. It is suggested that the educational and social pressures on a dyslexic child often make him reluctant
to commit himself in a context where “playing safe” is socially acceptable. 相似文献
9.
Lena Hansson Andreas Redfors Maria Rosberg 《Journal of Science Education and Technology》2011,20(4):388-402
In a European project—CoReflect—researchers in seven countries are developing, implementing and evaluating teaching sequences
using a web-based platform (STOCHASMOS). The interactive web-based inquiry materials support collaborative and reflective
work. The learning environments will be iteratively tested and refined, during different phases of the project. All learning
environments are focusing “socio-scientific issues”. In this article we report from the pilot implementation of the Swedish
learning environment which has an Astrobiology context. The socio-scientific driving questions are “Should we look for, and
try to contact, extraterrestrial life?”, and “Should we transform Mars into a planet where humans can live in the future?”
The students were in their last year of compulsory school (16 years old), and worked together in triads. We report from the
groups’ decisions and the support used for their claims. On a group level a majority of the student groups in their final
statements express reluctance towards both the search of extraterrestrial life and the terraforming of Mars. The support used
by the students are reported and discussed. We also look more closely into the argumentation of one of the student groups.
The results presented in this article, differ from earlier studies on students’ argumentation and decision making on socio-scientific
issues (Aikenhead in Science education for everyday life. Evidence-based practice. Teachers College Press, New York, (2006) for an overview), in that they suggest that students do use science related arguments—both from “core” and “frontier” science—in
their argumentation and decision making. 相似文献
10.
This study analyses why and how academic inbreeding as a recruitment practice continues to prevail in Japan, a country with
a mature higher education system, where high rates of academic inbreeding endure in most of the research-oriented universities
in spite of several higher education reforms. Based on a qualitative analysis, we disclose three characteristics that lead
academics to become inbred at Japanese universities. One characteristic—the adoption of “open recruitment processes” in detriment
of “closed recruitment processes”—changed over time, limiting academic inbreeding practices, but two other characteristics
remained unchanged over time: the “one university learning experience” and the “concentration of doctoral supervisors at the
same university”. These latter characteristics represent difficult challenges to be tackled as they are also traditional characteristics
of the Japanese higher education system. The research also shows that academic inbreeding practices are a means to assure
organizational stability and institutional identity, features perceived as important by Japanese universities. A central challenge
for the Japanese universities is then to guarantee these features without needing to rely on academic inbreeding practices
to obtain them. However, devising policies to meet this challenge calls for institutional will to change, proactive strategies
and time. 相似文献
11.
Jason Margolis 《The Urban Review》2006,38(1):27-44
This article explores the impact of high-stakes gate-keeping assessments (of both K-12 students and new teachers) on teacher development of equitable teaching practices. Drawing from two studies of field experiences in Washington State—one of teacher interns and one of cooperating teachers—findings include that state level policies in response to NCLB may actually be decreasing teacher attention to closing the achievement gap. Further, the article explores how even progressive performance-based standards—when administered “globalistically”—are generally ineffective. After discussing university complicity in exacerbating the problem, the paper concludes with ways policymakers may shift their attention from creating complicated rubrics to promoting relationships that support pedagogical change.Jason Margolis is an Assistant Professor in Teacher Education and Professional Development Partnerships, Washington State University. 相似文献
12.
Yahui Su 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,30(6):517-530
This essay considers the non-instrumental vision of the learning society through the analysis of its conceptual logic and
meaning based on A. J. Cropley’s approach. It outlines a view of the learning society whereby learning is an end in itself
rather than a means of achieving other economic or civic purposes, as currently described in relevant literature and policies.
How the learning society might possibly be developed in practice without attachment to any further concerns is considered.
When regarded as being an end in itself, the learning society focuses on the inherent value of learning. Learning is valuable
for its very presence, in the sense that it has decisive, long-term effects in shaping one’s character. The development of
one’s “learning to become” can become effective when one learns in the learning society. This view opens up a “thought experiment”
of how the learning society could be supported in practice. The internal consistency of this possible logic of society and
meaning as explored here can be seen as a goal to strive for, a commitment to uphold. 相似文献
13.
Kamal Ahuja 《Resonance》2011,16(10):956-959
The 2010 Nobel Prize in Physiology or Medicine was awarded to Dr. Robert Edwards for “the development of in vitro fertilization”.
The Nobel Assembly stated that the vision Edwards had of discovering a treatment for infertility is now “a reality and brings
joy to infertile people all over the world”. Indeed, looking back over my own familiarity with Edwards and with the treatment
of infertility by in vitro fertilization (IVF), I can think of only very few — if any — disciplines in medicine that owe their origins and their progress
so much to just one man. For Edwards it was his controversial experiments in oocyte maturation and fertilization that paved
the way for IVF. With the gynaecologist Patrick Steptoe, he successfully pioneered the birth of the world’s first IVF baby
in July 1978, and thereby, in that single event, opened the door to IVF for so many individuals and clinics around the world. 相似文献
15.
Sylvia Rojas-Drummond Neil Mercer Ellen Dabrowski 《European Journal of Psychology of Education - EJPE》2001,16(2):179-196
Research in Mexican schools, drawing upon earlier research in the UK, has led to the development and use of a method for describing, comparing and evaluating the particular approaches and interactional strategies used by teachers and learners. Using this method, qualitative and quantitative comparisons are made to distinguish between teachers who use a conventional, formal, directive approach when teaching 5-year-old children mathematical skills (called the “Official” method) and those who use a more interactive, collaborative, supportive, “scaffolded” approach to teach similar classes of children (called the “High Scope” method). In an earlier study, we found more competent and independent problem-solving among High/Scope pupils than among their peers taught by the Official method. In the present study, discourse analysis and statistical analysis of the relative frequencies of types of teacher-pupil interaction in the classrooms of two “Official” teachers and two “High’ Scope” teachers are used to explain the improved problem-solving of the “High Scope” pupils. The findings support the view that by creating a more collaborative, scaffolded version of classroom education, teachers can more successfully enable children to develop their own problem-solving skills, learning strategies and curriculum-related understanding. The research also contributes to the development and implementation of methods for promoting a more effective style of teacher-learner interaction in the classroom. 相似文献
16.
Kelli R. Paquette Susan E. Fello Mary Renck Jalongo 《Early Childhood Education Journal》2007,35(1):65-73
Listening and reading comprehension can be assessed by analyzing children’s visual, verbal, and written representations of
their understandings. “Talking Drawings” (McConnell, S. (1993). Talking drawings: A strategy for assisting learners. Journal of Reading, 36(4), 260–269 is one strategy that enables children to combine their prior knowledge with the new information derived from
an expository text and “translate” those newly-acquired understandings into other symbol systems, including an oral discussion
with a partner, a more detailed drawing, and written labels for the drawing. The Talking Drawings strategy begins by inviting
children to create pre-learning drawings. These initial drawings are a way of taking inventory of a child’s current content
knowledge about a particular topic. After pre-learning drawings are created and shared, children listen to or read an expository
text (e.g., information book, passage from a textbook) on the same topic as their drawing. Pairs of students discuss the information
and either modify their pre-learning drawings to be more detailed or create completely new drawings that reflect the recently-acquired
information. Students are encouraged to label their drawings with words in a diagram or schematic fashion. By evaluating the
“before” and “after” artwork, educators can identify advances in students’ reading and listening comprehension of the terminology,
facts, and principles on a particular topic. 相似文献
17.
Eugenia Vomvoridi-Ivanovi? 《Journal of Mathematics Teacher Education》2012,15(1):53-66
This paper explores Mexican–American prospective teachers’ use of culture—defined as social practices and shared experiences—as
an instructional resource in mathematics. The setting is an after-school mathematics program for the children of Mexican heritage.
Qualitative analysis of the prospective teachers’ and children’s interactions reveals that the nature of the mathematical
activities affected how culture was used. When working on the “binder activities,” prospective teachers used culture only
in non-mathematical contexts. When working on the “recipes project,” however, culture was used as a resource in mathematical
contexts. Implications for the mathematics teacher preparation of Latinas/os are discussed. 相似文献
18.
Wim H. J. van Bon Paula H. Tooren Kees W. J. M. van Eekelen 《European Journal of Psychology of Education - EJPE》2000,15(3):259-270
The primary goal of this study was to compare a paper-and-pencil version of the lexical decision task, which can be administered groupwise, with reading aloud a differently ordered list of the same words and pseudowords. Participants were first and second graders (“normal readers”) and students from schools for children with learning difficulties. On the average, the latter “poor readers” scored at the same oral reading level as the normal readers, but were older. The correlation between both tasks appeared to be high and both tasks had comparable correlations with third variables, suggesting that performance is determined by the same processes. Because the lexical decision task showed little evidence for guessing, it may be an — even better — alternative for oral reading. No differences between participant groups were found that point to different reading strategies. Error analysis, however, indicates that the poor readers probably have a specific problem in the oral reading of pseudowords. 相似文献
19.
Word sense disambiguation using semantic relatedness measurement 总被引：5，自引：0，他引：5
YANG Che-Yu 《浙江大学学报(A卷英文版)》2006,7(10):1609-1625
INTRODUCTION The need to determine the degree of semantic similarity, or more generally, relatedness, between two lexically expressed concepts is applied in such ap- plications as word sense disambiguation (WSD), determining discourse structure, text summarization and annotation, information extraction and retrieval, automatic indexing, lexical selection, and automatic correction of word errors in text. All human languages have words that can mean different things in different contexts, s… 相似文献
20.
Roger Kaufman 《Educational technology research and development : ETR & D》1978,26(2):107-121
Summary Educational technologists have moved from a unique concern with the how-to-do-its of behavior change (such as television,
computers, and instructional delivery systems) to the inclusion ofwhat to teach. This expanded scope was encouraged and made possible by the pioneering work on measurable objectives.
As soon as consideration of not onlyhow andwhat were part of the technologist’s repertoire, the consideration ofwhy was upon us. Tools and techniques, including needs assessment, needs analysis, system analysis, and systems analysis, were
all moving us not only toward doing a more efficient and effective job of changing (or maintaining) behavior, but also toward
determining why something should be taught and why behavior should be changed (or maintained) in the first place.
The formal consideration ofwhy is a growing and thriving area of educational technology and is seen as possibly having several layers, including considerations
of results both within and external to an organizational context.
A suggested relationship is presented between several possible layers or organizations, with the ultimate referent for planning,
doing, and evaluating being the individuals’ abilities to survive and contribute in society when they legally leave our educational
agencies or training establishments. It is suggested that in the future, in order to relate the various factors of production
of behavior change and/or maintenance, we reserve the terms “input,” “process,” and “output” for activities and results within
an organization, and the term “outcome” for the results external to the organization.
The technologist’s world has indeed expanded from the sole consideration ofhow to teach better to the inclusion ofwhat to teach better, andwhy we should teach what we are teaching in the first place. As we grow more inclusive and responsive in our planning and doing,
as we grow more holistic and humanistic, our risks grow—but so do our responsiveness, responsibility, and satisfactions.
An erratum to this article is available at . 相似文献