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1.
《Teaching and Teacher Education》2006,22(2):233-245
The Alternative Teacher Accreditation Program for Teachers with International Experience (ATAPTIE) is a special Bachelor of Education program funded by the Ontario government in Canada to provide new immigrants with the skills and knowledge needed to re-certify and find jobs in Ontario elementary schools. This paper presents interview data that explores the opportunities and challenges ATAPTIE teacher candidates experienced in their teaching practicum. Lave and Wenger's notion of situated learning [(1991). Situated learning. New York: Cambridge University Press] was used to understand the candidates’ learning and acculturation into the teaching profession. Findings contribute to how professional immigrants from various linguistic and cultural backgrounds adapt to Canadian elementary classrooms. 相似文献
2.
Patricia M. Cooper 《Early Childhood Education Journal》2007,34(5):315-322
Today’s emphasis on using children’s literature as a tool to teach reading and writing sub-skills distracts teachers’ attention
from looking to children’s books for their historical role in helping children navigate the intellectual, social, and emotional
terrains of childhood. This article argues, first, that early childhood educators must remain fluent in the use of literature
that supports young children’s psychosocial development. Second, teachers must establish criteria for choice. By way of example,
it examines two popular books for young children, Sendak’s (1963) Where the Wild Things Are [New York: HarperCollins Publishers] and Shannon’s (1998) No, David! [New York: Blue Sky Press] Three theoretical perspectives guide the analysis. The first combines Dewey’s (1938/97) [Experience and education. New York:Touchstone] impetus for learning and Vygotsky’s (1978) [Mind in society. Cambridge: Harvard University Press] theory that learning precedes development through scaffolded social
interaction. The second is Erikson’s (1950, 1985) [Childhood and society. New York: W. W. Norton & Company, Inc.] theory of psychosocial development in light of the
4–6-year-old’s drive towards self-regulation, control, and independence. The third is Rosenblatt’s (1978) [The reader, the text, the poem. Urbana, IL: National Council of Teachers of English] transactional nature of reading. 相似文献
3.
Child abuse and neglect are serious social problems that make extraordinary demands on teachers’ knowledge and professionalism. Yet the field of education has been slow to develop a discipline-specific knowledge base about child abuse and neglect for teachers and teacher education programmes and there is a paucity empirical research into teachers’ knowledge in relation to child abuse and neglect. This paper describes a qualitative study of eight purposively selected early childhood teachers. To identify and evaluate their child abuse and neglect knowledge, Grossman's [(1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press; (1995). Teachers’ knowledge. In L. W. Anderson (Ed.), International encyclopedia of teaching and teacher education (2nd ed., pp. 20–24). Tarrytown, NY: Pergamon] typology of teachers’ knowledge is used as an analytic framework on which to map the teachers’ interview data. Findings reveal that, in the absence of preservice and inservice education specifically about child abuse and neglect, early childhood teachers held and deployed knowledge in resourceful ways. They used, as a basis, their existing early childhood knowledge and adapted this knowledge by augmenting it with a range of personal and professional knowledge resources to fit their particular challenges and situations. This approach, however competent and innovative, also reveals shortfalls in knowledge. Implications of this research are drawn for child abuse and neglect curriculum development in initial and continuing teacher education including the case for specialist knowledge needed to establish teachers’ professional reputation for dealing capably with cases of child abuse and neglect. 相似文献
4.
Will P. Saunders 《Peabody Journal of Education》2013,88(4):235-237
The Comparative Abilities of White and Negro Children. By Joseph Peterson (Comparative Psychology Monograph, No. 5, George Peabody College for Teachers). Baltimore: Williams & Wilkins Co., 1923. Price, $2.25. Statistical Method. By Trumak L. Kelly (Stanford University). New York: The Macmillan Co., 1923. Pp. 3d + 390. Psychology for Students of Education. By Arthur I. Gates (Teachers College). New York: The Macmillan Co., 1923. Pp. xvi + 489. Elements of Retailing. By Ruth Leigh (Mrs. Sclater). New York: D. Apple‐ton & Co., 1923. Pp. ix + 385. Social Science for Teachers. By C. E. Martz (Cleveland School of Education) and J. A. Kinneman (State Normal School, West Chester, Pa.). Boston: Houghton Mifflin Co., 1923. Pp. xii + 340. Price, $1.90. Economics of the Household. By Benjamin E. Andrews. New York: Macmillan Co., 1923. Pp. 609. The Boy's Own Book of Great Inventions. By Floyd H. Darrow. New York: Macmillan Co., 1923. Pp. ix + 385. Price, $1.75. The Boy's Own Book of Science. By Floyd H. Darrow. New York: Macmillan Co., 1923. Pp. ix + 331. Price, $2.50. Human Geography, by Grades. By James Faiegrieve and Ernest Young. New York: D. Appleton & Co., 1923. 相似文献
5.
Sonia Nieto 《Journal of Educational Change》2007,8(4):299-309
In this article, I address how teachers in urban and suburban U.S. schools with multicultural and multilingual student populations demonstrate leadership both within their classrooms and schools as well as outside of them. Based on research with U.S. public school teachers in two projects (Nieto What keeps teachers going? New York: Teachers College Press 2003, Why we teach. New York: Teachers College Press 2005), various roles that teachers have in initiating, putting into practice, and sustaining change in schools are described. Implications for policymakers and administrators are then briefly explored. 相似文献
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7.
Flexible pedagogies [Ryan and Tilbury 2013. Flexible Pedagogies: New Pedagogical Ideas. York: Higher Education Academy] place learner empowerment at the centre of curriculum development. Learner empowerment requires students to feel that they belong and are active in the learning process. This paper illuminates how, through the adoption of flexible pedagogies, belonging and trust were created in a cohort of 52 international postgraduate students, and the impact that this had on student learning. A qualitative interpretative approach captures students’ perceptions of aspects of curriculum design and delivery that aided their transition, promoted belonging, and empowered them as learners, leading to transformational change. This paper uses Ryan and Tilbury’s Flexible Pedagogies Framework [2013. Flexible Pedagogies: New Pedagogical Ideas. York: Higher Education Academy] to exemplify practice and discuss principles for curriculum design. Themes include; learner empowerment, future-facing education, decolonising education, crossing boundaries, transformational capabilities, and social learning. Recommendations highlight the need to challenge institutional constraints, employ creative teaching practices, embed assessment that promotes reflective practice, and create belonging through social learning. 相似文献
8.
Despite the significant role of oral presentation in the academic context, many university students evade opportunities for participation due to low self-efficacy. The present study has been conducted to compare oral presentation self-efficacy of English as a Foreign Language (EFL) learners with undergraduates and postgraduates of Non-EFL majors, and to investigate the relationship of this construct with their teaching and prior academic oral presentation experiences as two modes of Bandura’s [(1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1–45). New York: Cambridge University Press] mastery experience. Extracting the oral presentation sub-skills from the literature, an oral presentation self-efficacy questionnaire with 38 five-Likert scale items was constructed. A two-way between-group ANOVA was run on the responses of a total 48 postgraduates (25 EFL and 23 Non-EFL) and 63 undergraduates (28 EFL and 35 Non-EFL) selected randomly from two of the universities in Iran. The results indicated no difference between EFL and Non-EFL students, whether at undergraduate or postgraduate level, in terms of their oral presentation self-efficacy. Spearman’s correlation coefficient, however, showed a strong positive correlation between the two modes of mastery experience and oral presentation self-efficacy (r?=?.44, n?=?111, P?r?=?.42, n?=?111, P?相似文献
9.
Harold H. Punke 《Peabody Journal of Education》2013,88(6):364-372
Abraham Flexner's Universities American, English, German. Introduction by Robert Ulich. New York: Teachers College Press, Teachers College Columbia University, 1967. 339 pp. Cloth $6.50. today. Taming Megalopolis. Volumes I and II. Edited by H. Wentworth Eldredge. New York: Doubleday and Company, Inc., (Anchor Books), 1967. 1166 pp. $2.45 each volume. Vision of Children: An Optometric Symposium. Monroe J. Hirsch and Ralph E. Wick, editors. Philadelphia: Chilton, 1963. 434 pp. $17.50. 相似文献
10.
John J. Didcoct 《Peabody Journal of Education》2013,88(3):174-176
The Principles of Agronomy. By Franklin S. Harris and George Stewart. New York: The Macmillan Company, 1930. The Social Studies Laboratory. By J. W. Baldwin. New York: Bureau of Publications, Teachers College, 1929. Pp. vi + 98. Motor Achievements of Children of Five, Six and Seven Years of Age. By Lulu Marie Jenkins. New York: Bureau of Publications, Teachers College, 1930. Pp. xi + 54. The Christian, Teacher. By Sister Mary Esther, O. S. F. Milwaukee: The Bruce Publishing Company, 1928. Pp. 113. Educational Dramatics. By Donald MacLean Tower. Evanston, Ill.: Row, Peterson and Company, 1930. Pp. xxvii + 240. Types of World Literature. Edited by Percy Hazen Houston and Robert Metcalp Smith. Garden City, N. Y.: Doubleday, Doran and Company, 1930. Pp. xviii + 1200. A Magic World. By Margery Gordon and Marie B. King. New York: D. Apple‐ton and Company, 1930. Pp. xix + 390. Creative Drama in the Lower School. By Corinne Brown. New York: D. Appleton and Company, 1929. Pp. xiv + 226. The Junior High School. Edited by William Martin Proctor and Nicholas Ricciardi. Stanford University, California: Stanford University Press, 1930. Pp. x + 324. A Point Scale of Performance Tests. Volume I. By Grace Arthur. New York: The Commonwealth Fund, Division of Publications, 1930. Pp. ix + 82. A Second‐Year Latin Reader. By Fredereck Warren Sanford and Harry Fletcher Scott. Chicago: Scott, Foresman and Company, 1929. Pp. 548 + 123. Political Science and Government. By James W. Gardner. Cincinnati: American Book Company, 1928. Pp. x + 821. The Community Room in the Platoon School. By Elizabeth M. Huff. Boston: Richard G. Badger, Publisher, 1930. Pp. xi + 223. Your Language. By E. C. ClinE. New York: D. Appleton and Company, 1930. Pp. xiv + 256. A Technique for Developing Content for a Professional Course in Science for Teachers in Elementary Schools. By Florence Grace Billig. New York: Bureau of Publications, Teachers College, 1930. Pp. ix + 101. Some Effects Produced in an Individual by Knowledge of His Own Intellectual Level. By Clinton M. Allen. New York: Bureau of Publications. Teachers College, 1930. Pp. 98. Which Colleger Revised Edition. By Rita S. Hale. New York: The Macmillan Company, 1930. Pp. xxii + 305. Thoughts in English Prose. By J. C. Dent. Garden City, N. Y.: Doubleday, Doran and Company, 1930. Pp. x + 149. Character Education by State and Church. By Howard S. Tuttle. New York: The Abingdon Press, 1930. Pp. 164. The University Work of the United Lutheran Church in America. By Howard Marion LeSourd. New York: Bureau of Publications, Teachers College, 1929. Pp. viii + 136. Enriched Teaching of Latin in the High School. By Maxie N. Woodring and Frances E. Sabin. New York: Bureau of Publications, Teachers College, 1930. Pp. viii + 144. Plane and Solid Geometry. By Gordon R. Mirick, Marquis J. Newell and George A. Harper. Evanston, Ill.: Row, Peterson and Company, 1929. Pp. xv + 462. The Idea of God in Protestant Religious Education. By Angus Hector McLean. New York: Bureau of Publications, Teachers College, 1930. Pp. vi + 150. Master Vergil, compiled and edited by Elizabeth Nitchie. Boston and New York: D. C. Heath and Company, 1930. Homeric Greece. By Marjorie and H. H. B. Quennell. New York: Putnam's Sons, 1930. Living Latin. Book Two. By Claire C. Thursby and Gretchen D. Kyne. New York: The Macmillan Company, 1929. Pp. xxi + 623. New Elementary Latin. By B. L. Ullman and Norman E. Henry. New York: The Macmillan Company, 1929. Pp. xxvi + 448 + 42. Latin—Second Year. By Lillian G. Berry and Josephine L. Lee. New York: Silver, Burdette and Company, 1929. Pp. xviii + 434 + 83. Second Latin Book, Revised Edition. By B. L. Ullman and Norman E. Henry, New York: Macmillan Company, 1929. Second Year Latin. By Fred S. Dunham. Philadelphia: John C. Winston Company, 1929. Astronomy: An Introduction. By Robert H. Baker. New York: D. Van Nostrand &; Company, 1930. Pp. xx 521. A Child's Garden of Religious Stories. By P. Henry Matimore. New York: Macmillan Company, 1929. Pp. x + 280. Knights Old and New. By Alice M. Hoben. New York: D. Appleton and Company, 1929. Pp. vii + 197. State Banks and the Federal Reserve System. By Charles S. TippettS. New York: D. Van Nostrand Company, Inc., 1929. Pp. viii + 393. School Provisions for Individual Differences. By Knute O. Broady. New York: Bureau of Publications, Teachers College, 1930. Pp. 101. New Narratives, Edited by Blanche C. Williams. New York: D. Appleton and Company, 1930. Pp. xii + 366. How to Write a Thesis. By Ward V. Reeder. Bloomington, Illinois: Public School Publishing Company, 1930. Child Care and Training. By Marion L. Fazre and John Anderson. Minneapolis: University of Minnesota Press, 1929, Pp. vi + 274. The Oregon Trail. By Francis Parkman. New York: The Macmillan Company, 1930. Pp. xyi + 370. Marwood Readers. By Sister Mary Estelle. New York: Macmillan Company, 1930. The Kelpies Run Away. By Etta Austin Blaisdell. Boston: Little, Brown and Company, 1930. Pp. 156. The Wonder Road, Fairy Tales selected by Edwin Diller Starbuck and Frank K. Shuttleworth. New York: Macmillan Company, 1930. Africa From Port to Port. By May Mott‐Smith. New York: D. Van Nostrand, 1930. Pp. xiv + 424. Children at the Crossroads. By Agnes E. Benedict. New York: The Commonwealth Fund, Division of Publications, 1930. Pp. 238. The Bright Pupil. By Fay Adams and Walker Brown. New York: Henry Holt and Company, 1930. Pp. xiv + 249. We Three, A Primer. By Alberta Walker and Ethel Summy. New York: Charles Merrill Company, 1929. Every Day Stories. By Jean Y. Ayer, Franklin T. Baker and Ashley Thorndyke. New York: Macmillan Company, 1929. The Elementary School Library. By William A. King. New York: Charles Scribner's Sons, 1929. Pp. xiii + 224. Animal Autobiographies. By Edward H. Williams. Baltimore: Williams and Wilkin Company, 1930. Pp. 124. The Teaching of Latin by Mason D. Gray. New York: D. Appleton and Company, 1929. Pp. xviii + 235. Society and the Child. By Edward N. Clopper. Boston: Richard G. Badger, Publishers, 1929. Pp. 208. Spelling for Everyday Use. Book One, 160 pages; Book Two, 216 pages. By J. M. Steadman, Jr., Ph.D., Emory University; K. C. Garrison, Ph.D., North Carolina State College; Harold H. Bixler, Ph.D., Atlanta Public Schools. Atlanta: Smith, Hammond and Company. An Accounting of Progress and Attendance of Rural School Children in Delaware. By Herman Cooper. New York: Bureau of Publications, Teachers College, 1930. Pp. ix + 150. Educational Problems for Psychological Study. By Goodwin Watson and Ralph B. Spence. New York: The Macmillan Company, 1930. Pp. xii + 352. Alternating Currents for Technical Students. By Calvin C. Bishop. New York: D. Van Nostrand, 1930. Pp. viii + 317. A Case Book in Discussion. By Frank C. McKinney and Mary Eula McKinney. New York: The Ronald Press Company, 1930. Pp. vii + 267. The Adolescent. By Sidney I. Schwab and Borden S. VëEdEr. New York: D. Appleton &; Company, 1929. Pp. v + 365. Commencement. By Gertrude Jones. New York: A. S. Barnes and Company, 1929. Pp. xi + 116. Enriched Teaching of Commercial Subjects in the High School. By Maxie Nave Woodeing and Gilbert Harold. New York: Bureau of Publications, Teachers College, 1930. Pp. viii + 339. Modern Plane Geometry. By John C. Stone and Virgil, S. Mallory. New York: Benj. H. Sanborn &; Company, 1929. Pp. xiv + 474. Prediction of Success in Professional Courses for Teachers. By Laura B. M. Krieger. New York: Bureau of Publications, Teachers College, 1930. Pp. 77. Second Course in Algebra. By Fred Eugelhardt and Leonard D. Haertter. Philadelphia: The John C. Winston Company, 1929. Pp. viii + 423. Ninth‐Year Mathematics rev. ed. By Ernest R. Breslick. New York: The Macmillan Company, 1930. Pp. ix + 319. Solid Geometry. By William W. Strader and Lawrence D. Rhoads. Philadelphia: The John C. Winston Company, 1929. Pp. viii + 184. Modern Algebra. By Raleigh Scharling, John R. Clark and Selma A. Lindell. Yonkers. World Book Company, 1929. Pp. First Course, viii + 391: Second Course, xvi + 464. The Child's Heredity. By Paul Popenoe. Baltimore: The Williams and Wilkins Company, 1929. Pp. xiii + 316. The Library in the School. By Lucile F. Fargo. Chicago: American Library Association, 1930. Pp. 453. The Witness Tree. By Harold Channing Wire. New York: Thomas Y. Crowell Company, 1930. Pp. xii + 236. Girls of Long Ago. By Ida Donnally Peters. New York: Thomas Y. Crowell Company, 1930 Pp. viii + 324. Planning School Building Programs. By N. L. Engelhardt and Fred Engelhardt, New York: Bureau of Publications, Teacher's College, Columbia University, 1930. Pp. xv + 574. Radio and Electric Power Supply Equipment for Schools. By Edward Charles Bloom. New York: Bureau of Publications, Teacher's College, Columbia University, 1930. Pp. vi + 188. Economy in Public School Fire Insurance. By Harvey A. Smith. New York: Bureau of Publications, Teacher's College, Columbia University, 1930. Pp. vi + 111. Rural Intelligence in relation to Rural Population. By Charles D. Lewis. Nashville: George Peabody College for Teachers Contribution to Education, No. 74. The Country Teacher at Work. By Frank J. Lowth. New York: The Macmillan Company, 1930. Pp. xii + 542. The Single Salary Schedule. By Lyle L. Morris. New York: Bureau of Publications, Teacher's College, 1930. Pp. 79. The Fundamentals of Public School Administration. By Ward G. Reeder. New York: The Macmillan Company, 1930. Pp. xii + 579. Public School Plant Program. By Arthur B. Moehlman. Chicago: Rand‐McNally &; Company, 1930. Pp. xv + 405. Progress Tests in American History. By F. Leslie Clarke. New York: Charles Scribner's Sons, 1930. Pp. 275. Workbook to Accompany Haynes and Moon's Ancient and Medieval History. By I. O. Foster and Edgar Bruce Wesley. New York: Macmillan, 1930. Pp. 143. Famous Events in American History. By Inez N. McFee. New York: Thomas Y. Crowell, 1930. Pp. 296. Foreign Language Equipment of 2,325 Doctors of Philosophy. By George H. Betts and Raymond A. Kent. Bloomington, Illinois: Public School Publishing Co., 1929. Pp. 151. Jerry and Grandpa. By Hilda M. Wicksteed. New York: Thomas Y. Crowell Company, 1930, Pp. 145. Studies in Service and Self‐Control. By Hugh Hartshone and Mark A. May. New York: The Macmillan Company, 1929. Pp. xxiii + 559. Some Relationships Existing in School Expenditures Among Florida Counties. By Charles A. Smith. New York: Bureau of Publications, Teachers College, 1929. Pp. viii + 54. The Work‐Play Books. By Arthur I. Gates and Miriam B. Huber. New York: Macmillan Company, 1930. Music in Junior High Schools. By Beattie, McConathy and Morgan. Newark: Silver, Burdett, and Company. People and Music. By Thomasing T. McGhee. New York: Allyn and Bacon. Songs of Purpose. By Earhart and Sneath. New York: Macmillan Company. Hero Stories for Children. By Earl A. Collins and Lyda Hale. New York: The Macmillan Company, 1930. Pp. vii‐264. The Legal Control of the Administration of Public School Expenditures. By Ralph Yakel. New York: Bureau of Publications, Teachers College, 1929. Pp. vii + 167. Principles of Guidance. By Arthur J. Jones. New York: McGraw‐Hill Book Company, 1930. Pp. xxiv + 385. Day Schools vs. Institutions for the Deaf. By C. C. Upshaw. New York: Bureau of Publications, Teachers College, 1929. Pp. 104. A History of English Literature. By William Allan Neilson and Ashley Horace Thorndyke. New York: The Macmillan Company, 1930. Pp. xii + 486. The Growth of a Nation. By Eugene C. Barker, William E. Dodd, and Walter P. Webb. Evanston, Illinois: Row, Peterson and Company, 1928. Pp. xii + 726. Dictionary of American Biography. Volumes III and IV. Edited by Allen Johnson. New York: Charles Scribner's Sons, 1929. Sidelights on American History. Revised Edition. Volumes I and II. By Henry William Elson. New York: The Macmillan Company, 1928. Pp. xii + 313. The American Colonies, 1492–1750. By Marcus Wilson Jernegan. New York: Longmans, Green and Company, 1929. Pp. xxxiii + 457. Price $1.60. Our Financial System. By Albert S. Keister. New York: The Macmillan Company, 1930. Pp. xv + 493. A Study of the Summer High School. By Willis Howard Reals. New York: Bureau of Publications, Teachers College, 1928. Pp. vi + 88. Problems of the City School Superintendent in the Field of Arithmetic. By Clarence Arthur Rubado. New York: Bureau of Publications, Teachers College, 1930. Pp. 107. Our Economic Life. By Thomas Nixon Carver and Gladys Marion Adams. Philadelphia: The John C. Winston Company, 1929. Pp. x + 373. Finding and Teaching Atypical Children. By Guy L. Hillleboe. New York: Bureau of Publications, Teachers College, 1930. Pp. vi + 177. Instruction and Instructional Facilities in the Colleges of the United Lutheran Church in America. By Donald Persy Cottrell. New York: Bureau of Publications, Teachers College, 1929. Pp. viii + 138. Qualities Associated with Leadership in the Extra‐Curricular Activities of the High School. By George C. Bellingrath. New York: Bureau of Publications, Teachers College, 1930. Pp. 57. Some Factors Influencing Participation in Voluntary School Group Activities. By Wayland J. Hayes. New York: Bureau of Publications, Teachers College, 1930. Pp. vi + 82. Survey of College Entrance Credits and College Courses in Music. Prepared by the Research Council of the Music Supervisors National Conference. New York: National Bureau for Advancement of Music, 1930. Pp. 209. Do You Know English Literature? By Blanche Cotton Williams and John Macy. New York: D. Appleton and Company, 1930. Pp. vii + 597. A Library Primer for High Schools. By Henry Ormal Severance. Columbia, Missouri: Lucas Brothers, 1927. Pp. 89. Home Rooms. By Evan E. Evans and Malcolm Scott Hallman. New York: A. S. Barnes and Company, 1930. Pp. xi + 154. The Rise of the Public High School in Connecticut. By Silas Hertzer. Baltimore: Warwick and York, 1930. Pp. xx + 258. Point Systems and Awards. By Edgar G. Johnston. New York: A. S. Barnes and Company, 1930. Pp. xv + 160. The Teaching of Modern Foreign Languages in the United States. By Algernon Coleman. New York: The Macmillan Company, 1929. Pp. xx + 299. Office Practice in Secondary Schools. By William C. Reavis and Robeet C. Woellner. New York: Laidlaw Brothers, 1930. Pp. 240. Character Education. By Charles E. Germane and Edith Gayton Germane. Newark: Silver, Burdett and Company, 1929. Pp. xviii + 224. The Development of a State School System: New Hampshire. By Eugene A. Bishop New York: Bureau of Publications, Teachers College, 1930. Pp. 159. Agriculture for Rural Teachers. By Thomas Carson McCormick. New York: The Macmillan Company, 1929. Pp. xiv + 388. Elements of Journalism. By Mary J. J. Wrinn. New York: Harper and Brothers, 1929. Pp. xvii + 300. The Consistency of Certain Extrovert—Introvert Behavior Patterns of Fifty‐One Problem Boys. By Theodore M. Newcomb. New York: Bureau of Publications, Teachers College, 1929. Pp. 123. 相似文献
11.
Arthur Cook 《Peabody Journal of Education》2013,88(5):314-319
A New Study of English Words. By Jessie Macmillan Anderson. Cincinnati: American Book Company, 1929. Pp. 116. Borrowing Money for the Public Schools. By Henry Rowland Halsëy. New York: Bureau of Publications, Teachers College, 1929. Pp. viii + 127. Oral English and Debate. By Lyman M. Fort. New York: Henry Holt and Co, 1929. Pp. v + 314. The Training of the Will. By Johann Lindworsky, S. J. (Tr. by A. Steiner and E. A. Fitzpatrick.) Milwaukee: Bruce Publishing Company, 1929. Pp. 226. Public School Administration. Revised and Enlarged Edition. By Ellwood P. Cubberley. Boston : Houghton Mifflin Company, 1929. Pp. xxii + 710. The Business Administration of a School System. By Ward G. Reeder. Boston: Ginn and Company, 1929. PP. x + 454. Business Administration of Public Schools. By Harry P. Smith. Yonkers: World Book Company, 1929. Pp. xv + 432. City School Surveys, an interpretation and appraisal. By Hollis Leland Caswell. New York: Bureau of Publications, Teachers College, Columbia University, 1929. Pp. vi + 130. Teachers College Contribution to Education No. 358. Programs for Special Occasions. For Primary Grades. By Marion Kennedy and Katherine Isabel Bemis. New York : A. S. Barnes and Company, 1929. Pp. 104. Price, $1.50. Certain Phases of County Educational Organization. By Edmund Lewis Tink. New York : Bureau of Publications, Teachers College, 1929. Pp. 104. Personnel Study of Directors of Physical Education for Men in Colleges and Universities. By Harry Scott. New York: Teachers College, Columbus University, 1829. Pp 90. (Contributions to educ. No. 339) State Banks and the Federal Reserve System. By Charles S. Tippetts. New York: D. Van Nostrand Co., Inc., 1929. Pp. viii + 393. Mental Deficiency. (Fifth Edition) By A. F. Tredgold. New York: William Wood and Company, 1929. Pp. xvi + 535. Problem Exercises for High School Teachers. By Douglas Waples. Chicago: The University of Chicago Press, 1928. Pp. ix + 99. Problems in American Life. By Joseph I. Arnold. Evanston : Row, Peterson & Company, 1928. Pp. 656. An Athletic Program for High School and College Women. By Marjorie Hillas and Marion Knighton. New York: A. S. Barnes and Company, 1929. Pp. 102. History of the United States. (Revised Edition). By Charles A. Beard and Mary R. Beard, New York: The Macmillan Company, 1929. Pp. xiv + 680 + xxxvii. Professional Tests of Measures of Teaching Efficiency in High School. By Charles W. Boardman. New York: Teachers College, Columbia University, 1928. Pp. 85 (Contributions to educ., No. 327). Administrative Procedures in Curriculum Making for Public Schools. By Walter D. Cocking. New York : Teachers College, Columbia University, 1928. Pp. vi + 120. (Contributions to educ., No. 329) A Primer of Blue‐Print Reading. By Thomas Diamond. Milwaukee : Bruce Publishing Co., 1927. Pp. 70. School Finance and Business Management Problems. By Nickolous L. Engelhardt and Carter Alexander, New York: Teachers College, Columbia University, 1928. Pp. xv + 526. Readings in American Citizenship. Compiled by John T. Greekah. Boston: Houghton Mifflin Company, 1928. Pp. xvi + 436. The Use and Interpretation of Educational Tests. By Harry A. Greene and Albert N. Jorgensen. New York : Longmans, Green and Co., 1929. Pp. xxii + 389. (Longman's educ. ser.) Consumers Uses of Arithmetic. By Alerdeen O. Bowden. New York : Teachers College, Columbia University, 1929. Pp. vi + 69. (Contributions to educ. No. 340). Human Behavior. By Stephen S. Colvin and William C. Bagley, (2nd. Rev.) New York: The Macmillan Company, 1929. Pp. xi + 334. The Psychology of Elementary School Subjects. By Sydney C. Garrison and Karl C. Garrison. Richmond, Va. : Johnson Pub. Co., 1929. Pp. xx + 569. (Johnson edu. series.) The Alchemy of Light and Color. By Oliver L. Reiser. New York : W. W. Norton and Company, 1928. Pp. 78. (New Science ser.) The Effect of Familiarity with the Examiner upon Stanford‐Binet Test Performance. By Edith Marine. New York: Teachers College, Columbia University, 1929. Pp. 42. (Contributions to educ. No. 381.) 相似文献
12.
Although professional learning communities are often promoted as unique learning opportunities, little is known about how they get started and how they are sustained. For this reason, group members are often unprepared, and then frustrated, by inevitable group tensions. With this in mind, Karl Weick's [(1979). The social psychology of organizing. Reading, MA: Addison-Wesley] model of means convergence was used to analyze the social dynamics of a small group of Middle Years teachers over a 2-year period as they implemented Egan's [(1992). Imagination in teaching and learning: The middle school years. Chicago, IL: The University of Chicago Press; (1997). The educated mind: How cognitive tools shape our understanding. Chicago, IL: The University of Chicago Press] theory of Imagination and Learning to their practice. Along with the analysis of journal entries, focus-group discussions, and individual interviews, Weick's (1979) four developmental stages of collaboration provide a broader understanding of why conflict occurs in learning communities and its effect on collaborative learning. 相似文献
13.
Wendy McMillan 《高等教育研究与发展》2014,33(6):1123-1135
Most new students experience school to university transition as challenging. Students from backgrounds with little or no experience of higher education are most vulnerable in this transition, and most at risk of academic failure. Emotion appears implicated in the differential way in which first-generation students and students with family familiarity of university experience the transition. This article draws on the voices of first-year dental and oral hygiene students at a South African dental faculty regarding university transition experiences. It draws on the construct of capital and Archer's [(2002). Realism and the problem of agency. Journal of Critical Realism Alethia, 5(1), 11–20] understanding of ‘competing concerns’ to examine how emotion shapes students' experiences of university transition and how they position themselves with regard to these experiences. The article explicates the ways in which emotional commentary and classed locations intersect, exploring the extent to which this intersection shapes young people's framing of their concerns of ‘being a student’ and ‘becoming a dentist’. The article identifies aspects of the university's material and cultural environments which shape students' emotional responses and which consequently are implicated in the perpetuation of class-based differential life chances. 相似文献
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15.
Building resilience in pre-service teachers 总被引：1，自引：0，他引：1
This article examines the role that professional experiences (practicum) can play in building resilience in pre-service teachers. In particular it focuses on a learning communities model of professional experience with its emphasis on relationships and its attention to the complex and dynamic interactions between individuals and their ‘student teaching’ contexts. This article draws on a number of studies including evaluations of two cohorts of graduate Bachelor of Education (primary) students and a self-study based on the work of two university academics. Jordan's [2006. Relational resilience in girls. In S. Goldstein, & R. Brooks, (Eds.), Handbook of resilience in children. New York: Springer] model of relational resilience – with its characteristics of mutuality, empowerment and the development of courage – is used as a conceptual framework for illuminating some of the emerging insights from our work with the Learning Communities model. 相似文献
16.
MacMillan 《Peabody Journal of Education》2013,88(1):52-63
The Elementary Training School Building By Michael Louis Altstetter. Nashville Tenn.: George Peabody College for Teachers, 1930. Pp. 103. (Contributions to Education, No. 67.) Business Communication By Carl Lewis Altmaier. New York: The Macmillan Company, 1930. Pp. xv + 496. (Macmillan Commercial Series.) Educational Biology By William L. Eikenrerry and R. A. Waldron. Boston: Ginn and Company, 1930. Pp. viii + 589. Program Making for Junior High Schools By Harold L. Harrington. New York: The Macmillan Company, 1930. Pp. vii + 174. American History By Thomas M. Marshall. New York: The Macmillan Company, 1930. Pp. xiii + 747. The Organisation and Administration of Extra‐Curricula Activities By Cecil V. Millard. New York: A. S. Barnes and Company, 1930. Pp. xiv + 145. (Extra curricula library.) An Introduction to Child Study By Ruth Strang. New York: The Macmillan Company, 1930. Pp. xiii + 550. Civilization in Transition By Harrison C. Thomas and William A. Hamm. New York: Vanguard Press, 1927. Pp. vii + 300. Modern Methods in Teaching Geography By Claude C. Crawford and Lois P. McDonald. Boston: Houghton Mifflin Company, 1929. Pp. xiii + 306. (Riverside textbooks in education.) Comparative Pupil Achievement in Rural, Town, and City Schools A study conducted by M. J. Van Wagenen for the Department of Education, State of Minnesota, Minneapolis. University of Minnesota Press, 1929. Pages x + 144. England—a History of British Progress from the Early Ages to the Present Day By Cyril. E. Robinson. New York: Thomas Y. Crowell Company, 1928. Pp. xiv + 892. The Book of Famous Rulers By Lydia Hoyt Farmer. New York: Thomas Y. Crowell Company, 1928. Pp. ix + 431. (Rev. and cul. ed.) An Anthology of Recent Philosophy By Daniel Sommer Robinson. New York: Thomas Y. Crowell Company, 1929. Pp. xii + 674. Just Normal Children By Florence Mateer. New York: D. Appleton and Company, 1929. Pp. xiv + 294. Nursery School Procedure By Josephine C. Foster and Marion L. Mattson New York: D. Appleton and Company, 1929. Pp. xiv + 220. Prognosis Tests in the Modern Foreign Languages By Vivian A. C. Henmon and Others. The Macmillan Company, 1929. Pp. xviii + 182. The Deeper Meaning of Physical Education By Dr. Eugen Matthias. New York: A. S. Barnes and Company, 1929. Pp. xii + 88. Ancient and Medieval History By Carlton J. H. Haynes and Parker Thomas Moon. New York: The Macmillan Company, 1929. Pp. xvi + 893. Essays Toward Living By Albert C. Baugh and Norman Egbert McClure. New York: The Ronald Press Company, 1929. Pp. vi + 410. One‐Act Plays Edited by Barrett H. Clark and Thomas R. Cook. Boston: D. C. Heath & Company, 1929. Pp. xix + 288. Boswell's Life of Dr. Johnson Abridged and Edited by Max Herzberg. Boston: D. C. Heath and Company, 1929. Pp. xxix + 302. The Romantic Period By Albert Granberry Read. New York: Charles Scribner's Sons, 1929. Pp. xxviii + 570. The Supervision of Elementary Subjects Edited by William H. Burton. New York: D. Appleton and Company, 1929. Pp. xix + 710. Price, $2.40. Radio—a Study of First Principles for Schools, Evening Classes and Home Study By Elmer E. Burns. New York: D. Van Nostrand Co., Inc., 1928. Pp. xv + 255. Botany By William J. Robbins and Harold W. Rickett. New York: D. Van Nostrand Company, 1929. Pp. xxiii + 535. Handbook of Teaching Skills By William H. Lancelot. New York: John Wiley & Sons, 1929. Pp. xii + 198. Cost of Living of Teachers in the State of New York By David P. Harry, Jr. New York: Bureau of Publications, Teachers College, 1928. Pp. vi + 184. (Contributions to education, No. 320.) La Fleur Merveilleuse. Piece en Quatre Actes, en vers By Miguel Zamacois. New York: Longmans, Green and Co., 1929. Pp. 128. (Longman's Modern French Plays.) A Survey of Ancient History to the Death of Constantine By Max L. W. Laistner. Boston: D. C. Heath and Company, 1929. Pp. xiii + 613. Some New Techniques for Studying Social Behavior By Dorothy Swaine Thomas. New York: Bureau of Publications, Teachers College, 1929. Pp. x + 203. (Child development monograph, monograph No. 1.) Legal Limitations on the Rights and Powers of School Boards with Respect to Taxation By Wayne W. Soper. New York: Bureau of Publications, Teachers College, 1929. Pp. vi + 124. (Contributions to education, No. 349.) Easy Latin Plays By Lillian B. Lawler. New York: The Macmillan Company, 1929. Pp. xvi + 143. (Macmillan classical series.) With eight illustrations. The Technique of Teaching Typewriting By Jane E. Clem. New York: The Gregg Publishing Company, 1929. Pp. v + 363. The Training of Teachers of the Modern Foreign Languages By C. M. Purim. New York: The Macmillan Company, 1929. Pp. xiv + 112, (American and Canadian Committees on Modern Languages. Publications, v. 13.) The Modifiability of Response to Taste Stimuli in the Preschool Child By Marguerite Elston Gauger. New York: Bureau of Publications. Teachers College, 1929. Pp. 53. (Contribution to education No. 348.) Co‐operation and Competition: An Experimental Study in Motivation By Julius Bernard Maller. New York: Bureau of Publications, Teachers College, 1929. Pp. x + 176. (Contribution to education, No. 384.) A Study of Introvert‐Extrovert Responses to Certain Test Situations By Raymond Alfred Schwegler. New York: Bureau of Publications, Teachers College, 1929. Pp. x + 183. (Contribution to education, No. 361.) Practical Studies in Composition with Specimen Readings By Roy Ivan Johnson, Laura Anita Searcy, and Werrett Wallace Charters. New York: The Macmillan Company, 1929. Pp. xii + 432. A Determination of Generalizations Basic to the Social Studies Curriculum By Neal Billings. Baltimore: Warwick and York, Inc., 1929. Pp. xi + 289. (University research monographs, No. 11.) Mental Hygiene and Social Work By Porter R Lee and Marion E. Kenworthy and Others. New York: The Commonwealth Fund, 1929. Pp. xi + 309. College and University Bands By L. V. Buckston. New York: Bureau of Publications, Teachers College, 1929. Pp. 102. (Contributions to education, No. 374.) Critical Study of the Existing Organization and Administration of Supervision: A Study of Current Practices By Ernest O. Melby. Bloomington Public School Publishing Company, 1929. Pp. xiii + 158. (Northwestern University. Contributions to edacation. School of education, series No. 1.) Thrift Through Education By Carobel Murphy. New York: A. S. Barnes and Company, 1929. Pp. x + 150. “Come to Order!” By Emma M. Wines and Marjory W. Card. Garden City, N. Y.: Doubleday, Doran & Company, 1929. Pp. vii + 84. Writing the Short Story By Edith R. Mirrielees. Garden City: Doubleday, Doran & Company, 1929. Pp. xv + 230. Contemporary Thought Selected and Edited by Kendall B. Taft, John Francis McDermott, and Dana O. Jensen. New York: Houghton Mifflin Company, 1929. Pp. x + 533. Society and the Child By Edward Clopper. Boston: Richard T. Badger, 1929. Pp. 208. Handbook of International Organizations Series of League of Nations Publications. B. Geneva, 1929. Pp. 348. International Bureaus. How We Become Moral By Oscar F. Weber. Boston: Richard G. Badger, 1930. Pp. 234. Progressive Teaching By Arthur Gordon Melvin. New York: D. Appleton and Company, 1929. Pp. xii + 272. Modern American Short Stories Edited by Thomas R. Cook. New York: Charles Scribner's Sons, 1929. Pp. xxi + 535. Short Stories for Study and Enjoyment Edited by Harold T. Eaton. Garden City: Doubleday, Doran & Company, 1929. Pp. xvii + 553. A Child's Number Primer—Parts One and Two By Julie E. Badanes and Saul Badanes. New York: The Macmillan Company, 1929. Pp. 63 and 111. Gregg Shorthand, Progressive Exercises By John Robert Gregg. New York: The Gregg Publishing Company, 1929. Pp. 108. Anniversary edition. Gregg Speed Studies By John Robert Gregg. New York: The Gregg Publishing Company, 1929. Pp. iv + 314. Anniversary edition. The Branom Practice Tests in Advanced Geography. Series Two By M. E. Branom. New York: The Macmillan Company, 1929. Pp. ii + 222. The Astec Treasure House for Boys By Thomas A. Janvier. New York: Harper & Brothers, 1918. Pp. ix + 272. Mechanical Drawing Instruction Sheets By A. K. Rigast. New York: The Macmillan Company, 1929. Pp. xi + 79. Price, $1.40. Daily Drills for Better English By Edward Harlan Webster. Yonkers: World Book Company, 1930. Pp. x + 388. The Vanishing Tent By Mabel F. Stryker. Illustrated by Clotilde Embree. New York: Charles Scribner's Sons, 1929. 96 p. Twelve One‐Act Plays for Study and Production Edited by Samual Marion Tucker. Boston: Ginn and Company, 1929. Pp. v + 317. Little Indians By Mabel G. LaRue. New York: Macmillan Company, 1930. Pp. vi + 170. Anton and Trini By Virginia Olcott. New York: Silver, Burdett and Company, 1930. Pp. viii + 152. Commercial Teaching Problems By Paul S. Lomax. New York: Prentice‐Hall, Inc. 1928. Pp. vii + 200. Personality Adjustments of School Children By Caroline B. Zachry. New York: Charles Scribner's Sons, 1929. Pp. xiii + 306. Adaptability to New Situations By Sam R. Lavcock (University of Saskatchewan). Baltimore: Warwick and York, Inc., 1929. Pp. xi + 170. Rural Community Organization By Milo L. Whittaker. De Kalb, Illinois, Northern Illinois State Teachers College, 1929. Report of the Survey of Certain Aspects of the School System of Chattanooga and Hamilton County By George D. Strayer and N. L. Englehardt. New York: Bureau of Publications, Teachers College, 1929. Pp. viii + 103. Syllabus on Vocational Guidance By Verl T. Teeter. New York: The Macmillan Company, 1928. Pp. xiv + 217. Posture Chart By The American Seating Company, Chicago, Illinois. A Critical Analysis of Principles of Teaching as a Basic Course in Teacher Training Curricula By S. A. Kruse. Nashville: George Peabody College for Teachers. Pp. viii + 168. Peabody Contribution Number 63. The Professional Education of Special Men Teachers of Physical Education in Prussix By Frank L. Oktavek. New York: Bureau of Publications, Teachers College, 1929. Pp. vi + 112. Series Lessons for Beginners in French Part I and Part II. By Edgar Ewing Beandon. Milwaukee: The Bruce Publishing Company, 1929. Pp. 114 and 69. The Future of Inter‐Scholastic Athletics By Frederick Rand Rogers. New York: Bureau of Publications, Teachers College, 1929. Pp. xvii + 137. The Development of the United States By Wilson Porter Shortridge. New York: The Macmillan Company, 1929. Pp. xi + 775. Physical Education in the Colleges of the United Lutheran Church in America By Carl Schott. New York: Teachers College, Columbia University, 1929. Pp. vii + 101. (Contributions to educ. No. 579.) English for Daily Use By Edna L. Sterling and Miriam E. Cole. New York: Henry Holt and Company, 1929. Pp. x + 288. 相似文献
17.
Cheryl Wright Chiara Bacigalupa Tyler Black Michael Burton 《Early Childhood Education Journal》2008,35(4):363-369
Telling and dramatizing stories is an increasingly popular addition to the preschool curriculum, largely due to the attention
this activity has received through the writings of Vivian Paley (Bad guys don’t have birthdays: fantasy play at four. The
University of Chicago Press, Chicago, 1988; The boy who would be a helicopter: the uses of storytelling in the kindergarten. Harvard University Press, Cambridge, MA,
1990; A child’s work: the importance of fantasy play. The University of Chicago Press, Chicago, 2004). While the writings of Paley and others (Cooper, When stories come to school: telling, writing, and performing stories in
the early childhood classroom. Teachers & Writers Collaborative, New York, 1993; Engel 1999) focus on the social and cognitive outcomes children experience as a result of storytelling, less has been written
about the process of writing and dramatizing stories with young children. This article discusses procedures and considerations
that enhance storytelling with preschool children, including effective prompts for encouraging children’s creativity, potential
trouble spots such as aggression in stories, and ways that storytelling can enhance home-school relationships. 相似文献
18.
Education for Citizenship: Interethnic Pedagogy and Formal Education at Escola Criativa Olodum 总被引：1，自引：0，他引：1
Judith E. King-Calnek 《The Urban Review》2006,38(2):145-164
This paper depicts how an Afro-Brazilian carnival group turned community development organization addresses socioeconomic inequalities by educating a traditionally marginalized population as part of their larger goal of the preservation of black culture and full citizenship. Specifically, it examines the theory and practice of interethnic pedagogy, a unique approach to critical pedagogy specifically focused on incorporating the experiences and values of subaltern groups. Through ethnographic passages and analysis it examines their work in formal education at Escola Criativa Olodum in Salvador, Bahia and shows how Afro-Brazilian teachers, students and administrators engage in learning experiences while they strive to understand and redefine their own educational processes and outcomes. Lastly, through the lens of racial formation theory, it attempts to explain how these educators and activists periodically adjust their methods and considers their potential impact on Brazilian society.Judith King-Calnek has over 20 years experience of research in Brazil. She holds a Ph.D. in comparative education and anthropology from Columbia University Teachers College as well as two master’s degrees (curriculum and teaching and anthropology and education) from the same institution, and a BA from Pomona College. She taught anthropology at Manhattanville College in Purchase, NY, and presently teaches anthropology, history and theory of knowledge at the United Nations International School, where her children are students. Other publications have focused on differentiating curriculum for the gifted, world hunger, distance teaching, and evaluations of U.S. funded non-formal education projects overseas. In addition to her teaching and researching, Judith King-Calnek pursues her long time love of Brazilian music and jazz as a radio programmer and producer in the New York area, for which she has received numerous awards. She is fluent in Portuguese and Spanish. 相似文献
19.
Euri Belle Bolton 《Peabody Journal of Education》2013,88(6):379-387
The Influence of Different Stimuli Upon Preceding Bonds. By J. M. Stephens, New York City: Teachers College, Columbia University, 1931. Pp. iii + 83. The Training of Negro Teachers in Louisiana. By Jane Ellen McAllister. New York: Bureau of Publications, Teachers College, 1929. Pp. vi + 95. The Validity of Intelligence Test Elements. By Harriet May Barthelmess. New York City: Teachers College, Columbia University, 1931. Pp. 3 + 91. Lists of Essential Apparatus for Use in High‐School Sciences. By T. C. Holy and D. H. Sutton. Columbus: Ohio State University, 1931. Pp. v + 32. Bonding Versus Pay‐As‐You‐Go in the Financing of School Buildings. By Don L. Essex. New York City: Teachers College, Columbia University, 1931. Pp. v+ 101. Birds of Arkansas. By W. J. Baerg. Fayetteville: University of Arkansas, 1931. Pp. 197. The Teaching of High School Chemistry. By J. O. Frank. Oshkosh, Wisconsin: J. O. Frank and Sons, 1932. Pp. vi + 285. Physiology of Exercise. By Ferdinand August Schmidt and Others. Philadelphia: F. A. Davis Company, 1931. Pp. iii + 216. Episodes in the Life of George Washington. By A. J. Cloud and Vierling Kersey. New York: Charles Scribner's Sons, 1932. Pp. x + 226. Factors Affecting the Elimination of Women Students. By Ruth Vesta Pope. New York City: Teachers College, Columbia University, 1931. Pp. iii + 110. The Supervision of Rural Schools. By C. J. Anderson and I. Jeweix Simpson. New York: D. Appleton and Company, 1932. Pp. xiii + 467. The Acceptable Uses of Achievement Tests. By Paul R. Mort and Arthur I. Yates. New York: Columbia University, 1932. Pp. 85. Enriching the Curriculum for Gifted Children. By W. J. Osburn and Ben J. Rohan. New York: Macmillan Company, 1931. Pages xiv + 408. Great Dipper to Southern Cross. By. E. H. Dodd, Jr. New York: Dodd, Mead and Company, 1930. Pp. xii + 332. Evaluation and Improvement of Teaching. By Charles W. Knudsen. Garden City, N. Y.: Doubleday, Doran &; Company, 1932. Pp. x + 538. Introducing Education. By J. Herbert Blackhurst. New York: Longmans, Green and Company, 1932. Pp vix + 319. An Introduction to Education and the Teaching Process. By Jesse E. Adams and William S. Taylor. New York: The Macmillan Company, 1932. Pp. x + 668. The Enrichment of the English Curriculum. By. R. L. Lyman. Chicago: University of Chicago, 1932. Pp. viii + 251. 相似文献
20.
Thomas William Nielsen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,28(3):411-433
This paper reports on findings from the Learning for Understanding through Culturally-Inclusive Imaginative Development project
(LUCID). LUCID has been a 5-year (2004–2009) research and implementation endeavour and a partnership between Simon Fraser
University (SFU) and three districts in British Columbia, Canada. Via emotionally engaging pedagogies and a culturally-inclusive
curriculum, the project aimed at improving students’ educational experience, particularly First Nations learners. Using a
combination of Actor Network Theory (Latour, 2005, in: Reassembling the social: an introduction to Actor-Network Theory, Oxford University Press, Oxford) and Hermeneutic
Phenomenology (Van Manen, 1990, in: Researching lived experience, The State University of New York, New York), site visits and interview data were examined
with reference to the (f)actors influencing project objectives. Although each school district was unique, shared themes included:
the importance of creating a community with shared intent; the role of executives as potential “change agents”; the problematic
nature of emotionally-engaging teaching; and the complex influences of cultural and historical trauma. The latter theme is
explored in particular, presenting the argument that language deficiency and a consequent lack of autonomy might be at the
root of many problems experienced in First Nations communities. 相似文献