Savouring Rajasthan's Shiksha Karmi in a remote village: the prospect of dismantling the student-teacher divide     

Brij Kothari  P. G. Vijaya  Sherry Chand  Rajeev Sharma  Amar H. Kalro  Parvinder Gupta 《International Journal of Lifelong Education》2013,32(5):407-417

The Shiksha Karmi Project in Rajasthan, one of the most educationally challenged states, is at the frontiers of alternative models of primary education in India. The key ideas underlying this model are: (i) the taking over of ‘sick’ schools in remote regions of the state and turning them around, (ii) creating new schools driven by demand from the ground, (iii) human resource investments to train local village teachers, (iv) strong linkages between the school and the community built upon a spirit of voluntarism, (v) an explicit movement toward gender equity and (vi) a bold attempt at the universalization of primary education through a combination of formal and non-formal institutions. This article provides a grounded feel for the Shiksha Karmi Project in a stellar school, Meena Dant Ka Pura. While the case highlights the shortage of locally based female teachers in the entire Shiksha Karmi Project, it also suggests the very real possibility of employing Shiksha Karmi Project alumni and higher grade students in teaching roles. Overall, primary education in India has much to learn from the Shiksha Karmi Project experience.  相似文献   

Genetically modified food in perspective: an inquiry‐based curriculum to help middle school students make sense of tradeoffs     

Sherry Seethaler  Marcia Linn 《International Journal of Science Education》2013,35(14):1765-1785

To understand how students learn about science controversy, this study examines students' reasoning about tradeoffs in the context of a technology‐enhanced curriculum about genetically modified food. The curriculum was designed and refined based on the Scaffolded Knowledge Integration Framework to help students sort and integrate their initial ideas and those presented in the curriculum. Pre‐test and post‐test scores from 190 students show that students made significant (p?<?0.0001) gains in their understanding of the genetically modified food controversy. Analyses of students' final papers, in which they took and defended a position on what type of agricultural practice should be used in their geographical region, showed that students were able to provide evidence both for and against their positions, but were less explicit about how they weighed these tradeoffs. These results provide important insights into students' thinking and have implications for curricular design.  相似文献   

Elder Specialists: Psychosocial Aspects of Medical Education in Geriatric Care     

Nancy McCann-Stone  Sherry B. Robinson  Gary Rull  Richard B. Rosher 《Educational gerontology》2013,39(12):1076-1088

This paper describes an Elder Specialist Program developed by one school of medicine to sensitize medical students to geriatric psychosocial issues. Elder Specialists participate in panel discussions as part of each geriatric session. As an alternative to traditional senior mentoring programs, the Elder Specialist Program provides all students a consistent experience and enlightens students to the heterogeneity of the older adult population. Cost of the Elder Specialist Program is minimal. Without exception, the Elder Specialist component of each geriatric session has been rated by students as the highest. Measures of attitudes toward older adults are showing a positive trend.  相似文献   

Acknowledging the Religious Beliefs Students Bring Into the Science Classroom: Using the Bounded Nature of Science     

Sherry A. Southerland  Lawrence C. Scharmann 《理论付诸实践》2013,52(1):59-65

Scientific knowledge often appears to contradict many students' religious beliefs. Indeed, the assumptions of science appear contradictory to the metaphysical claims of many religions. This conflict is most evident in discussions of biological evolution. Teachers, in attempts to limit the controversy, often avoid this topic or teach it superficially. Recently, there has been a political effort to teach to the controversy—which some see as a way of introducing religious explanations for biological diversity into science classrooms. Many science educators reject this approach, insisting that teachers limit classroom discussions to science alone. This science only approach leaves the negotiation of alternative knowledge frameworks to students, who are often ill-prepared for such epistemological comparisons. To support students' understanding of science while maintaining their religious commitments, this article explores the utility of emphasizing the boundaries of scientific knowledge and the need to support students in their comparison of contradictory knowledge frameworks.  相似文献   

Hiring and Developing Quality Community College Faculty     

Marlene Sprouse  Alissa R. King 《Community College Journal of Research & Practice》2013,37(12):985-998

There is a likely community college teacher shortage on the horizon. Thus, community colleges not only need to focus on hiring quality instructors who emphasize teaching excellence, but institutions need to invest time and resources developing quality faculty plans to address faculty needs and provide adequate faculty development programs. When Iowa's community college licensure law was repealed in 2003, 15 area community colleges were left with the task of developing their own quality faculty plans. The Quality Faculty Plan design and one-year implementation is assessed.  相似文献   

Exploring Kid Space in the wild: a preliminary study of multimodal and immersive collaborative play-based learning experiences     

Aslan  Sinem  Agrawal  Ankur  Alyuz  Nese  Chierichetti  Rebecca  Durham  Lenitra M.  Manuvinakurike  Ramesh  Okur  Eda  Sahay  Saurav  Sharma  Sangita  Sherry  John  Raffa  Giuseppe  Nachman  Lama 《Educational technology research and development : ETR & D》2022,70(1):205-230

Educational technology research and development - Parents recognize the potential benefits of technology for their young children but are wary of too much screen time and its potential deficits in...  相似文献   

Cultivating Science Teachers’ Understandings of Science as a Discipline     

Davidson  Shannon G.  Jaber  Lama Z.  Southerland  Sherry A. 《Science & Education》2022,31(3):657-683

Science & Education - Current visions of science education advocate that students should engage with science in the classroom in ways that mirror the work of scientists in order to develop...  相似文献   

Design Considerations for an Intensive Autism Treatment Centre          下载免费PDF全文

Neil Deochand  Alissa A. Conway  R. Wayne Fuqua 《Support for Learning》2015,30(4):327-340

Individuals with autistic spectrum disorder (ASD) who display severe and challenging behaviour sometimes require centre‐based intensive applied behaviour analysis (ABA) therapy to meet their health, safety and educational needs. Unfortunately, despite the need for centre‐based treatment, there is a paucity of empirical research on building and programme design features that influence positive behavioural outcomes for individuals with ASD. We surveyed professionals who had experience providing services to the ASD population regarding the building design and policy features that could facilitate treatment. This article highlights the features that were highly endorsed as beneficial in the design of an intensive ASD treatment facility, with the intended purpose of discovering which features create an environment in which the individuals can more easily transition into an appropriate mainstream learning environment. It is hoped that the results of the survey will be helpful to those developing ASD treatment facilities and allow them to circumvent trial and error that could occur when building a centre from the ground up.  相似文献   

Guiding movements with internal representations: a reach-and-grasp task     

Fourkas AD  Marteniuk RG  Khan MA 《Research quarterly for exercise and sport》2003,74(2):165-172

We investigated participants' ability to use internal representations of the environment to guide prehensile movements, when visual feedback was not available. Reaching and grasping performed with concurrent visual feedback was compared to conditions in which participants actively formed spatial images and passively encoded images from visual presented information. Movement times, the proportion of time spent after peak velocity and peak apertures, were greater when concurrent visual feedback was unavailable. Movement times increased as a function of premovement occlusion length, with passively encoded images resulting in shorter movement durations than actively formed images. The findings indicated that participants adapted their movement trajectories to compensate for the degradation of stored spatial information, when concurrent visual feedback was not available.  相似文献   

Emotion regulation profiles, temperament, and adjustment problems in preadolescents     

Zalewski M  Lengua LJ  Wilson AC  Trancik A  Bazinet A 《Child development》2011,82(3):951-966

The longitudinal relations of emotion regulation profiles to temperament and adjustment in a community sample of preadolescents (N=196, 8-11 years at Time 1) were investigated using person-oriented latent profile analysis (LPA). Temperament, emotion regulation, and adjustment were measured at 3 different time points, with each time point occurring 1 year apart. LPA identified 5 frustration and 4 anxiety regulation profiles based on children's physiological, behavioral, and self-reported reactions to emotion-eliciting tasks. The relation of effortful control to conduct problems was mediated by frustration regulation profiles, as was the relation of effortful control to depression. Anxiety regulation profiles did not mediate relations between temperament and adjustment.  相似文献