Building Global Learning Experiences: A Case Study of a Hungarian,Ukrainian, and American Educational Partnership     

Patricia K. Kubow  Suzanne H. Crawford 《Higher Education in Europe》2001,26(1):77-85

Conceptions of education that fragment content and process and that compartmentalize learning may not produce globally conscious citizens. Thus, educational policies that attend to both content and process, as well as to the local and global, are more likely to foster citizens who are able to function successfully in a world characterized by complex global challenges. Multidimensional citizenship developed through an international partnership among Hungarian, Ukrainian, and American educators offers a case in point of how higher education can embrace a global dimension and expand professionalism in this new century.  相似文献   

Proximity and policy: negotiating safe spaces between immigration policy and school practice     

Emily R. Crawford  Kathryn Fishman-Weaver 《International journal of qualitative studies in education》2016,29(3):273-296

Policy around the legal status and social rights of the nation’s estimated 11 million undocumented immigrants is unresolved, making it imperative that PK-12 schools and educators prepare for challenges to undocumented students’ educational access. In 2008, Immigration and Customs Enforcement (ICE) appeared near an elementary school, which required school personnel to use the space in and around their school to demarcate boundaries to limit the impact of ICE activity on the school community. Critical moral geography is the guiding theoretical construct the authors use to examine the intersection of immigration policy and education in the context of immigration enforcement near a public school. Critical moral theory suggests that “places” are sites where people contest their values and concepts of what is morally correct, engaging in struggles over power. Thinking about space broadly allows for an exploration of how different policies converge and affect the spaces where educators are trying to engage in moral work. The authors conclude that educators can be instrumental in creating safe spaces for undocumented students.  相似文献   

Clinical importance of parent ratings of everyday cognitive abilities in children with learning and attention problems   总被引：2，自引：0，他引：2  

Dewey D  Crawford SG  Kaplan BJ 《Journal of learning disabilities》2003,36(1):87-95

This study addressed two issues: first, whether parental reports contribute information over and above a standardized psychometric assessment, and second, whether parental reports of everyday cognitive functioning might be useful in distinguishing between children with reading disabilities (RD), attention-deficit/hyperactivity disorder (ADHD), and combined ADHD + RD. Parent-reported information on 159 children with learning or attention problems was obtained using a questionnaire called the Parent Ratings of Everyday Cognitive and Academic Abilities (PRECAA). Psychometric information used for comparison included the Woodcock-Johnson Psychoeducational Battery-Revised, the Bruininks-Oseretsky Test of Motor Proficiency-Short Form, the Vocabulary and Block Design subtests of the Wechsler Intelligence Scale for Children, 3rd edition, and the Developmental Test of Visual-Motor Integration. The PRECAA was found to be sensitive to group differences between children with RD and children with ADHD and combined ADHD + RD. Its inclusion resulted in a significant increase in the number of children correctly classified compared to the use of psychometric measures alone. The PRECAA correctly classified more children (66%) than did the standard psychometric measures (50%). In fact, a very high percentage of children with ADHD (81%) were correctly classified using the PRECAA. These findings suggest that the PRECAA may be a useful aid to clinicians in the identification of children with learning and attention problems.  相似文献   

Focus folklore: Reflections of focus teachers on the SCI-TEC in-service project     

Mr. Ian Napper  Mr. Graham Crawford 《Research in Science Education》1990,20(1):230-239

In June 1988, the SA Minister of Education announced the allocation of $650,000 to boost science and technology in State primary schools. Subsequent allocations have raised funding for Phase 1 and 2 of this ‘SCI-TEC Project’ to over $1m. This level of funding for science and technology in primary schools is unprecedented in Australia. During 1989 the Independent Schools Board sponsored a pilot project along similar lines and in 1990 the Disadvantaged Schools Program of the Catholic Education Office followed suit. Although different structures have been provided, an interactive approach to in-service has been the underpinning for all three projects. This paper examines what has happened in each of these projects so far, and reviews the strategies used to:

1. develop interactive models of in-service education.
2. involve teachers as effective change agents in their schools
3. enhance the impact of focus teachers working in neighbouring schools
4. record the insights of all participants in the projects
5. maintain accountable procedures when using a model of in-service which rejects a ‘top-down’ approach.

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Evolution of biomedical communication as reflected by the National Library of Medicine     

Susan Y. Crawford 《Journal of the Medical Library Association》2016,104(1):67-71

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Rescuing the concept of discrimination     

Curtis Crawford 《Academic Questions》2001,14(3):47-64

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Process Thought: A Comparison of Wilfred Bion and Alfred North Whitehead     

Elspeth Crawford 《Interchange》2000,31(2-3):159-177

The idea of comparing Whitehead with Bion was born when I first met Whitehead's idea, "the fallacy of misplaced concreteness" (FMC), and felt immediately that I knew it from my knowledge of Bion's work. The paper begins by indicating some of the elements in Alfred North Whitehead's "process philosophy." There is a brief survey of object relations theory, particularly Kleinian psychodynamics, as introduction to the aspect of Wilfred Bion's work which explored the nature of thought. The unconscious processes he named "truth" and "lie" in thinking are identified. Comparison between these two thinkers begins from common ground, the notions of process, fallacious or truthful, in thought, and looks at the differences of perspective each brought to the problems of methodology in thinking. It is shown that each accepts that "true" thought is open to query and interrogation, and that it is not possible to know whether or not a particular thought is "true," as conscious thought cannot access primary undistorted perception of an objective world. A claim is made that a particular conscious discipline in mental awareness, akin to the use of countertransference in psychodynamic thought, will however increase the probability that a thought process is "thinking truly" rather than thinking in a fallacious way.  相似文献   

Introducing disability studies     

Jane Crawford 《International Journal of Disability, Development & Education》2014,61(1):102-104

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Does Special Educator Effectiveness Vary Depending on the Observation Instrument Used?     

Evelyn S. Johnson  Angela R. Crawford  Yuzhu Zheng  Laura A. Moylan 《Educational Measurement》2021,40(1):36-43

In this study, we compared the results of 27 special education teachers’ evaluations using two different observation instruments, the Framework for Teaching (FFT), and the Explicit Instruction observation protocol of the Recognizing Effective Special Education Teachers (RESET) observation system. Results indicate differences in the rank‐ordering of teachers depending on which instrument was used. Overall scores on RESET were higher on average than those on FFT. Item‐level analyses showed that across 125 correlations, 73 were significant, low‐moderate, and 52 were nonsignificant. Implications for research and practice are discussed.  相似文献   

Books Received     

Dr. Ronald E. Crawford Ph.D. 《The Educational forum》2013,77(1):127-128

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