Professional Development of Nonformal Environmental Educators Through School-based Partnerships     

Deborah L. Bainer  Diane Cantrell  Pat Barron 《The Journal of environmental education》2013,44(1):36-45

Abstract

Although natural resource professionals are adept at managing resources, they often lack the skills and the desire to fulfill their roles as nonformal environmental educators. School-based partnerships are a potential vehicle for enhancing skills for delivering environmental education. Research shows that teachers benefit from partnerships, but the benefits of partnering for nonformal educators are unknown. This exploratory study investigated (a) if partnerships enable natural resource professionals to better perform their roles as nonformal environmental educators, and (b) if partnerships benefit natural resource agencies and their employees in other ways. Widespread development was self-reported during interviews, both in environmental education practices and in workplace-related job performance, especially in interpersonal skills, thinking and basic skills, and managing resources and information.  相似文献   

Report to the Board of Managers on the Fifth Annual Exhibition     

Jas. Barron 《Journal of The Franklin Institute》1828,6(6):407-412

  相似文献   

“ Spiders across the stars ”1 —a web-based model for providing access to multi-institutional museum information     

Deirdre C. Starn 《Archives and Museum Informatics》1996,10(4):374-384

  相似文献   

A teacher's story,a teacher's reflections treasuring children     

Jamie Barron Jones 《Early Childhood Education Journal》1995,22(4):29-31

  相似文献   

Positioning pedagogy—a matter of children’s rights     

Dympna Devine  Deirdre McGillicuddy 《牛津教育评论》2016,42(4):424-443

This paper foregrounds pedagogy in the realisation of children’s rights to non-discrimination and serving their best interests, as articulated in the UNCRC. Drawing on a mixed methodological study of teachers in 12 schools it does so through exploring teacher pedagogies in terms of how they 'think', 'do' and 'talk' pedagogy, conceived as their pedagogic 'habitus'. Findings confirm contradictions between teachers’ ideals and their practice that is significantly mediated by the socio-cultural context of their schools, gender and presence of migrant children. Especially striking is that neither social justice concerns nor children’s rights explicitly emerge in their narratives, in turn influencing how they ‘do’ pedagogy with different groups of children. This contradiction is understood as a dialectical process of re/action influenced by structures, policies and the exercise of power in local contexts. The UNCRC provides a generative mechanism within which to hold government to account for the impact of policies, especially in challenging contexts. To be realised in practice, however, it also needs to be embedded in teacher habitus, shaping their dispositions toward children’s rights to non-discrimination and serving their best interests in education.  相似文献   

A latent profile analysis of college students’ achievement goal orientation     

Dena A. Pastor  Kenneth E. Barron  B.J. Miller  Susan L. Davis 《Contemporary educational psychology》2007

Achievement goal research has grown increasingly complex with the number of proposed goal orientations that motivate students. As the number of proposed goal constructs proliferates, a variety of data analytic challenges have emerged, such as profiling students on different types of goal pursuit as well as evaluating the relationships of multiple goal pursuit with different educational outcomes. The purpose of the current article is to showcase the advantages of using latent profile analysis (LPA) over other traditional techniques (such as multiple regression and cluster analysis) when analyzing multidimensional data like achievement goals. Specifically, we review the advantages of LPA over traditional person- and variable-centered analyses and then provide a critical look at three different conceptualizations of goal orientation (2-, 3-, and 4-factor) using LPA.  相似文献   

Selling Translation Rights     

Deirdre Smerillo 《Publishing Research Quarterly》2008,24(4):285-293

Advancing technologies and new political landscapes have made the process of buying and selling translation rights more complicated. The translation contract is a complex document that varies from proprietor to proprietor. The article features a chart that is intended to serve as a framework for understanding the typical contract a publisher will be asked to sign when purchasing translation rights from an American proprietor.  相似文献   

Building the Cognitive Bridge: Children,Information Technology and Thinking     

Deirdre?CookEmail author  John?Ralston 《Education and Information Technologies》2005,10(3):207-223

In the UK, approaches to developing, encouraging and extending children’s’ thinking are of considerable professional interest. Teachers and researchers have explored a number of different strategies. These are categorized in recent Department for Education and Skills (DFES) guidance into three broad areas: philosophical, cognitive intervention, and brain-based learning approaches. Within all these approaches, spoken language has been identified as essential for collaborative learning of any kind and in some, information technology is also seen as a potentially supportive collaborative medium (McGuiness, 1999).This paper takes the form of a case study of children aged 10–11, from two Primary schools and considers the place of diagrammatic software in supporting children’s’ exploration and representation of ideas. The case study provides some concrete examples of ways in which the children made links between their discussion of ideas and their visual record. Children were recorded as they worked together to produce their map and as they reported to their peers on its completion.Data were collected over a six week period using observational schedules, field notes, and pupil feedback. The analysis of maps themselves was a central concern as this as techniques for this are not yet fully established, although some significant work is available (e.g. Mavers et al., 2002) The study showed the ease with which all pupils adapted to the use of the software.  相似文献   

The legacy of a pioneer of female education in Ireland: tercentennial considerations of Nano Nagle and Presentation schooling     

Deirdre Raftery  Catriona Delaney  Deirdre Bennett 《History of education》2019,48(2):197-211

ABSTRACT

This article examines some of the legacy of the Irish education pioneer Nano Nagle, foundress of the Presentation congregation of nuns. The congregation spread rapidly in the nineteenth century, not only in Ireland but also in Newfoundland, India, England, Tasmania, Australia and continental North America. This year, Presentation schools globally mark the tercentenary of Nagle’s birth, and it is therefore timely to consider approaches to writing about her life and her contribution to education. The article discusses existing biographical studies of Nagle and argues that a more nuanced study of this educator and her legacy is possible, through the careful and systematic use of convent archives and oral histories. The article considers how such research can offer new perspectives on the agency and innovation of individual teaching Sisters, and on ways in which these women became resilient and adaptable, in order to function effectively within a patriarchal Church.  相似文献   

Culture,Identity and Islamic Schooling: A Philosophical Approach. By Michael Merry     

Deirdre McGovern 《Journal of Philosophy of Education》2011,45(3):589-591

  相似文献