Bulijive—Language-teaching in a Harlem school     

Gloria Channon 《The Urban Review》1968,2(4):5-12

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Speling as an aid to Reading     

Gloria Channon 《The Urban Review》1969,3(3):35-39

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Advocating for the Rights of the Child Through Family–School Collaboration     

Gloria E. Miller  Jessica Colebrook  Benjamin R. Ellis 《Journal of educational and psychological consultation》2014,24(1):10-27

The United Nations Convention on the Rights of the Child celebrates its 25th anniversary in 2014 as the premier international human rights treaty focused on childhood rights and protections. In this article, we briefly review the 41 substantive principles embodied in the 54 Articles of the Convention and stress the need for educators, and specifically school psychologists, to work in concert with families to promote these premises through effective collaborative partnerships. Finally, we review examples of how the themes and positive ideology of the Convention can be enhanced through family–school collaboration infused into schooling practices within a multitiered service delivery framework to meet the learning and development best interests of the child.  相似文献   

The Digital Librarian's Legal Handbook: Powerful,Concise Insight into Intellectual Property Rights in 21st-Century Digital Library Collections     

Gloria Kroc 《Journal of the Medical Library Association》2014,102(3):220-221

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Correlates of Selected Test-Wiseness Skills     

Gloria M. Borrello  Bruce Thompson 《Journal of Experimental Education》2013,81(3):124-128

The study investigated personality and aptitude correlates of selected test-wiseness skills. The subjects in the study were 162 students enrolled in a freshman course in a large public university in the southern United States. Test-wiseness skills were measured using a measure of the individual’s ability to utilize deductive reasoning and item cues to correctly answer items. Personality factors were measured using the Myers-Briggs Type Indicator and aptitude was measured using the American College Test. Statistically significant relationships were found between the predictor variables and test-wiseness scores. Overall, the results suggest that cognitive variables have substantially more power to predict testwiseness scores than do personality variables, and that most of the predictive power of personality variables is also subsumed within the cognitive variables investigated in the study.  相似文献   

Re-imagining active learning: Delving into darkness     

Gloria Dall’Alba 《Educational Philosophy and Theory》2013,45(14):1477-1489

Ample attention is being paid in the higher education literature to promoting active learning among students. However, critical examination of educational purposes and ends is largely lacking in this literature on active learning. In expanding this debate, we consider it important to ask: About what substantive matters are students to be active? To what end is this activity directed, especially beyond gaining skills and competences within a unit of work or course? In this article, we critique and extend the conceptualisation of active learning. In particular, we discuss dimensions that are neither readily visible nor instrumental, which are overlooked in much of this literature. In doing so, we explore features and potential consequences of such an expanded conceptualisation. Drawing from educational philosophy and, in particular, existential philosophies, we show that active learning may also be partly invisible, unfocused, unsettling, and not at all instrumental—sometimes even leaving the learner more confused and (temporarily) incompetent. However, such forms of undisclosed or ‘dark’ learning, we conclude, are necessary and even vital counterparts for the forms of active learning that flood higher education curricula today.  相似文献   

Raising the Next Generation     

Gloria Napper-Owen 《Quest (Human Kinetics)》2013,65(3):131-140

Amy Morris Homans had a vision that graduates of the Boston Normal School of Gymnastics and Wellesley College would make physical education a well-respected profession. The professional preparation received by her students equipped them to be educators, administrators, and future leaders of physical education. The purpose of this essay is to examine the socialization process that doctoral students in kinesiology experience as they prepare for their roles as future faculty in higher education. New faculty members quickly discover that they must be more productive than their predecessors, and they must possess broader talents to meet the societal expectations placed on university faculty. Three simultaneous socialization processes will be discussed: the role of the graduate student, the roles and way of life of faculty in higher education, and into the discipline. How can doctoral faculty better prepare future faculty to meet the expectations of the tenure and promotion process? Strategies by which the doctoral experience may be reformed to improve doctoral socialization are provided.  相似文献   

Using a random dependent group contingency to increase on‐task behaviors of high school students with high incidence disabilities     

Brenda D. Williamson  Gloria D. Campbell‐Whatley  Ya‐yu Lo 《Psychology in the schools》2009,46(10):1074-1083

Group contingencies have the advantages of encouraging individual students to collectively feel responsible for appropriate and inappropriate classroom behaviors and have shown effectiveness in improving students' behavior. The purpose of this study was to investigate the effects of a random dependent group contingency on the on‐task behaviors of six high school students with high incidence disabilities in a resource classroom. The study used an ABAB reversal design, and the results of the study indicated that the random dependent group contingency intervention was positively associated with increases in on‐task behaviors for three of the six participants. Limitations and implications are discussed in relation to dependent group contingencies for high school students. © 2009 Wiley Periodicals, Inc.  相似文献   

Mentoring College Students: A Critical Review of the Literature Between 1990 and 2007     

Gloria Crisp  Irene Cruz 《Research in higher education》2009,50(6):525-545

In response to the mounting national support provided to mentoring programs and initiatives in higher education, the present article updates a review article written by Jacobi (Rev Educ Res 61(4):505–532, 1991). The article revisits the mentoring literature in an attempt to re-frame and update the definition and characteristics of mentoring provided by Jacobi. It also synthesizes and critically analyzes empirical literature specific to mentoring college students published between 1990 and 2007. Finally, the article presents broad theoretical perspectives of mentoring from the business, psychology and education literature in preface to a proposed theoretical framework specific to mentoring college students. The article concludes with specific recommendations to advance the mentoring literature.

Gloria CrispEmail:

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Making the implicit explicit: Supporting teachers to bridge cultures   总被引：2，自引：0，他引：2  

Carrie Rothstein-Fisch  Elise TrumbullSandra Gloria Garcia 《Early childhood research quarterly》2009

In this paper, we report the results of a longitudinal action research project in which elementary teachers used a cultural framework (individualism–collectivism) to understand differences between the culture of immigrant Latino families and the culture of U.S. schools. Making explicit the culture-based beliefs implicit in home and school practices allowed teachers to think differently about their students and their own teaching, and with that change in thinking came the immediate and ongoing creation of a wide range of innovations to bridge home and school cultures. Shifting to a preschool emphasis, we discuss how the individualism–collectivism framework has been used in professional development for early childhood educators. A broad view of professional development is discussed including the role of college faculty, early childhood program administrators, teachers, and families. We suggest how such professional development might be mounted through use of methods and materials that promote explicit models of immigrant cultures to reduce home–school cultural mismatches for immigrant children.  相似文献