Teaching Traumatic History to Young Children: The Case of Holocaust Studies in Israeli Kindergartens     

Yair Ziv  Deborah Golden  Tsafrir Goldberg 《Early education and development》2013,24(4):520-533

Recently, the Israeli Ministry of Education initiated a mandatory nationwide curriculum for Jewish kindergarten children focusing on the study of the Holocaust. This initiative raises general questions regarding the inclusion of sensitive historical issues in curricula for young children. In this article, we use the new Holocaust curriculum as an instructive case through which to address the broader questions about what might constitute an appropriate and acceptable curriculum in early childhood. We discuss the initiative from three disciplinary perspectives: a developmental sciences perspective, an anthropological/cultural perspective, and a learning sciences perspective. As we demonstrate, these three perspectives not only represent different disciplines but also highlight different aspects of this issue, thus exposing the complexities of this discussion. We show that understanding these perspectives separately and then trying to combine them may enable a richer and more complex look on the broader questions that this specific curriculum raises. We conclude with an endeavor to integrate the three perspectives, all of which should be taken into account when constructing a curriculum for young children.  相似文献   

Improving Reading to Improve Math     

Arthur Glenberg  Jonathan Willford  Bryan Gibson  Andrew Goldberg  Xiaojin Zhu 《Scientific Studies of Reading》2013,17(4):316-340

Reading provides information across the curriculum. Thus, to the extent that fundamental (i.e., generalizable) reading comprehension strategies can be taught, the benefits should be found in multiple domains. To test this claim, children in the third and fourth grades read by simulating text content using the two-part, embodied Moved by Reading intervention. While reading six initial texts, children literally manipulated pictures on a computer screen to simulate sentence content; next, for additional texts the children imagined the manipulation of the pictures. These additional texts were in the form of mathematical story problems. Compared to a control condition, children using Moved by Reading solved more problems correctly, and this improvement is mainly attributed to a 35% reduction in the use of irrelevant numerical information in solution attempts. Thus, Moved by Reading teaches a fundamental strategy that encourages the sense-making that can aid mathematical story problem solution.  相似文献   

Reimbursing parents for unilateral placements in private special education schools     

S S Goldberg 《Exceptional children》1986,52(4):390-394

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Student personality characteristics and optimal college learning conditions: An extensive search for trait-by-treatment interaction effects     

Lewis R. Goldberg 《Instructional Science》1972,1(2):153-210

The goal of this research project was to discover those personality characteristics of college students which predispose them towards learning more effectively from one, rather than some other, particular instructional format. Over 800 students in each of two college courses were taught by one of four different methods, and three broad classes of criterion information were assessed: (a) knowledge of course content, (b) amount of extra-curricular reading, and (c) degree of student satisfaction. Each student completed an extensive battery of personality measures, which yielded over 350 test scores. The ratio of significant interaction effects to the number expected by chance was only 4 to 3. Consequently, new interaction scales were developed empirically in each course, and these were then cross-validated in the other course. In general, these new scales did not produce statistically significant interaction effects upon cross-validation, and scales constructed from items which produced significant interactions in both courses showed low internal consistency and low convergent validity. Factors which could have attenuated the strength of trait-by-treatment interaction effects are discussed.The report is a summary of the findings presented in Goldberg (1969), a monograph which is available to readers wishing additional details of the investigation. Help with the design and implementation of the project was generously provided by William A. Bricker, Leslie A. Davison, and Vello Sermat. The author also wishes to acknowledge, with great thanks, the research contributions of Richard R. Jones, Gale H. Roid, Steven G. Ashton, Edwin S. Shiman, and Molly Stafford. Research funds for this project were first provided by the Oregon State System of Higher Education and by the University of Oregon through its Institute of College Teaching. Major support for the data analyses was provided by the Office of Education (Grant No. OEG-4-7-061693-0420), and later by Grant No. MH12972 and Grant No. MH10822 from the National Institute of Mental Health, U.S. Public Health Service. Preliminary data analyses were carried out using the facilities of the Computing Center at the University of Oregon; the analyses were completed at the Computing Center of Oregon Research Institute, and the Health Sciences Computing Facility, UCLA, sponsored by N.I.H. Grant FR-3.  相似文献   

Self‐stigma and domains of well‐being in high school youth: Associations with self‐efficacy,self‐esteem,and self‐criticism     

Alison L. Rose  Sarah K. Atkey  Gordon L. Flett  Joel O. Goldberg 《Psychology in the schools》2019,56(8):1344-1354

Self‐stigma is a phenomenon in which negative public stereotypes about mental illness are internalized and can undermine help‐seeking. Unfortunately, little is known about how self‐stigmatization relates to positive well‐being indicators among youth. A sample of 134 high school students completed established measures of self‐stigma, well‐being, self‐esteem, self‐efficacy, and self‐criticism. Analyses confirmed that self‐stigma was associated with overall well‐being and five well‐being subscales (autonomy, environmental mastery, personal growth, positive relations, and self‐acceptance); the strongest associations were with autonomy and positive relations with others. The majority of these associations still held when simultaneously controlling for self‐esteem, self‐efficacy, and self‐criticism. Taken together, findings point to the need for greater awareness of self‐stigma along with an explicit focus on the promotion of protective well‐being in prevention work and interventions designed to alleviate the tendency for young people to internalize stigma. Additionally, findings have theoretical implications for the “why try” model of self‐stigma.  相似文献   

A career transition program for older persons     

Nona Boren  Michael McCally  Rhonda Goldberg 《Innovative Higher Education》1980,5(1):40-56

The Second Careers program undertaken by the George Washington University School of Medicine and Health Sciences during 1975–1976 was designed to help older persons seeking second careers in the health care field make realistic career decisions. The program grew out of an awareness that persons over 45 are not adequately served by American educational institutions and frequently are denied opportunities to embark upon second careers in which they can make significant contributions. The age group 45–65 now makes up 20% of the American population. This group of persons is increasingly well educated, politically active, and relatively healthy; many are not inclined to settle for retirement or continued participation in jobs they may have outgrown. This population includes the early retiree; the homemaker returning to the marketplace either from choice or necessity; and the individual who seeks counseling, training, and education to support a midlife change to a new career. Second Careers was established for this large and educationally underserved group. This article describes a model program, conducted over a one year period, which combined classroom work and field experience with individual and group counseling. It involved twelve part-time students, all of whom made significant career decisions by the end of the year. Although this effort focused primarily on exploring career opportunities in the health care field, the model can be adapted to almost any educational setting. This paper is offered as a guide for individuals and organizations involved in or contemplating similar educational, counseling, and/or service programs for older persons.This article reprinted with permission fromEducational Gerontology An International Quarterly Vol. 4(1) Hemisphere Publishing Company.  相似文献   

A lunar tide upon Lake Michigan     

MM. Vogel 《Journal of The Franklin Institute》1859,67(2):127-128

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Old Jacket,New Jacket     

Elliott K. Goldberg 《英语大王(小学)》2014,(1):8-11

＂This blue jacket will fit＊ you, Iris,＂ said Mum.
Iris looked at the jacket. It was her sister Dana＇ s old jacket.  相似文献   

“Reframing:” A tool for the school psychologist     

Phyllis Bowman  Miriam Goldberg 《Psychology in the schools》1983,20(2):210-214

Psychologists working in schools spend much time conducting psychological evaluations and reporting their findings to parents, who often do not follow through upon the recommendations made. Conceptualization of a child's problem integrating a family systems perspective with the individual assessment data enables the school psychologist to make an effective intervention in the single session meeting with parents following the evaluation. Application of the paradoxical technique “reframing,” borrowed from the family systems strategic model, gives the school psychologist a tool for mobilizing increased commitment on the part of the parents toward resolving a child's problem as a joint endeavor. The family is offered a formulation of the child's problem in interactional terms, with no one held to blame. A proposition is offered that connotes the underlying motivation in a positive light, and gives the family a new definition of the situation. Three case examples are given to illustrate application of this technique in a school setting.  相似文献   

Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress,Burnout, and Teaching Efficacy     

Lisa Flook  Simon B. Goldberg  Laura Pinger  Katherine Bonus  Richard J. Davidson 《Mind, Brain, and Education》2013,7(3):182-195

Despite the crucial role of teachers in fostering children's academic learning and social–emotional well‐being, addressing teacher stress in the classroom remains a significant challenge in education. This study reports results from a randomized controlled pilot trial of a modified Mindfulness‐Based Stress Reduction course (mMBSR) adapted specifically for teachers. Results suggest that the course may be a promising intervention, with participants showing significant reductions in psychological symptoms and burnout, improvements in observer‐rated classroom organization and performance on a computer task of affective attentional bias, and increases in self‐compassion. In contrast, control group participants showed declines in cortisol functioning over time and marginally significant increases in burnout. Furthermore, changes in mindfulness were correlated in the expected direction with changes across several outcomes (psychological symptoms, burnout, and sustained attention) in the intervention group. Implications of these findings for the training and support of teachers are discussed.  相似文献