Public sea turtle watches serve as effective environmental education     

J. Rachel Smith  Blair Witherington  Joe E. Heimlich  Rebekah J. Lindborg  Emily Neidhardt  Anne Savage 《Environmental Education Research》2019,25(2):292-308

To understand both immediate and longer-term effects of a short duration, interpretive wildlife tourism program, we studied responses from participants in a sea turtle watch program. This program comprised an interpretive presentation followed by an opportunity to view a nesting loggerhead sea turtle (Caretta caretta). We conducted 37 programs in 2013 and 2014, for 843 participants, of whom 70.5% were able to see a nesting turtle. We measured participant attitudes, knowledge, intention to act, and long-term behavior change. Initial participant responses indicated prior interest in nature and environmental topics, and a knowledge base focused on biological sea turtle information. After the interpretive presentation, participants chose to provide conservation-related information as opposed to natural history-related information. Intention to engage in conservation behaviors was high following the turtle watch experience, regardless of whether a turtle was seen. The conservation value of our turtle watch program is expressed through conservation-focused knowledge acquisition by participants and their high post-program intention to engage in behaviors benefiting sea turtles, both of which precede long-term behavior change in an interdisciplinary model of behavior change.  相似文献   

Development and Field Test of an Employment Selection Instrument for Teachers in Urban School Districts     

Howard Ebmeier  Jennifer Ng 《Journal of Personnel Evaluation in Education》2005,18(3):201-218

Employment interviews are widely used in the selection of quality teachers, and indeed research confirms administrators’ belief in the validity of the procedure. However, many key recommendations for improving the general reliability of interviews including selecting questions that are job-related and research grounded, including well designed scoring rubrics, and incorporating adaptive variable-length interview designs are generally not well implemented in currently available instruments. Furthermore, emerging research suggests the need for specially tailored interviews that assess attitudes and pre-dispositions deemed essential to teachers’ effectiveness in certain high attrition environments like urban schools. This study describes the development and initial field-test results of a computer based, adaptive interview with an additional domain included for teachers in urban areas. The instrument is based on careful analysis of the suggestions from the extant literature base about effective employment interview techniques, effective general teaching practices, and sound teaching strategies in urban schools. By comparing the interview scores of 30 teachers with varying effectiveness ratings provided by administrators in one urban district, significant correlations were found. Regression analysis indicated a significant amount of variance in teachers’ effectiveness ratings could be predicted from their scores on the interview instrument.

Howard EbmeierEmail: Phone: +1-785-8649728

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A gossip or a good yack? Reconceptualizing parent support in New Zealand early childhood centre based programmes 1     

Judith Duncan  Chris Bowden  Anne B. Smith 《International Journal of Early Years Education》2006,14(1):1-13

Parental support has been an increasingly essential part of New Zealand early childhood (EC) education services over the last 20 years. This support has taken many shapes and forms over this time period, and has depended on the differing philosophies of the EC education services. What this support ‘looks like’ and how it is delivered is directly connected to the goals and aims of these services. This paper will discuss the results from a small qualitative study that looked at how three New Zealand EC centres—two kindergartens and one child care centre—supported family resilience; that is, the ability of an individual and family to ‘cope’ with and ‘recover’ from significant adversity or stress, in ways that are not only effective but may result in increased ability to ‘respond’ to and ‘protect’ their families from future adversity. From semi‐structured interviews with teachers, parents, and family support services associated with each of the three centres, the concept of planned parent education programmes, as meaningful support, is re‐examined in the light of the ideas of a ‘gossip’ or a ‘good yack’. This research was funded by the New Zealand Ministry of Social Development.  相似文献   

Special education: A right,a privilege — or a social injustice?     

Anne Keeton 《Interchange》1979,10(3):84-86

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Schooling and the development of central conceptual structures: An example from the domain of children's narrative     

Robbie Case  Anne McKeough 《International Journal of Educational Research》1989,13(8)

A neo-Piagetian model is presented, and used as a framework for interpreting the developmental changes that take place in children's narrative compositions, between 4 and 10 years of age. An instructional program is then described, which is aimed at producing an increase in the developmental level of children's narratives. The program is shown to have an impact not just on the level of stories children generate, but on the extent of their story-recall as well, and on their level of understanding of a wide variety of social interactions. It is suggested: (a) that the reason for the broad transfer is that the program led to the development of a central conceptual structure; and (b) that the method that was used in designing the problem may serve as a model for designing similar programs in other content domains, where the development of such structures is considered a worthwhile objective.  相似文献   

The prime factor in education     

J V Greer 《Exceptional children》1989,56(3):191-193

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The accidental conservationist: William T. Hornaday, the Smithsonian bison expeditions and the US National Zoo     

Andrei MA 《Endeavour》2005,29(3):109-113

In 1886 William T. Hornaday, the Chief Taxidermist of the US National Museum, led the "Smithsonian Institution Buffalo Outfit" to Montana. The American bison was fast heading toward extinction and the mission of the expedition was to locate those of the elusive animals that remained and obtain specimens for the scientific collection at the museum. The successful expedition produced the most complete scientific series, and the finest artistic grouping of taxidermied specimens of the American bison anywhere in the world. Haunted by the scattered skeletal remains of the millions of slaughtered bison that peppered the Eastern Montana Plains, Hornaday fought to establish the National Zoological Park, which would provide sanctuary for bison and other endangered species, and a captive breeding program, which would result in the eventual reintroduction of the American bison to the wild.  相似文献   

The number needed to read-a new measure of journal value     

Toth B  Gray JA  Brice A 《Health information and libraries journal》2005,22(2):81-82

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Embedded Library Services: From Cooperation to Collaboration to Enhance Student Learning in Asynchronous Online Course     

Larisa A. Olesova  Anne Driscoll Melville 《Journal of Library & Information Services in Distance Learning》2017,11(3-4):287-299

The online environment presents a unique challenge to higher education. Shifting from the face- to-face format to online not only involves rethinking course design, but requires careful consideration of when and how to teach students, how to find and evaluate information needed to successfully complete coursework. One solution is faculty teaming with subject librarians to design and build in teachable moments. This case study discusses one such successful partnership from designing the course to choosing and embedding library resources and finally to the learning outcome of the online course.  相似文献   

Lessons From an Urban School Readiness Initiative: Including Family,Friend, and Neighbor Care Providers     

Anne Douglass  Kira Taj  Mary Coonan  Donna Haig Friedman 《Early education and development》2017,28(6):640-654

ABSTRACT

Research Findings: Using a structured qualitative case study method, this study examined one urban school readiness initiative's efforts to identify and engage family, friend, and neighbor (FFN) care providers to promote school readiness in underserved and immigrant communities. Interviews and focus groups were conducted with 23 FFN providers, 14 parent leaders, and 35 community partners in five urban neighborhoods. Results show that 1) a community-organizing approach was the primary method of engaging FFN providers, 2) FFN providers self-reported positive impacts of their engagement for both themselves and the children in their care, and 3) the inclusion of FFN providers elicited many strong feelings among partners about potential benefits and liabilities of supporting FFN care, which in some cases acted as a barrier to successful engagement of FFN providers. Practice and policy: Results highlight key strategies and potential benefits of engaging FFN providers in comprehensive school readiness systems. The tensions that arose regarding the engagement of FFN providers point to the importance of addressing misconceptions of FFN care and its value to children, families, and communities in order to ensure a shared commitment and understanding of the value and possible benefits of such a strategy.  相似文献