‘Do You Have to Pack?’—Preparing For Culturally Relevant Science Teaching in the Caribbean     

June Marilyn George 《International Journal of Science Education》2013,35(12):2114-2131

This paper reports on the attempts by some Caribbean science teachers to make links between their students' everyday lives and school science in their planning for teaching. It describes how these teachers drew on their exposure to a university graduate course on science education and culture in seeking to access the background cultural knowledge of their students and to incorporate this knowledge in their plans for teaching science. The paper critically examines the experiences of these teachers and highlights both the rewards and challenges that ensued as these teachers prepared for culturally relevant science teaching  相似文献   

CROSS‐CULTURAL MINISTRY WITH CHURCH AND FAMILY: THE FINAL REPORT OF A RESEARCH PROJECT     

Taylor  June McConnell 《Religious education (Chicago, Ill.)》2013,108(4):581-596

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Developing strategic learners     

June Hemming  Lynne Clifford 《Education 3-13》2013,41(2):16-21

This paper derives from an ongoing project on the teaching and learning of reading in English and Irish primary classrooms. The project is seeking to understand how reading, and indeed, learning, are conceptualised by pupils and teachers and, particularly, to understand how pedagogy supports (and hinders) the acquisition of metacognitive awareness and strategies among 9 year olds. This paper focuses on teaching in one classroom, the purpose being to develop teachers’ and researchers’ understanding of metacognition by holding up for analysis, incidents from one classroom. It is not our intention to criticise the teacher's practice with the benefit of hindsight — rather we are concerned to enhance awareness of some of the processes of learning in general and of metacognition in reading, in particular. We begin by reviewing briefly some of the literature on metacognition and by noting the implications for practice. We proceed by investigating the opportunities for metacognitive development in two reading lessons.  相似文献   

Chicana/o Struggles for Education: Activism in the Community Guadalupe San Miguel Jr. College Station: Texas A&M University Press, 2013.          下载免费PDF全文

Eric Wiley 《Journal of American culture (Malden, Mass. : 2003)》2016,39(4):457-458

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A comparison of the Visual Aural Digit Span and the Bender Gestalt as discriminators of low achievement in the primary grades     

Donald E. Carter  A. June Spero  James A. Walsh 《Psychology in the schools》1978,15(2):194-198

The Visual Aural Digit Span (VADS) and the Bender Visual Motor Gestalt Test (Bender) were studied with regard to their ability to discriminate low from average achievers in reading and arithmetic skills, as identified by the Iowa Test of Basic Skills. A sample of 78 normal children aged 6 through 9 were administered a battery of tests, including the verbal section of the WISC-R. Analysis of covariance with IQ controlled showed that the Bender and the VADS were able to discriminate between achievement groups for vocabulary and math concepts. The Bender discriminated between math problem-solving groups, but neither test could discriminate between reading comprehension groups. Age was a significant variable for the Bender and all VADS subtests except Aural-Written. Correlational analysis indicated that although the VADS was related to Verbal IQ, it is related only minimally to the Bender when age is controlled.  相似文献   

Dimensions of problem behavior in first grade children     

June B. Pimm  Herbert C. Quay  John S. Werry 《Psychology in the schools》1967,4(2):155-157

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Social relationships and friendships among young people with Down's syndrome in secondary schools     

Pat Cuckle  & June Wilson 《British Journal of Special Education》2002,29(2):66-71

More young people with Down's syndrome are being taught in mainstream schools and interest in the educational aspect of inclusion has grown over the last few years.
In this article Pat Cuckle, Senior Research Fellow at the University of Leeds, and June Wilson, a support teacher working for Education Leeds, explore patterns of friendship and social relationships among teenagers with Down's syndrome. The young people who took part in the study either attend mainstream schools or resourced provision in mainstream schools. The enquiry provides fascinating insights into the participants' views of friendship and into the range of their social experiences. Pat Cuckle and June Wilson conclude their report with a set of recommendations focusing on the need to create more opportunity for social interaction for young people with special needs.  相似文献   

Using journal writing in a graduate science education course to promote constructivist pedagogy     

Dr. June Trop 《Journal of Science Teacher Education》1995,6(1):53-56

Conclusion The journal writing activity was an opportunity for Tom and his classmates to personalize a constructivist vision of teaching and learning, a step Gallagher’s (1993) teachers identified as the beginning of their transition to a constructivist practice. The efficacy of the journal writing activity may be attributed to its capacity to engage students in metacognitive thinking. That is, the students had an opportunity to think about their ideas rather than merely with them (Kuhn, Amsel, & O’Loughlin, 1988). Indeed, various researchers have associated metacognition with cognitive development, meaningful learning, and conceptual change (e.g., Champagne, Gunstone, & Klopfer, 1985; Kuhn et al., 1988; Pintrich, Marx, & Boyle, 1993). Also, sharing journal entries fostered a sense of community, a support that seems to be essential for teacher change (Shaw & Etchberger, 1993; Taylor, 1993). In fact, students reported the activity to be a “great way to get to know others” and “a way of reducing isolation” because” certainly, a whole class of teachers is better than just one.” Although the purpose of the activity was to promote constructivist pedagogy, it accomplished so much more. It stimulated imaginative questions such as What is the purpose of teaching physics? When is it to review many areas? When is it to understand how physics works in some special instances? In addition, journal writing “was an excellent way to bring about closure.” “It was relaxing … kind of like cool down exercises after a heavy aerobic workout.”  相似文献   

Promoting Sustainable Development: A Case Study of the Seaflower Biosphere Reserve     

Mow  June Marie  Howard  Marion  Delgado  Claudia Marcela  Tabet  Salma 《Prospects》2003,33(3):303-312

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Examining Sexuality Education Preferences Among Youth at Risk for Poor Sexual Health Outcomes Based on Social Determinants of Health Factors     

Kelly L. Wilson  Sarah B. Maness  Erika L. Thompson  Brittany L. Rosen  Skye McDonald  David C. Wiley 《American journal of sexuality education》2018,13(3):283-296

ABSTRACT

At-risk adolescents may experience Social Determinants of Health (SDoH) that lead to higher rates of risky sexual behavior, including increased risk of pregnancy and sexually transmitted infections. These SDoH may include components such as unstable family structures, incomplete education, and poverty. Targeting at-risk youth for sexuality education is one way to work toward decreasing sexual health disparities. However, preferences for sexuality education approaches may differ among at-risk youth by additional factors including sex and sexual orientation. The purpose of this study was to describe sexuality education preferences among at-risk youth and how sexuality education preferences differ based on sex and sexual orientation in an at-risk sample of high school-aged youth in Texas. Results indicate sexuality education preferences differ based on sex and sexual orientation when examined by sexual health topics and methods of delivery. Implications of this study indicate including at-risk youth in sexual health programs may be a way to target those at-risk of adverse SDoH, but these groups also have specific preferences for sexuality education.  相似文献