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41.
Early Childhood Education Journal - My first graders arrive with their parents for conference time. Conferencing involves a three-way triad—student, parent, teacher. The lines of... 相似文献
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Laura Saunders 《Pastoral Care in Education》2019,37(3):208-229
ABSTRACTIn this paper, the author discusses the interrelationship between creativity, children’s experiences of the natural world and pastoral education. Based on a research design developed whilst undertaking a professional doctorate in education (EdD), and grounded in a theoretical framework of children’s rights, the author explores the creative uncertainties of collaboratively researching children’s educational experiences with nature. The paper considers the ways in which the research design supports a pastoral care agenda, whilst encouraging the emergence of ‘creative artefacts’, alongside the extent to which the focus of the research, encounters with the natural world, might be deemed pastorally minded in its own right. The children who have participated in the research then draw the paper to a close, sharing what their involvement in the project has meant to them. Images and excerpts of children’s own creative reflections are offered as illustration of the powerful confluence of the Creative and the Pastoral. 相似文献
44.
Kang Lee Catherine Ann Cameron Fen Xu Genyao Fu And Julie Board 《Child development》1997,68(5):924-934
The present study compared Chinese and Canadian children's moral evaluations of lie and truth telling in situations involving pro- and antisocial behaviors. Seven-, 9-, and 11-year-old Chinese and canadian children were presented 4 brief stories. Two stories involved a child who intentionally carried out a good deed, and the other2 stories involved a child who intentionally carried out a bad deed. When story characters were questioned by a teacher as to who had committed the deed, they either lied or told the truth. Children were asked to evaluate the story characters' deeds and their verbal statements. Overall, Chinese children rated truth telling less positively and lie telling more positively in prosocial settings than Canadian children, indicating that the emphasis on self-effacement and modesty in Chinese culture overrides Chinese children's evaluations of lying in some situations. Both Chinese and canadian children rated trugh telling positively and lie telling negatively in antisocial situations, reflecting the emphasis in both cultures on the distinction between misdeed and truth/lie telling. The findings of the present study suggest that, in the realm of lying and truth telling, a close relation between sociocultural practices and moral judgment exists. Specific social and cultural norms have an impact on children's developing moral judgments, which in turn, are modified by age and experience in a particular culture. 相似文献
45.
Two large independent sources of data, NSF's University Science Statistics Program Integrated Data Base and CHI Research's bibliometric data base, are brought together in a comprehensive study of the relationships among research resources, as measured by R&D expenditures, and research output, as measured by the quantity and visibility of scientific journal articles. The study is based on approximately 500 U.S. colleges and universities. For each of 11 fields of science, there is strong indication of a linear relationship between R&D expenditures and number of papers. The evidence also indicates a positive relationship between number of cites received per paper and number of papers published, but only for papers published in the basic research journals of the fields of chemistry, physics, and biology. 相似文献
46.
Laura Fogg-Rogers Fay Lewis Juliet Edmonds 《European Journal of Engineering Education》2017,42(1):75-90
ABSTRACTUndergraduate education incorporating active learning and vicarious experience through education outreach presents a critical opportunity to influence future engineering teaching and practice capabilities. Engineering education outreach activities have been shown to have multiple benefits; increasing interest and engagement with science and engineering for school children, providing teachers with expert contributions to engineering subject knowledge, and developing professional generic skills for engineers such as communication and teamwork. This pilot intervention paired 10 pre-service teachers and 11 student engineers to enact engineering outreach in primary schools, reaching 269 children. A longitudinal mixed methods design was employed to measure change in attitudes and Education Outreach Self-Efficacy in student engineers; alongside attitudes, Teaching Engineering Self-Efficacy and Engineering Subject Knowledge Confidence in pre-service teachers. Highly significant improvements were noted in the pre-service teachers’ confidence and self-efficacy, while both the teachers and engineers qualitatively described benefits arising from the paired peer mentor model. 相似文献
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48.
This study investigated the effects of a brief meditation intervention on perceived stress, mindfulness, and sleep quality for college freshmen who have aged out of foster care. Thirty-six youth who had aged out of foster care and enrolled at a large midwestern 4-year university (n?=?16 experimental group, n?=?20 control group) participated in a study in which they were assessed three times on the dependent variables. Students also participated in a focus group after the intervention ended. Four sessions of the brief mindfulness intervention resulted in significant short-term reductions in stress levels and increases in sleep quality. Finding effective personal interventions to increase chances for college success for students with histories in foster care can also offer potential insight toward the development of educational models and resources for other vulnerable college student populations. 相似文献
49.
Paul Kim Teresita Hagashi Laura Carillo Irina Gonzales Tamas Makany Bommi Lee Alberto Gàrate 《Educational technology research and development : ETR & D》2011,59(4):465-486
Mobile devices are highly portable, easily distributable, substantially affordable, and have the potential to be pedagogically
complementary resources in education. This study, incorporating mixed method analyses, discusses the implications of a mobile
learning technology-based learning model in two public primary schools near the Mexico-USA border in the state of Baja California,
Mexico. One school was located in an urban slum and the other in a rural village community. Empirical and ethnographic data
were collected through a series of achievement tests, observations, surveys, and interviews involving 160 s grade school children
recruited by convenience sampling. The general technology infrastructure, distinctive features of mobile learning to supplement
literacy development, profound contextual phenomena arising from the two uniquely underserved communities, and social factors
possibly influencing the educational experiences are discussed. The findings suggest that students in the rural village, seriously
lacking educational resources and technology exposure, may have benefited substantially more from mobile technologies than
urban school students possibly due to their relatively higher socio-economic status and higher parental involvement and interest
in education. In contrast, there was no evidence of interaction with parental education levels, the experience of teachers
or school principals, or the teacher’s perception or preparation of the technology. Overall, the mobile learning technology
adoption was rapid, seamless, and actively driven by the students rather than the teacher. The challenges of the phenomenal
migratory nature of most families in this unique geographical region are also discussed to benefit future studies. 相似文献
50.
The transition to kindergarten represents an important developmental milestone for children and may pose unique challenges
to children with disabilities, their families, and teachers. The primary goal of the current study was to investigate teacher
concerns regarding the transition to kindergarten as well as teacher and parent-reported transition preparation practices
and involvement for a sample of children with autism spectrum disorders (n = 19) and children with other developmental disabilities (n = 76). Teachers reported significantly more concerns for children in the ASD group than for children in the DD group, although
there was no difference in total involvement in transition practices between groups. Although teacher and parent involvement
in transition preparation was generally high, generic less individualized practices often were utilized. Study findings are
discussed in the context of future research directions to help facilitate kindergarten transitions for young children with
disabilities. 相似文献