The Teaching Green School Building: a framework for linking architecture and environmental education     

Laura B. Cole 《Environmental Education Research》2014,20(6):836-857

The ‘Teaching Green School Building’ is an emergent type of school building that attempts to engage building users with environmental issues in buildings. Architectural interventions in these buildings range from signage to interactive touch screens to gardens and demonstration kitchens that foster educational programmes about sustainable food. The result can be a building that offers informal education, support for formal environmental education, and, overall, a chance for students to embody sustainable living in their daily lives at school. To date, this type of building has been weakly theorized, and the relationship between architectural interventions and environmental education largely unexplored in the literature. This literature review weaves together theories that connect the physical environment with human factors. In particular, research in environmental education, museum studies, conservation psychology and architecture illuminates ways in which buildings can support environmental education and with tactics that go well beyond the convention of informational signage on the wall. The result of the literature review is a framework that points to design patterns that extend from passive to active, individual to collective, and formal to informal. This framework can inform the design, use and evaluation of school buildings designed with pedagogical intent.  相似文献   

Developing glocally informed diversity and equity discourses: examining inequity via autobiographical reflection     

Laura B. Liu  Natalie B. Milman 《Teacher Development》2014,18(4):546-561

This study responds to the need for glocally informed discourses on diversity and equity that draw upon internationally situated, local narratives to contribute to larger analyses. Such work is vital so that cross-national educational discourses do not become infused with PISA score comparisons or globally dominant perspectives alone. This local qualitative case study employs narrative inquiry with observation and document analyses to examine one accomplished multicultural teacher educator’s US-based practice. This study demonstrates the benefit of engaging teachers in autobiographical reflection as a supportive precursor for appreciating and learning from students’ diverse backgrounds, and critically analyzing societal inequities, such as the institutionalized use of inaccurate or incomplete text-based narratives. Promising practices are offered for how teacher educators across international settings might help teachers to navigate complex personal and institutional spaces while working to ‘reconstruct society toward greater equity in race, class, gender, and disability’.  相似文献   

Examining Arizona’s Policy Response Post Flores v. Arizona in Educating K–12 English Language Learners     

Margarita Jimenez-Silva  Laura Gomez  Jesus Cisneros 《Journal of Latinos & Education》2014,13(3):181-195

This article provides an analysis of Arizona’s policy response in educating English language learners by conducting a narrative review. A critical Latina/o theory approach was used to analyze the data. This study reveals 5 salient policy responses: (a) severely limit bilingual education, (b) develop controversial funding solutions, (c) implement a segregated 4-hr English language development block, (d) mandate structured English immersion–focused teacher preparation, and (e) develop disputed identification and classification instruments. The available data suggest that these policies have negatively impacted the educational experience and academic attainment of English language learners.  相似文献   

Creating Futures: lessons from the development of a livelihood-strengthening curriculum for young people in eThekwini's informal settlements     

Alison Misselhorn  Mildred Mushinga  Nwabisa Jama Shai  Laura Washington 《Sex education》2014,14(5):543-555

Comprehending praxis is a critical step in developing interventions that can have a real-world impact on people's lives. In this paper, we reflect on the lessons learned in the development of a curriculum for young people living in informal settlements in eThekwini, who are exposed to numerous vulnerabilities, including HIV-related risks associated with precarious urban livelihoods. Behavioural interventions have not led to commensurate reductions in HIV incidence, and the impact of these approaches remains regulated by numerous contextual conditions affecting those participating. Our collaborative project tested the impact of implementing a combination of the well-tested gender transformation intervention, Stepping Stones, with a new livelihood transformation curriculum, Creating Futures, among young people in eThekwini's informal settlements. Creating Futures was grounded in the theory and practice of sustainable livelihoods, but equally in the experience of the multi-disciplinary project team members who have conducted both research and development work among youth in the eThekwini area. Our approach was founded on the work of Doug Kirby, and we are indebted to him for his inputs. His logical model approach ensured that the team remained orientated to specific curriculum outcomes. Analysis of the results at 12 months post-baseline indicates positive livelihood outcomes.  相似文献   

Project DyAdd: Implicit learning in adult dyslexia and ADHD     

Marja Laasonen  Jenni Väre  Henna Oksanen-Hennah  Sami Leppämäki  Pekka Tani  Hanna Harno  Laura Hokkanen  Emmanuel Pothos  Axel Cleeremans 《Annals of dyslexia》2014,64(1):1-33

In this study of the project DyAdd, implicit learning was investigated through two paradigms in adults (18–55 years) with dyslexia (n?=?36) or with attention deficit/hyperactivity disorder (ADHD, n?=?22) and in controls (n?=?35). In the serial reaction time (SRT) task, there were no group differences in learning. However, those with ADHD exhibited faster RTs compared to other groups. In the artificial grammar learning (AGL) task, the groups did not differ from each other in their learning (i.e., grammaticality accuracy or similarity choices). Further, all three groups were sensitive to fragment overlap between learning and test-phase items (i.e., similarity choices were above chance). Grammaticality performance of control participants was above chance, but that of participants with dyslexia and participants with ADHD failed to differ from chance, indicating impaired grammaticality learning in these groups. While the main indices of AGL performance, grammaticality accuracy and similarity choices did not correlate with the neuropsychological variables that reflected dyslexia-related (phonological processing, reading, spelling, arithmetic) or ADHD-related characteristics (executive functions, attention), or intelligence, the explicit knowledge for the AGL grammar (i.e., ability to freely generate grammatical strings) correlated positively with the variables of phonological processing and reading. Further, SRT reaction times correlated positively with full scale intelligence quotient (FIQ). We conclude that, in AGL, learning difficulties of the underlying rule structure (as measured by grammaticality) are associated with dyslexia and ADHD. However, learning in AGL is not related to the defining neuropsychological features of dyslexia or ADHD. Instead, the resulting explicit knowledge relates to characteristics of dyslexia.  相似文献   

‘She's not good with crying’: the effect of gender expectations on graduate students' assessments of their principal investigators     

Laura E. Hirshfield 《Gender and education》2014,26(6):601-617

This paper explores how gender influences the way that faculty members are held accountable to gendered societal expectations related to scientists, faculty members, and leaders. In particular, women faculty members in the sciences, particularly those who lead large research groups, may be at a triple disadvantage: they must act in ways that contradict ideals of femininity in these multiple aspects of their professional lives. The data for this inductive, largely exploratory analysis come from a mixed-methods qualitative study of five chemistry research groups at a research-intensive US university. I find that gendered expectations do impact the way that men and women faculty are evaluated by their students, particularly the way that women faculty are judged.  相似文献   

Predictors of numeracy performance in national testing programs: insights from the longitudinal study of Australian children          下载免费PDF全文

Colin Carmichael  Amy MacDonald  Laura McFarland‐Piazza 《British Educational Research Journal》2014,40(4):637-659

This article is based on an exploratory study that examines factors which predict children's performance on the numeracy component of the Australian National Assessment Program—Literacy and Numeracy (NAPLAN). Utilizing an ecological theoretical model, this study examines child, home and school variables which may enable or constrain NAPLAN numeracy performance. Data are presented from a nationally‐representative sample of 2450 children participating in the Longitudinal Study of Australian Children (LSAC). Twenty‐four children, home and school variables are tested as predictors of performance on the Year 3 NAPLAN numeracy assessment. The analysis includes an investigation of bivariate relationships between the outcome variable and each of the predictor variables. Following this a series of linear regression models are used to analyse the relation between child, home and school‐related variables and NAPLAN numeracy performance. The results support the ecological model and point to the importance of a supportive home–school relationship on children's numeracy performance.  相似文献   

Using Online Surveys to Promote and Assess Learning     

Laura Taylor  Kirsten Doehler 《Teaching Statistics》2014,36(2):34-40

This article explores the use of online survey software to collect data from students during class to efficiently use class time. Several example activities for an introductory statistics classroom are considered. We also discuss utilization of online survey software for other purposes such as collecting assessment information and student preferences related to statistics projects.  相似文献   

Arts involvement predicts academic achievement only when the child has a musical instrument     

Laura N. Young  Sara Cordes  Ellen Winner 《教育心理学》2014,34(7):849-861

We examined the associations between academic achievement and arts involvement (access to a musical instrument for the child at home, participation in unspecified after-school arts activities) in a sample of 2339 11–12-year-olds surveyed in the USA between 1998 and 2008. We compared the contributions of these variables to other kinds of cognitive stimulation at home (e.g. books), participation in after-school sports, and socioeconomic factors. Involvement in after-school arts was positively related to academic achievement only for those children who also reported access to a musical instrument. Access to a musical instrument predicted academic achievement independently of socioeconomic status. We consider the possibilities that the results may be indicative of differing parental attitudes in homes with musical instruments and/or a causal link between instrumental music learning and academic achievement.  相似文献   

Hiring and Training Work-Study Students: A Case Study     

Laura Manley  Robert P. Holley 《College & Undergraduate Libraries》2014,21(1):76-89

This article describes the implementation of a comprehensive hiring and training program for library work-study students designed to reduce the time spent on individual training. After staff reductions, Marygrove College Library in Detroit, Michigan, turned to an underutilized resource—work-study students. Formerly, training these students took so much permanent staff time that the library questioned investing so much effort on a contingent work force. With the cuts, the library reconsidered the value of work-study employees and devised a hiring and training program to choose the best candidates for the position and to reduce the effort full-time staff spent training new workers.  相似文献