Engaging City Hall: Children as Citizens     

Mara Krechevsky  Ben Mardell  Angela N. Romans 《The New Educator》2014,10(1):10-20

In this article, the authors suggest that current notions of advocacy in early childhood education should be expanded to include a view of young children as citizens. The authors ground their discussion in a how-to book project in Providence, Rhode Island, consider different concepts of children and citizenship, share commentary from City Hall and propose four key features of their perspective: (a) highlighting the civic nature of schools as central to the teaching and learning process; (b) focusing on young children's distinctive perspectives and competencies, not just their needs; (c) providing professional development around shared projects that promote literacy and higher order thinking skills; and (d) documenting children's learning in order to challenge assumptions about their capabilities and put forth an alternative image of teaching and learning.  相似文献   

ATEE Interactive Co-ordination and Educational Monitoring of Socrates Comenius Action 3 Projects     

Arno Libotton  Johan van Braak  Mara Garofalo 《欧洲师范教育杂志》2002,25(1):19-32

The Comenius Action 3 courses were well accepted and showed high quality. But we need a structure for easily monitoring and evaluating these projects. The authors present in this article a pilot project with this purpose. It should be useful in order to implement a system of co-ordination and communication among the different projects, and to evaluate their effectiveness. It also seems essential in order to determine that the EU funds are well invested in projects that fulfil the objective of enhancing and strengthening the European dimension among teachers and teacher trainers.  相似文献   

A quantitative analysis of changes in the Australian education system 1956–1976     

J.N. Johnstone  Deborah A. O&#x;Mara 《Studies in Educational Evaluation》1981,7(1):49-61

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How important is it to my parents? Transmission of STEM academic values: the role of parents’ values and practices and children’s perceptions of parental influences     

Mara Šimunović  Ina Reić Ercegovac 《International Journal of Science Education》2018,40(9):977-995

The success of science education in classroom and out-of-school settings can be influenced by parents’ behaviours and STEM-related values. The present study investigated pathways in parent-to-child transmission of STEM (science, technology, engineering, mathematics) values by examining at same time parents’ values and behaviours, along with their children’s perceptions of these parental influences. The study included 1071 students (M_age?=?12.15) and the same number of their parents. Path analysis revealed that children’s importance value of the STEM school fields was best explained by their perceptions of parental values and behaviours in STEM. On the other hand, parents’ self-reported values and behaviours had a weak effect in predicting children’s values, which can be explained by inaccurate children’s perceptions of their parents. The results suggest that parents more easily convey beliefs about the utility than the attainment value of STEM. Namely, parents’ utility value had a larger effect in predicting children’s value, partly mediated through children’s perception of parents’ encouragement of STEM interests. The study highlights the role of children’s perceptions of their parents’ beliefs and behaviours and the importance of communicating STEM-related values within the family. Practical implications for parents and science educators are discussed.  相似文献   

Relationship between inductive arithmetic argumentation and deductive algebraic proof     

Mara V. Martinez  Bettina Pedemonte 《Educational Studies in Mathematics》2014,86(1):125-149

In this paper, we present a cognitive analysis of the relationship between the argumentation process leading to the construction of a conjecture and its algebraic proof in solving Calendar Algebra problems. To solve this kind of problem, students encounter two sources of potential difficulties: the shift from using arithmetic in the argumentation to using algebra in the proof and the shift from an inductive argument towards a deductive proof. Thus, the aims of this article are to describe these cognitive difficulties and to show how students overcome them. Methodologically, we compare students’ problem solving process corresponding to three problems presented in the first four lessons of a teaching experiment. The analysis and comparison between these three resolution processes is performed using Toulmin’s model.  相似文献   

From one culture to another: A new study of the F-Test     

Jean Blaise Dupont Ph.D.  Claude Hayoz  Mara Briano 《Journal of Career Development》1992,19(2):99-109

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Biographical Sketch of Frederick G. Kilgour Librarian,Educator, Entrepreneur, 1914–2006     

Mara L. Thacker  Sarah Christensen  Eleanor Dickson 《图书馆管理杂志》2013,53(6):561-565

The article traces the career of Frederick G. Kilgour (1914–2006), who is widely recognized as one of the leading figures in 20^th-century librarianship. He founded the Ohio College Library Center (OCLC) and from 1967 to 1981 was its first president and chief executive officer, presiding over OCLC's rapid growth from an intrastate network to an international network. In 1971, under Kilgour's leadership, OCLC introduced an online shared cataloging system and an online union catalog (WorldCat) that is today the world's foremost bibliographic database. In 1978, he created the OCLC Office of Research, and in 1979, under his direction, OCLC launched its online interlibrary loan system. The author of 205 scholarly papers, Kilgour received numerous awards and honors over the course a career that took him from Harvard University Library, to the Office of Strategic Services in World War II, to Yale Medical Library, to OCLC, and finally, to the University of North Carolina at Chapel Hill, where he spent his final years on the faculty of the School of Information and Library Science as a Distinguished Research Professor.  相似文献   

Introducing a Precursor Model of Inheritance to Young Children     

Marida Ergazaki  Eftychia Valanidou  Maria-Christina Kasimati  Mara Kalantzi 《International Journal of Science Education》2013,35(18):3118-3142

This paper reports on a mixed-model case study of designing and implementing a constructivist teaching intervention about reproduction and physical family resemblance for young children. The objective of the study was to explore whether the ways that preschoolers reason about the resemblance between offspring and parents can be improved with a teaching intervention that introduces a rudimentary idea of genes through reproduction. The participants were 60 preschoolers (age 5–5.5 years) from public kindergartens of Patras. The qualitative analysis of their pre- and post semi-structured interviews showed a remarkable improvement in their reasoning, which was found to be statistically significant as well. After the three-part teaching intervention, children appeared to recognize the biological contribution of both parents to a child's creation. Moreover, most of them appeared able to attribute a child's species and body traits to the parental genes passed to the child through reproduction and not to the parents’ or child's intention.  相似文献   

Values and Needs of Children With and Without Special Educational Needs in Early School Years: A Study of Young Children’s Views on What Matters to Them     

Johanna Lundqvist  Mara Westling Allodi  Eva Siljehag 《Scandinavian Journal of Educational Research》2013,57(6):951-967

Understanding how children experience life in educational settings should be an imperative for educational practitioners, evaluators, and researchers. Listening to children’s points of views would facilitate the development of educational settings that meet the needs of children and contribute to their wellbeing and development so that their experiences are both joyful and meaningful. A total of 56 children between the ages of 5 and 7 in 65 educational settings located in central Sweden were included in the study. Amongst the 56 participating children, 29 were identified as having special educational needs. The children’s views were collected from 2012 to 2015 using drawings and interviews, and these were analysed using a thematic analysis. Nine themes that reflected matters of importance for the children, both those with and without special educational needs, are described. These themes are discussed and linked to previous research, educational evaluation models, and theories of values and needs.  相似文献   

Terrible Knowledge and Tertiary Trauma,Part I: Japanese Nuclear Trauma and Resistance to the Atomic Bomb in the Classroom     

Mara Miller 《Clearing house (Menasha, Wis.)》2013,86(5):157-163

This article discusses twelve reasons that we must teach about the 1945 American atomic bombings of Hiroshima and Nagasaki. As with Holocaust studies, we must teach this material even though it is both emotionally and intellectually difficult—in spite of our feelings of repugnance and/or grief, and our concerns regarding students' potential distress (“tertiary trauma”). To handle such material effectively, we should keep in mind ten objectives: (1) to expand students' knowledge about the subject along with the victims' experience of it; (2) to develop teachers' awareness of and comfort with it; (3) to help students cope with this knowledge so they are not traumatized themselves; (4) to make sure students don't take refuge in callousness, inappropriate humor, blaming the victim, or despair; (5) to enable students to teach others about the event(s); (6) to enable students to use their increased knowledge and self-reflection individually and as part of the national dialogue; (7) to deepen and “complexify” the conversation on the bombings; (8) to develop supports for teachers and students throughout this process;” (9) to reintegrate the objective with the subjective, recognizing that emotion may be appropriate to some learning; (10) to instigate a dialogue allowing teachers and students to continue to investigate this and related topics.  相似文献