Networking around The Waterhole and other tales: the importance of relationships among texts for reading and related instruction     

Pauline Harris  Barbara McKenzie 《Literacy》2005,39(1):31-37

This article explores ways in which children's picture books form networks of relationships, and their implications for readers and classroom teachers. In this exploration, reading is seen to involve making connections within and beyond the text at hand. These connections, evoked differently across readers, shape readers' interpretations of text. Many possible meanings may arise from just one text, reinforcing the idea that no single correct meaning resides in a text. This article demonstrates tools for exploring textual connections with readers, and the value of such explorations for opening‐up reader interpretations of a text.  相似文献   

A women's scientific society in the west. The late eighteenth-century assimilation of science     

Jacob MC  Sturkenboom D 《Isis; an international review devoted to the history of science and its cultural influences》2003,94(2):217-252

The Natuurkundig Genootschap der Dames (Women's Society for Natural Knowledge), formally established by and for women, met regularly from 1785 to 1881 and sporadically until 1887. It challenges our stereotypes both of women and the physical sciences during the eighteenth century and of the intellectual interests open to women in the early European republics. This essay aims not simply to identify the society and its members but to describe their pursuits and consider what their story adds to the history of Western science. What does this society's existence tell us about the relationship between women and early science in general and about science and society in the Dutch setting in particular? Science and gender look rather different when observed through the activities of the immensely prosperous women of Middelburg, citizens of one of the most highly literate Western countries. The elite lives of the first-generation members of the women's society also offer us a glimpse into the early domestication of science, a process vital to its acceptance and assimilation.  相似文献   

Health information seeking behaviour: a concept analysis     

Margaret S. Zimmerman  George Shaw 《Health information and libraries journal》2020,37(3):173-191

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Teachability: creating accessible learning and teaching in information skills     

Forrest ME  Simpson AE 《Health information and libraries journal》2007,24(1):69-71

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Strategies for incorporating cultural competence into childbirth education curriculum     

Greene MJ 《The Journal of perinatal education》2007,16(2):33-37

Cultural competence affects all interactions with prospective parents and families. Childbirth educators need to assess their own cultural competence, beginning with an understanding of their own background and how it affects interactions with families. The purpose of this article is to enhance the incorporation of cultural competency, cultural awareness, and cultural sensitivity into the childbirth education curricula. Methods for enhancing cultural competence in a multicultural global society are discussed. Strategies are also presented to address the challenges of assessing parents and families of diverse cultures and their beliefs, traditions, and special needs in the plan of care.  相似文献   

Primigravid and multigravid women: prenatal perspectives     

Nichols MR  Roux GM  Harris NR 《The Journal of perinatal education》2007,16(2):21-32

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Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs   总被引：10，自引：0，他引：10  

Early DM  Maxwell KL  Burchinal M  Alva S  Bender RH  Bryant D  Cai K  Clifford RM  Ebanks C  Griffin JA  Henry GT  Howes C  Iriondo-Perez J  Jeon HJ  Mashburn AJ  Peisner-Feinberg E  Pianta RC  Vandergrift N  Zill N 《Child development》2007,78(2):558-580

In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children.  相似文献   

Interventions supporting baccalaureate achievement of Latinx STEM students matriculating at 2-year institutions: A systematic review     

Julie P. Martin  Nathan Hyungsok Choe  Jared Halter  Margaret Foster  Jeffrey Froyd  Maura Borrego  Erica R. Winterer 《科学教学研究杂志》2019,56(4):440-464

Numerous national reports have identified the importance of significantly improving pathways that begin with Latinx students enrolling in 2-year institutions and ultimately completing baccalaureate degrees in STEM fields at 4-year institutions. Many programs using multiple interventions have been designed, implemented, and studied to achieve this goal. To synthesize what has been learned from studies of these programs, this article presents a systematic review of published studies of programs designed to support Latinx student success in 2-year institutions and successful transfer to 4-year institutions, particularly for STEM majors. A total of 49 quantitative, 9 qualitative, and 16 mixed-methods studies published as reports, articles, or dissertations since 1980 were identified that met the criteria for the review. Studies covered a wide range of interventions, including mentoring, counseling, advising, study groups, tutoring, scholarships, orientations, career services, undergraduate research, articulation agreements, and transfer programs. Individually, these studies report positive influences on student success outcomes, including 2- and 4-year graduation, transfer to a 4-year institution, retention, and success in individual courses. However, the number of qualifying studies was surprisingly small, considering the importance of improving success of Latinx students and the length of time during which the problem has been repeatedly emphasized. Few interventions have been undertaken from explicitly assets-based perspectives or theoretical frameworks. The lack of explicit frameworks underlying interventions—combined with a sole/primary focus on students—suggests many interventions were approached from a deficit-based perspective. Further, the study found no pattern of replication studies that might confirm effectiveness of potentially promising interventions. Based on our analysis of evaluations presented in the studies, it does not appear that the research community has developed agreed-upon methods to evaluate commonly agreed-upon outcomes. Finally, no intervention has been sufficiently supported that widespread implementation could be recommended.  相似文献   

The WISC-R and Woodcock-Johnson tests of cognitive ability: A comparative study     

Margaret C. Coleman  William R. Harmer 《Psychology in the schools》1985,22(2):127-132

The Woodcock-Johnson Psycho-Educational Battery has become a popular instrument for assessing students with learning problems. Previous research has indicated a possible discrepancy between overall scores on the WISC-R and the congnitive portion of the Woodcock-Johnson with samples of learning disabled (LD) students. The current study, conducted with samples of students not designated as LD, also found significant differences in the mean scores between the two measures. The hypothesis that the difference between measures is a function of grade level was not supported. Other findings of the current study, coupled with previous research, suggest that the congnitive portion of the Woodcock-Johnson may be loaded with verbal factors.  相似文献   

Newcomer's perspective: Exercise now or take your vitamins later     

Margaret Law 《Performance Improvement》1982,21(6):19-19

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