Mountain Stereotypes,Whiteness, and the Discourse of Early School Reform in the Arkansas Ozarks, 1910s–1920s     

J. Blake Perkins 《History of education quarterly》2014,54(2):197-221

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Greatest of All Guests     

Mekkin S. Perkins 《The Educational forum》2013,77(2)

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Learning to Read and Learning to Teach Reading     

Margaret Perkins 《English in Education》1999,33(3):62-69

The National Curriculum for Initial Teacher Education in English is specific and detailed about the knowledge expected of primary teachers. Shulman (1987) argued that teachers transform this sort of subject content knowledge into something accessible and meaningful to their pupils and this knowledge is described as ‘pedagogic content knowledge’. Medwell et al. (1998) found that effective literacy teachers only knew literacy in the way that they taught it. The research project underpinning this article aimed to explore student teachers' conceptions of the teaching of reading in order to find out what they thought they were teaching when they taught reading. It was thought that the personal reading histories of the students would impact on their developing conceptions of teaching reading. This article traces one student, Gordon, through the year of his PGCE course. In the form of dialogue between Gordon and the researcher developing understanding is articulated. Three different types of reading are described: decoding, making meaning and engaging. Reading is seen as a transformative process, where the reader is both within and outside the text. This has implications both for the conception of reading contained within the curriculum and the way it is implemented within the classroom. A teacher can only introduce children to experiences and ways of reading that are known to herself. It is argued, therefore, that student teachers need to extend the boundaries of their own reading and so appreciate the wide range of ways in which meaning is constructed and readers are created.  相似文献   

CHILDREN AND WORSHIP     

Jeanette Perkins 《Religious education (Chicago, Ill.)》2013,108(5):346-352

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Great Business Training is Just Enough,Just in Time,and Just for Me     

Thomas Perkins  Diana Doyle  Jane Wisniewski  Sarah Kaiser  Lynn Vosler  Judith Amoo 《Community College Journal of Research & Practice》2013,37(6):537-539

Retrenchment practices in the 1980s represented a new challenge to institutions of higher education. The literature encompassing higher education within the past 10 years has revealed limited information concerning retrenchment policies in public community colleges in Texas. This study investigated the presence or absence of retrenchment policies and their relation to fluctuations in enrollment and state funding. All 49 public community‐junior college districts in the state of Texas were included in the study. Twenty (41%) of these community colleges had a retrenchment policy. This study indicated that administrative decisions regarding the development and adoption of retrenchment policies are based on state revenue declines as opposed to enrollment fluctuations.  相似文献   

A new technology for resolving the dynamics of a swinging bat     

Kevin King  Jessandra Hough  Ryan McGinnis  N. C. Perkins 《Sports Engineering》2012,15(1):41-52

Hitting a major league fastball, with approximately half a second to react, poses one of the greatest challenges in sports. The ability to hit the ball derives from the dynamics of the bat swing which can be measured using video motion capture. However, doing so necessitates swinging the bat within the confines of a motion capture laboratory, often with considerable time and expense. This paper introduces an inexpensive and highly portable measurement method for use right on the field of play to support player training, coaching, rehabilitation, and player-bat fitting. The method employs a highly miniaturized, wireless MEMS inertial measurement unit (IMU) affixed to the knob of the bat. The IMU incorporates three-axis sensing of bat acceleration and angular velocity with a low-power RF transceiver to transmit this data to a host computer. Analysis of this data yields a near-instantaneous and highly resolved summary of three-dimensional bat dynamics. This paper describes this novel technology for use in baseball and softball, presents example results, and reveals new features of bat motion overlooked in previous studies.  相似文献   

Feedback effects on oral reading errors of children with learning disabilities   总被引：1，自引：0，他引：1  

V L Perkins 《Journal of learning disabilities》1988,21(4):244-248

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Minimum Competency Testing: What? Why? Why Not?     

Marcy R. Perkins 《Educational Measurement》1982,1(4):5-9

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The DREAMS Team: Creating community partnerships through research advocacy training for diverse older adults     

Ariel R. Hart  Rebecca Dillard  Molly M. Perkins  Camille P. Vaughan  Kathy Kinlaw  J. Lucas McKay 《Educational gerontology》2017,43(9):440-450

The DREAMS Team research advocacy training program helps clinical faculty and health students introduce basic clinical research concepts to diverse older adults to galvanize their active involvement in the research process. Older adults are frequently underrepresented in clinical research, due to barriers to participation including distrust, historical mistreatment, and their lack of health literacy. The DREAMS Team program aims to involve diverse older adults throughout all phases of research and increase research participation, thereby contributing to the growth of quality patient-centered, evidence-based health care. This course was developed for clinical faculty to deliver to diverse adults aged 55+ in eight 50-minute lectures, followed by half-hour small group discussions moderated by health students. A pilot cohort of 24 individuals was assessed for satisfaction post-program, and self-efficacy before and after the program. Older adult participants improved on a survey measure of self-efficacy, and indicated satisfaction on a post-program questionnaire. All agreed or strongly agreed that they enjoyed participating, and that classes enhanced knowledge/skills about the topics, were high quality, and provided useful information. Twenty-two out of 24 individuals who completed the program indicated they planned to get involved as research advocates. The DREAMS Team program can be offered either on its own, or as a follow-up program to a general health education course led by health students and/or professional researchers or clinicians. Educating older adults about the research process and advocacy through interactive seminars led by congenial and respectful researchers and health students may remove some barriers to research participation and involvement among diverse older adults.  相似文献   

School–Community Partnerships,Friend or Foe? The Doublespeak of Community With Educational Partnerships     

Tasha Perkins 《Educational Studies A Journal of the American Educational Studies Association》2015,51(4):317-336

In recent reform efforts, school–community partnerships have been touted as a means for promoting student success (Decker, Decker, &; Brown 2007 Decker, L.E., Decker, V.A., &; Brown, P.M. (2007). Diverse partnerships for student success: Strategies and tools to help school leaders. Lanham, MD: Rowman &; Littlefield Education. [Google Scholar]; Epstein 2010 Epstein, J.L. (2010). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 92, 81–96.[Crossref] , [Google Scholar]) and meeting student needs (Hands 2010 Hands, C.M. (2010). Why collaborate? The differing reasons for secondary school educators' establishment of school–community partnerships. School Effectiveness and School Improvement, 21, 189–207.[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]). Yet, despite any accolades, the motives and results of school–community partnerships are contested. Gary Anderson (1998 Anderson, G. (1998). Toward authentic participation: Deconstructing the discourses of participatory reforms in education. 715 American Educational Research Journal, 35, 571–603.[Crossref], [Web of Science ®] , [Google Scholar]) points out that partnerships tend to be designed to graft members into prior objectives and goals instead of being designed to facilitate staff members in working together to redefine goals. Auerbach (2010 Auerbach, S. (2010). Beyond coffee with the principal: Toward leadership for authentic school–family partnerships. Journal of School Leadership, 20, 728–757. [Google Scholar]) echoes this concern, suggesting that the literature regarding school partnerships focuses primarily on academic achievement while operating under “limited school agendas or mandates for collaboration” which do little to promote “socially just” schools (p. 729). And, schools are egregiously unjust. Thus, in this article, I first evaluate the school–community partnership in a new light by broadly conceptualizing how community exists as a term within the public education system and considering the impact of the historical situatedness of communities and political lines on renderings of community. Second, I offer an understanding of how school–community partnerships are discussed in terms of doublespeak, illustrating how the very word community can be employed across a spectrum of different meanings, interpretations, and implications. Last, I argue that community partnerships have been promoted as educational reform with little prospect of challenging meta-narratives that tell a story of who has something to offer to our schools and who does not.  相似文献