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Generational influences on contemporary curriculum thought 总被引：3，自引：2，他引：1
Using generational theory, this paper explores the genealogical and ideational evolution of the contemporary curriculum field. The authors use dramatis personae to explore the clashes that occurred preceding, during, and after the 'renaissance' of the curriculum field, concluding with a discussion of the next generation of curriculum workers who are coming to prominence during the millennium. 相似文献
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Student understanding of content can be dependent on the pedagogies that co‐teachers plan and implement, regardless of which co‐teaching model they use. However, when co‐teachers vary instruction using different co‐teaching models, secondary students with and without disabilities have more opportunities to take advantage of having two teachers and more opportunities to be taught using evidence‐based practices. In this article, ‘PEDAGOGY’ is used as an acronym to describe ways in which co‐teachers can design and deliver instruction using various co‐teaching models in multiple content areas at the secondary level. 相似文献
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Joshua B. Sears 《Research Policy》2018,47(9):1688-1699
Technological acquisitions have become a popular complement to internal innovation in order to overcome the time-compression diseconomies of internal innovation. As such, acquisition success greatly depends on the expeditious leveraging of target knowledge. Confounding our understanding of leveraging target knowledge is that targets play two distinct innovative roles post-acquisition: conduct innovative activities in conjunction with acquirers (integrative innovation) and continue innovative activities independent of acquirers (independent innovation). To understand how factors differentially affect these two types of innovation, I connect two disparate concepts: relative absorptive capacity and selective intervention. I develop theory and find evidence that while relative absorptive capacity creates the communication capabilities that accelerate integrative innovation, it simultaneously deteriorates the information asymmetries between targets and acquirers leading to greater opportunities for acquirer intervention into target innovative activities that delay independent innovation. 相似文献
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In these experiments, the effects of polysemy were examined as a function of word frequency for Japanese katakana words, words which have consistent character-to-sound correspondences. In the lexical decision task, an additive relationship was observed between polysemy and frequency (i.e., polysemy effects were identical for high and low frequency katakana words). In the naming task, although no word frequency effect was observed, there was a significant polysemy effect which, as in the lexical decision task, was identical for high and low frequency words. The implications of these results for conclusions about the loci of polysemy and frequency effects in lexical decision and naming tasks are discussed. 相似文献
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Non-specialist teachers in Canada are increasingly required to teach sexual health topics. However, research suggests that they do not always do so willingly. This study examined the associations between the characteristics of non-specialist elementary and middle school teachers (n = 294) in Canadian schools and their willingness to provide sexual health education (SHE) and their perceptions of factors affecting their willingness to provide SHE. On average, the teachers were only somewhat willing to teach SHE and their willingness varied between topics. The teachers who reported greater willingness to teach SHE were more likely to be teaching middle school, have less teaching experience, have received training to teach SHE, feel more knowledgeable about sexual health, and view broad-based SHE as more important. More than 20% of participants identified 10 out of 11 factors as making them less willing to teach sexual health education; conversely, more than 20% of participants identified nine of these 11 factors as making them more willing to teach sexual health education. Teachers who were middle school teachers, had received training to teach sexual health, had more experience teaching SHE, and felt more knowledgeable about sexual health topics were more likely to regard all of these factors as enhancing their willingness to teach SHE. The results are discussed in terms of their implications for training designed to increase teachers' willingness to teach sexual health. 相似文献
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Abraham Stefanidis Margaret E. King‐Sears Anne Brawand 《Psychology in the schools》2019,56(4):539-553
Drawing on Bandura’s social learning and social cognitive theory, we empirically investigate contextual factors that may influence perceived benefits of coteaching for teachers. Special and general education coteachers have reported that necessary contextual factors for them to be effective include: sufficient coplanning time, relationship quality, and parity. In this study, 147 special and general education coteachers from suburban and rural schools across the United States responded to the Co‐teacher Questionnaire to determine what contributes to their perceived benefits of coteaching students with disabilities. Hierarchical linear regression analyses indicated that coplanning ( β = 0.22; p ≤ 0.01) and relationship quality ( β = 0.30; p ≤ 0.01) positively influenced the coteachers’ perceived benefits of coteaching (Cohen’s f 2 = 0.47), whereas parity was not corroborated to have a significant impact. These not previously empirically studied relationships inform the field by clarifying the importance of the contextual factors for coteachers. Implications for the practitioners and researchers are offered. 相似文献
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Brandon Burr Ladonna Atkins Anita Glee Bertram Kaye Sears Andreae N. McGinnis 《Educational gerontology》2019,45(5):353-364
Research shows various benefits of play in terms of children’s development. However, very little investigation has explored play from a lifespan perspective, linking early play experiences to older adulthood. Although some prior research has explored play memories, very little information is available on play memories of older adults, specifically, and perceptions of the importance of play in older adults. Using a lifespan perspective, this study explored the phenomenon of play through stories and memories from interviews with 15 older adults. Major study themes highlight changes between past and present play activity. Implications for practitioners and researchers are presented. 相似文献
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Matthews Lou E. Jessup Naomi A. Sears Ruthmae 《Educational Studies in Mathematics》2021,108(1-2):333-350
Educational Studies in Mathematics - In this reflective essay, a BlackCrit lens is used to explore new and evolving possibilities for Black teachers, families, leaders, and students in ways that... 相似文献