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101.
PROSPECTS - The world is experiencing crises related to the cascading effects of anthropization. These crises result from imperialist and capitalist practices that categorize and exploit the other... 相似文献
102.
Dr. Sandra K. Abell 《Journal of Science Teacher Education》1992,3(1):11-15
Conclusion The pursuit of meaning through reflection is an ultimate goal of teacher education. The reading reaction sheet strategy is
one way to help methods students construct meaning about science teaching and learning, and is applicable to other college
courses where considerable reading is expected. Furthermore, through instructor modeling (Kyle, Abell, & Shymansky, 1989;
Yeany & Padilla, 1986), preservice teachers are more likely to employ techniques for reading in the content area in their
own teaching. Thus the reading reaction sheet strategy illustrates the integration of research in reading, writing, and science
education and its application to classroom practice. 相似文献
103.
Recent research suggests that preschool children approach the task of word learning equipped with implicit biases that lead them to prefer some possible meanings over others. The noun-category bias proposes that children favor category relations when interpreting the meaning of novel nouns. In the series of experiments reported here, we develop a stringent test of the noun-category bias and reveal that it is present in children as young as 2 years of age. In each experiment, children participated in a 5-item match-to-sample task. Children were presented with a target item (e.g., a cow) and 4 choices, 2 of which belonged to the same superordinate category as the target (e.g., a fox and a zebra) and 2 of which were thematically related to the target (e.g., milk and a barn). In Experiment 1 we demonstrate that novel nouns prompt preschool children to attend to superordinate-level category relations, even in the presence of multiple thematic alternatives. In Experiment 2, we ascertain that the bias is specific to nouns; novel adjectives do not highlight superordinate category relations. In Experiment 3, we demonstrate the noun-category bias in 2-year-olds. The nature and utility of the noun-category bias are discussed. 相似文献
104.
Wootton-Gorges SL Stein-Wexler R Walton JW Rosas AJ Coulter KP Rogers KK 《Child abuse & neglect》2008,32(6):659-663
PURPOSE: Chest radiographs (CXR) are the standard method for evaluating rib fractures in abused infants. Computed tomography (CT) is a sensitive method to detect rib fractures. The purpose of this study was to compare CT and CXR in the evaluation of rib fractures in abused infants. METHODS: This retrospective study included all 12 abused infants identified from 1999 to 2004 who had rib fractures and both CXR and CT (8 abdomen CTs, 4 chest CTs). CT exams had been performed for clinical indications, and were obtained within one day of the CXR. Studies were reviewed by two pediatric radiologists to determine the number, locations, and approximate ages of the rib fractures. A total of 225 ribs were completely (192) or partially (33) seen by CT, and the matched ribs on CXR were used for the analysis. RESULTS: The mean patient age was 2.5 months (1.2-5.6), with seven females and five males. While 131 fractures were visualized by CT, only 79 were seen by CXR (p<.001). One patient had fractures only seen by CT. There were significantly (p<.05) more early subacute (24 vs. 4), subacute (47 vs. 26), and old fractures (4 vs. 0) seen by CT than by CXR. Anterior (42 vs. 11), anterolateral (21 vs. 12), posterolateral (9 vs. 3) and posterior (39 vs. 24) fractures were better seen by CT than by CXR (p<.01). Bilateral fractures were detected more often by CT (11) than by CXR (6). CONCLUSIONS: While this study group is small, these findings suggest that CT is better than CXR in visualizing rib fractures in abused infants. 相似文献
105.
Sue Brown Scott Harrell Sandra Browning 《Mentoring & Tutoring: Partnership in Learning》2017,25(5):566-588
In our study, we examine the factors influencing the implementation of a mathematics coaching initiative at four high schools including the assets an instructional coach brings to the position and the challenges unique to each school. In our case study we include data collected in individual interviews with instructional coaches, focus groups with Algebra I teams, and coaching logs. Four models of coaching behavior emerged from the data collected in the study: coach as facilitator, coach as mediator, coach as dictator, and coach as victim. No role was associated exclusively with any particular instructional coach. However, which role the coach assumed hinged on one or more factors: the coach’s leadership style, the context in which the coach served, and the dynamics of the situation. 相似文献
106.
Sandra Bochner Lynne Outhred Moira Pieterse 《International Journal of Disability, Development & Education》2001,48(1):67-90
This paper presents data from a study of young adults with Down syndrome who were born either just before, or during the period when radical changes to special education services for people with intellectual disabilities were introduced. The specific aim of the study was to examine the development of language and literacy skills in a group of young adults with Down syndrome, some of whom had been educated at a time when there was an increase in expectations for achievement and opportunity to learn. Results showed that all but one of the young adults had learned to read, though for some, these skills were limited. In general, there was evidence of a positive relationship between age (for those born after 1970), attendance at an integrated school situation, and the achievement of more advanced reading and language skills. It was also evident that learning to read provides both a functional daily living skill and a satisfying recreational activity for young adults with Down syndrome. 相似文献
107.
This paper analyses accountability and partnership in Initial Teacher Education for the primary school sector in Northern Ireland. In considering teacher education, the paper focuses on three higher education institutions: Stranmillis University College, St Mary's University College and the University of Ulster. Of the three institutions, the Roman Catholic Church maintains St Mary's University College while the other institutions have no religious affiliations. The paper focuses on the reform of teacher education within the British Isles and sets Northern Ireland into a context of a system of teacher education which has developed new patterns of accountability. Three sources of evidence are used to analyse accountability; firstly the perception of schools that are partners in Initial Teacher Education; secondly, the views of the Education and Training Inspectorate who are responsible for accrediting teacher education in Northern Ireland; and thirdly, the views of the three university schools of education. The paper will demonstrate how teacher education in Northern Ireland is simultaneously similar to, and different from, teacher education in the rest of the developed world. It will illuminate the dimensions of accountability in the primary school sector and show how in Northern Ireland this is heavily segregated by religious denomination. 相似文献
108.
109.
An introduction to the special issue addressing positive psychology and its “place” in and implications for schools is provided. The articles contained within the issue are described within the context of our perspective regarding positive psychology in schools. As the study of positive psychology continues to evolve, it is likely that its application within other fields (including school psychology) will be more clearly expressed. We contend that the “success” of introducing, implementing, and sustaining positive psychology within schools may be dependent on its early yet also sustained integration across multiple contexts. And, a “positive” school psychology will require attention to the convergence of multiple, diverse areas of literature. The articles within this special issue begin this movement toward finding either a place for positive psychology within school psychology or a place for school psychology within positive psychology. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 1–5, 2004. 相似文献
110.