Playful Postmodernism: Building with Diversity in the Postmodern Classroom   总被引：1，自引：1，他引：0  

Nancy Feldman PhD  Mary Barron  Diane CArol Holliman  Shelley Karliner  Uta M. Walker 《Journal of Teaching in Social Work》2013,33(2):119-133

The authors surveyed program directors at all bachelor of social work and master of social work programs accredited by the Council on Social Work Education using an online tool that assessed whether and how their respective social work programs are covering content related to HIV/AIDS. Of the 650 program directors, 153 (24%) participated in the survey. Programs reported coverage of HIV/AIDS content in various foundation content areas, including human behavior in the social environment, populations at risk, and social work practice. The authors also surveyed use of various pedagogical methods, and respondents reported the most use of guest speakers, lectures, and readings in delivering HIV/AIDS content. More than 70% of bachelor and master of social work programs reported having at least 1 field placement specific to HIV/AIDS. In addition, the authors evaluated social work textbooks for specific content on social work with HIV/AIDS, and recommendations are made for inclusion of more HIV/AIDS specific content.  相似文献   

Conceptualizations of writing in early years curricula and standards documents: international perspectives     

Shelley Stagg Peterson  Judy Parr  Eva Lindgren  Douglas Kaufman 《Curriculum Journal》2013,24(4):499-521

Abstract

In this article, researchers in the field of early writing identify underlying beliefs and values about writing and learning to write for the beginning years of formal schooling in four jurisdictions: the American state of Connecticut, New Zealand, the Canadian province of Ontario, and Sweden, as reflected in the respective curricula and standards documents that guide instruction. Using Ivani?’s Discourses of Writing and Learning to Write to guide our text analysis, we found that curriculum developers have primarily been influenced by views of writing as a set of skills, processes, and genres. We found few references to the sociopolitical discourse which indicates a view among curriculum developers that sociopolitical literacy is not suitable for this age group. We argue, with support in previous research, that young children’s writing does not have to be politically neutral and that it can be developed under age-appropriate circumstances. Implications for policy and curriculum development include a need for greater consideration of the complexities of writing shown in research conducted across five decades. We propose a change to the model for early years, recognising that young children’s socio-political understandings lie within their home and school lives, rather than the broader community.  相似文献   

Examining what we mean by collaboration in collaborative action research: a cross-case analysis   总被引：1，自引：1，他引：0  

Catherine D. Bruce  Tara Flynn  Shelley Stagg-Peterson 《Educational Action Research》2013,21(4):433-452

The purpose of this paper is to report on the nature of collaboration in a multi-year, large-scale collaborative action research project in which a teachers’ federation (in Ontario, Canada), university researchers and teachers partnered to investigate teacher-selected topics for inquiry. Over two years, 14 case studies were generated involving six university researchers and 61 teacher researchers. As teacher researchers collected their topic-specific data, university researchers worked in parallel on case studies at the 14 sites in an attempt to gain insights into the types and value of collaboration in collaborative action research. University researchers gathered 20–30 points of data for each case-study site (including teacher researcher final reports as well as journal entries, focus group interviews, field notes, video footage and questionnaires). Through comprehensive cross-case analysis, researchers were able to examine common traits as well as relationships between the nature of the teams, the nature of the projects and their relative success, to highlight conditions that led to robust collaborations. Through pattern matching, hypothesised events were compared with observations to test the claim that a triad of relationships between the team, the team lead and the researchers functioned as a positive collaborative force that propelled teacher team success in a generative ethos, even when faced with substantial challenges.  相似文献   

Pioneering a web-based science museum in Taiwan: Design and implementation of lifelong distance learning of science education     

Shelley Shwu-Ching Young  Yi-Long Huang  Jyh-Shing Roger Jang 《Educational technology research and development : ETR & D》2000,48(1):112-123

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Challenge 98: sustaining the work of a regional technology integration initiative     

Shelley H. Billig  Lorraine Sherry  Bruce Havelock 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(6):987-1003

In this article, we offer a research‐based theoretical framework for sustainability, describing the proven qualities of a project and the innovations that support its sustained existence over time. We then describe how a US Department of Education Technology Innovation Challenge grantee, working to promote technology integration in a socio‐economically disadvantaged region of the state of Texas, succeeded in creating a sustainable set of activities around its work to support educators’ uses of technology. We examine the factors that served to nurture and facilitate sustainability of the practices associated with technology integration to promote student achievement. We take the fact that it is not the project but rather the change in practice that is important.  相似文献   

Looking back to the future: Māori and Pakeha mother-child birth stories.     

Elaine Reese  Harlene Hayne  Shelley MacDonald 《Child development》2008,79(1):114-125

Māori adults have earlier first memories than adults in any culture studied to date. To test the role of early memory socialization in this advantage, Māori (n= 15) and New Zealand European (or Pakeha, n= 17) mothers told birth stories and stories of shared past events to their children (3-4 or 7-8 years). Compared to Pakeha mothers, Māori mothers elaborated more in the birth stories, relative to their elaborations in stories about shared past events, and included more references to relational time and internal states in their birth stories. These data provide the first empirical evidence that Māori children experience a richer narrative environment than Pakeha children for significant events in their past.  相似文献   

QUESTIONING BEHAVIOR OF STUDENTS IN THE INQUIRY CHEMISTRY LABORATORY: DIFFERENCES BETWEEN SECTORS AND GENDERS IN THE ISRAELI CONTEXT     

Ron Blonder  Shelley Rap  Rachel Mamlok-Naaman  Avi Hofstein 《International Journal of Science and Mathematics Education》2015,13(4):705-732

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No Child Misunderstood: Enhancing Early Childhood Teachers’ Multicultural Responsiveness to the Social Competence of Diverse Children   总被引：1，自引：0，他引：1  

Heejeong Sophia Han  M. Shelley Thomas 《Early Childhood Education Journal》2010,37(6):469-476

As a result of rapid demographic changes in our society, more children from diverse racial/cultural backgrounds join our early childhood classrooms. The majority of early childhood teachers, on the other hand, are middle-class and of European-decent. This paper provides early childhood teachers with both theoretical and practical understandings about multicultural responsiveness, in order to understand and promote social competence of young children from diverse backgrounds. To accomplish this end, readers will be guided to consider actual classroom based examples and questions throughout the paper. First, the concept of social competence will be revisited from sociocultural perspectives. Next, we discuss advocacy for social competence of diverse children through the main themes of multicultural awareness, knowledge, and skills. Finally, we recommend several strategies to support teachers’ professional growth and development for multicultural responsiveness.  相似文献