An avian perspective on simulating other minds     

Nathan J. Emery  Nicola S. Clayton 《Learning & behavior》2016,44(3):203-204

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Teacher–child relationships and early childhood practice     

Hiroko Fumoto 《Early Years: An International Journal of Research and Development》2011,31(1):19-30

This phenomenological study explored how two experienced teachers interacted with children in classes of three‐ and five‐year‐olds. The aim was to further understand the nature of practice that promotes communicative teacher–child relationships. The study took place in a private preschool programme in the United States. Through once‐a‐week participant observations from September to December 2009 and interviews with the teachers, the study illustrated how their practice was based around valuing children’s ideas, effort, space and work, and around maintaining enthusiasm towards children’s and their own learning. In these processes, the study showed the importance of (1) teachers’ firm understanding of the context of children’s development, and their awareness of the role which they play in creating this, and (2) an environment that promotes ‘flow’ of their practice. As the study builds on developmental systems theory, the findings highlight the ways in which contexts that support teachers’ professional autonomy may influence their interactions and relationships with children.  相似文献   

Achievement of English as New Language Learners in Monitor Status: A Cross Sector Comparison from Denver     

Grant Clayton  Christina Clayton  Dick M. Carpenter III  Gregory B. Ecks 《Journal of School Choice》2019,13(1):58-75

This study uses administrative data to measure the effect of attending a charter school in Denver, Colorado on the achievement of reclassified English as New Language (ENL) students during their monitor period in the mainstream classroom environment. We utilize school choice data from Denver’s Common Enrollment System (CES) to control for each school a family selected entering grade six, a typical time for a structural move, in order to better control of unobserved variable bias. Results indicate charter attendance increases achievement in mathematics and English on state testing. Charter school success in the CES environment provides insights for districts serving large numbers of ENL students.  相似文献   

Success is an inside job     

Clayton R. Wright 《Performance Improvement》1992,31(6):25-27

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Psychodrama with deaf people     

L Clayton  L D Robinson 《American annals of the deaf》1971,116(4):415-419

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The privacy of computerized records—The Swedish experience and possible U.S. policy impacts     

Norman Nisenoff  Ethelyn Bishop  Audrey Clayton 《Information processing & management》1979,15(4):205-211

The widespread use of the computer and the rapid growth of telecommunications technology have sparked debate on the privacy implications of computerized records. Regulations and government programs implemented in response to public pressure for greater protection of records could significantly affect the information system manager and any individual who has personal data recorded in a computerized file. This article considers the implications of possible privacy policy initiatives in the United States in light of Swedish experience.  相似文献   

Customizing for clients: developing a library liaison program from need to plan   总被引：2，自引：0，他引：2  

Tennant MR  Butson LC  Rezeau ME  Tucker PJ  Boyle ME  Clayton G 《Bulletin of the Medical Library Association》2001,89(1):8-20

Building on the experiences of librarian representatives to curriculum committees in the colleges of dentistry, medicine, and nursing, the Health Science Center Libraries (HSCL) Strategic Plan recommended the formation of a Library Liaison Work Group to create a formal Library Liaison Program to serve the six Health Science Center (HSC) colleges and several affiliated centers and institutes. The work group's charge was to define the purpose and scope of the program, identify models of best practice, and recommend activities for liaisons. The work group gathered background information, performed an environmental scan, and developed a philosophy statement, a program of liaison activities focusing on seven primary areas, and a forum for liaison communication. Hallmarks of the plan included intensive subject specialization (beyond collection development), extensive communication with users, and personal information services. Specialization was expected to promote competence, communication, confidence, comfort, and customization. Development of the program required close coordination with other strategic plan implementation teams, including teams for collection development, education, and marketing. This paper discusses the HSCL's planning process and the resulting Library Liaison Program. Although focusing on an academic health center, the planning process and liaison model may be applied to any library serving diverse, subject-specific user populations.  相似文献   

Productive struggle in middle school mathematics classrooms     

Hiroko Kawaguchi Warshauer 《Journal of Mathematics Teacher Education》2015,18(4):375-400

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Pedagogical approaches to exploring theory–practice relationships in an outdoor education teacher education programme     

Kathleen Clayton  Heidi Smith  Janet Dyment 《Asia-Pacific Journal of Teacher Education》2014,42(2):167-185

Understanding theory–practice relationships in pre-service teacher education is an enduring concern for many teacher educators. Drawing on data from an investigation into the theory–practice nexus in an outdoor education teacher education programme, this article examines pedagogical approaches to exploring theory and practice with pre-service teachers. The investigation, a qualitative case study, examined the views of the programme’s teacher educators (authors) using an analytical lens informed by two similar theoretical models.

The article focuses on elements that were found to be central to pedagogical approaches within the programme: self-awareness, experience, reflexivity, and a “community of learners.” While the approaches represent a departure from “theory application” and “theory–practice integration” approaches, and a move towards praxis development, the study highlighted challenges and issues including the need for teacher educators to scrutinise theory–practice relationships in their own teaching and discourse. Implications and possibilities for future practice are considered.  相似文献   

The fine art of peer networking     

Clayton R. Wright 《TechTrends》1991,36(4):19-21

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