HORIZONS: 2000: A model for gender fair education     

Cheryl G. Bartholomew Ph.D.  L.P.C. 《Journal of Career Development》1995,21(3):233-247

This article presents evidence that girls are not receiving an equal education and describes a program model which offers solutions for counselors and teachers to adopt.  相似文献   

Teaching and learning: participation and interaction     

Cheryl J. Craig 《Teachers and Teaching》2016,22(3):269-272

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Editorial: Reciprocity,partnerships and learning     

Cheryl J. Craig  John Chi-Kin Lee 《Teachers and Teaching》2019,25(6):623-626

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Rural classroom environments as contexts for teacher-child relationships     

Cheryl Varghese  Lynne Vernon-Feagans  Mary Bratsch-Hines 《The Journal of educational research》2019,112(3):411-420

The authors examined the associations between observed classroom management and teacher-child relationships with individual children during kindergarten and Grade 1. We used a sample of nonstruggling and struggling readers and their teachers in rural schools in the Southeastern United States to examine whether gender and struggling reader status explained associations between classroom management and conflictual or close teacher-child relationships. After controlling for child- and teacher-level characteristics, results from multilevel model analyses indicated that stronger classroom management was significantly related to less teacher-rated conflict, but was not related to teacher-rated closeness. Gender was a significant moderator, with boys who were in classrooms with lower levels of classroom management having poorer teacher-child relationships as rated by their teachers. Struggling reader status was not a significant moderator of the association between classroom management and teacher-child relationships.  相似文献   

Story constellations: A narrative approach to contextualizing teachers’ knowledge of school reform     

Cheryl J. Craig 《Teaching and Teacher Education》2007

This article traces the roots of narrative research in the social sciences and education, then centers on ‘story constellations,’ a version of narrative inquiry that uncovers teachers’ knowledge of school reform in context. A fluid form of investigation that unfolds in a three-dimensional inquiry space, story constellations consists of a flexible matrix of paired narratives that are broadened, burrowed, and restoried over time. The adaptability of this narrative inquiry approach is then made visible through introducing four story constellations separately, then laying sketches of the individual story constellations side-by-side. When analyzed in a conjoined fashion, these sketches illustrate how the particularities of place and human agency in the living of school reform played out differently in differing school contexts, despite the fact that the four school sites had one story of reform in common. In the end result, the illustrations demonstrate how the use of the malleable approach drew distinctive story constellations to the surface, spotlighting teachers’ knowledge of school reform as it developed in context over time. In this way, ‘story constellations’ as a method and as a form of inquiry is illuminated.  相似文献   

Using readability,human interest,and writing style to evaluate technology education textbooks     

Cheryl E. P. Evanciew M.In.Ed.  Karen H. Jones Ed.D. 《TechTrends》1996,41(2):37-38

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Preparing work-ready nurses: reflexive learning for diverse students in the Australian vocational education and training sector     

Mary Ryan  Karleen Gwinner  Kerry Mallan  Cheryl Livock 《Studies in Continuing Education》2017,39(3):268-285

This paper highlights a disjuncture between training frameworks designed to meet work-based competencies, and educational flexibility desirable to prepare diverse learners for fluid workplaces and roles. We describe a pilot study that explored teaching and learning practices in a vocational education and training Diploma of Nursing program. The study used qualitative approaches framed by a social view of learning as a reflexive process. Frictions emerged in how teaching and learning was fostered and how knowledge and skills were contextualised through nursing-accredited training packages. A case is made to enhance critical thinking and reflexive approaches to prepare work-ready nurse graduates.  相似文献   

What has action learning learned to become?     

Mike Pedler  John Burgoyne  Cheryl Brook 《Action Learning: Research and Practice》2005,2(1):49-68

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Developmental skills related to writing and reading acquisition in the intermediate grades     

Virginia W. Berninger  Ana C. Cartwright  Cheryl M. Yates  H. Lee Swanson  Robert D. Abbott 《Reading and writing》1994,6(2):161-196

Multiple measures of the fine motor system, the orthographic system, the phonological system, the working memory system, the verbal intelligence system, the writing system, and the reading system were administered to 300 students in grades 4, 5, and 6. Results showed that the writing system and the reading system share many of the same orthographic, phonological, and working memory sub-processes but thepatterns of concurrent relation between these sub-processes and writing and between these subprocesses and reading differ. These results are consistent with the view that writing and reading draw upon the same as well as unique cognitive systems.  相似文献   

Peer Teachers With Autism Teaching 3D Modeling     

Cheryl Wright  Marissa Diener  Scott Wright  Deborah Rafferty  Carly Taylor 《International Journal of Disability, Development & Education》2019,66(4):438-453

ABSTRACT

Few autism programmes address the needs of adolescents and young adults, and those that do are unlikely to include individuals with autism in the design and evaluation of the programme. This study involved nine youth with autism (ages 16–25) in the development and evaluation of a peer teaching programme where they taught three-dimensional modelling to other students with autism spectrum disorder. The methodology was participant-oriented research where the students with autism were co-designers and programme evaluators in the research. This approach highlighted their unique strengths and abilities and shifted the power such that they were leaders and not simply the recipients of knowledge from instructors. Four themes emerged through the qualitative analysis of the students’ perceptions of the peer teaching programme: 1) the meaning of peer teaching, 2) motivations for peer teaching, 3) challenges and 4) coping with the challenges of the role.  相似文献