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Jacqueline Edmondson 《Review of Education, Pedagogy & Cultural Studies》2013,35(2):201-222
The dominant image of the “ghetto” is of idle black men drinking forty‐ounce bottles of malt liquor and young black women “with distended bellies, their youthful faces belying the fact that they are often close to delivering their second or third child.” (Kelley, 1997, p. 127) The disintegration of rural America is largely an invisible crisis ... you would never guess anything is wrong. From [the Interstate] you drive for hours passing fields of corn and beans that cover the horizon in lines as straight as a table's edge ... Everything you see speaks of abundance and prosperity…. The creation of rural ghettos is a complex process. (Davidson, 1996, p. 10‐11) 相似文献
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Jacqueline Lynch 《Journal of Early Childhood Teacher Education》2017,38(2):164-181
An intervention study was conducted with preschool teachers to address their beliefs and practice in the area of language and literacy. A total of 27 preschool teachers, each from different early childcare centers, participated in three 1-day professional learning sessions over the course of 9 months. Learning sessions focused on three different language and literacy topics. Study participants completed a pre- and post-session questionnaire and were observed in the classroom before and after each session. Significant differences were observed in both their beliefs and practice after the intervention. Specifically, preschool teachers’ beliefs were related to their practice in two areas: oral language and vocabulary; and book reading. Based on the data, a focus on beliefs and practice in future short-term PL or workshop models may support successful outcomes in teaching practice. 相似文献
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Four- to 6-year-old children (N = 131) heard religious or nonreligious stories and were questioned about their belief in the reality of the story characters and events. Children had low to moderate levels of belief in the characters and events. Children in the religious story condition had higher levels of belief in the reality of the characters and events than did children in the nonreligious condition; this relation strengthened with age. Children who used God as an explanation for the events showed higher levels of belief in the factuality of those events. Story familiarity and family religiosity also affected children's responses. The authors conclude that God's involvement in a story influences children's belief in the reality of the characters and events in that story. 相似文献