CONNECTING THE LEARNING COMMUNITY AND VOCATION IN THE PUBLIC WORLD   总被引：1，自引：1，他引：0  

Norma Cook Everist 《Religious education (Chicago, Ill.)》2013,108(3):294-309

Faith communities have become privatized and secluded from the daily lives of parishioners. Meanwhile secular media raises religious questions. When learning communities visit the vocational worlds of people in the parish, they can listen and learn in the languages people speak there: architecture, real estate, medicine. What are their worldviews, values, belief systems, joys, and struggles? A nurse anesthetist in Eau Claire, a librarian in Colorado Springs, a firefighter in Syracuse reflected theologically on the issues they face and more clearly discerned their callings. Listening to people speak about their faith and life in their terms on their turf helps develop a multilingual learning community.  相似文献   

Assimilation and individual differences in emotion: The dynamics of anger and approach motivation     

Julia Lechuga  Norma P. Fernandez 《Int J Intercult Relat》2011,35(2):196-204

Individuals who cross cultural boundaries face many challenges when trying to adapt to a receiving culture. Adaptation challenges such as learning to maneuver across societal domains may become increasingly complex if structural level factors such as discrimination are present. Researchers have conceptualized acculturation as a relatively autonomous decision indicating that four acculturation strategies exist: assimilation, separation, integration, and marginalization. Moreover, researchers have also long debated the link between acculturation strategy, adaptation hassles and negative health outcomes. However, models seeking to explain how individual difference and structural level variables may influence each other and subsequently influence acculturation and adaptation are needed. The purpose of this study is to lay the foundation for the conceptualization of such a model. We propose that temperamental predispositions to negative emotionality, anger, and impulsivity may highlight discrimination which in turn may lead to increases in acculturative stress and negative markers of psychosocial well-being. We used SEM to test our hypothesized model. Results supported a modified model. Implications for the measurement of adaptation and design of interventions are discussed.  相似文献   

Influences of the Text and the Reader's Background Knowledge Upon Responses to Comprehension Questions     

Norma Mudd 《Literacy》1987,21(2):125-134

  相似文献   

Education of the Bedouin of the Negev in the Context of Radical Socio‐Economic Change     

Norma Bernstein‐Tarrow 《Compare》1978,8(2):141-147

  相似文献   

Ethics in aging: a decision-making paradigm     

Doolittle NO  Herrick CA 《Educational gerontology》1992,18(4):395-408

  相似文献   

Editorial     

Norma Presmeg 《Educational Studies in Mathematics》2011,76(1):1-2

  相似文献   

Building an educative community for early childhood development     

Norma Rudolph 《International Journal of Early Years Education》1996,4(3):61-71

This article briefly describes the policy changes in Early Childhood Development in South Africa since 1994. It describes an attempt in Northern Province to generate discussion about the changes with a group of teacher‐practitioners and to highlight the action necessary to develop and implement the policies. The methodology of the process is discussed, with particular reference to the role of the researcher as an agent for change.  相似文献   

Opportunities for a democratic pedagogy: a comparative study of South African and Swedish teachers' attitudes to inclusive education     

Rolf Helldin  Örjan Bäckman  Helen Dwyer  Anders Skarlind  Anna J. Hugo  Norma Nel  Helene Müller 《Journal of Research in Special Educational Needs》2011,11(2):107-119

This paper is based upon the collaboration between two research groups from Stockholm University and the University of South Africa. The main objective is to compare attitudes between South African (SA) and Swedish teachers regarding inclusive education (IE). IE in this paper is examined as a distinct part of the Swedish welfare system. The method used can be characterised as a combined, quantitative and qualitative research design with a purposive sampling. A similar adapted questionnaire was distributed in the two countries. The Swedish teachers in our data are more pro‐inclusion and more hesitating to accommodate learners with barriers in special schools. However, both the Swedish and the SA teachers in the study are hesitating towards the feasibility to implement IE practically. A team approach is concluded to be an adequate pedagogy for supporting IE both in South Africa and Sweden.  相似文献   

TEACHING MATHEMATICS IN TWO LANGUAGES: A TEACHING DILEMMA OF MALAYSIAN CHINESE PRIMARY SCHOOLS     

Chap Sam Lim  Norma Presmeg 《International Journal of Science and Mathematics Education》2011,9(1):137-161

This paper discusses a teaching dilemma faced by mathematics teachers in the Malaysian Chinese primary schools in coping with the latest changes in language policy. In 2003, Malaysia launched a new language policy of teaching mathematics using English as the language of instruction in all schools. However, due to the complex sociocultural demands of the Malaysian Chinese community, mathematics is taught in both Mandarin and English in the Malaysian Chinese primary schools. Teachers faced the dilemma of code-switching between English and Mandarin particularly in low-performing classes. A substantial amount of class time was spent in translating, especially the mathematical terminologies. Findings of this study imply that further research studies are needed to examine the effectiveness of teaching mathematics bilingually versus monolingually in a Malaysian context.  相似文献   

Did the Greeks and the Romans Play Football?     

Norma D. Young 《Research quarterly for exercise and sport》2013,84(4):310-316

  相似文献