Preparing Early Childhood Educators for Inclusive Programs: A Call for Professional Unification     

Richard M. Gargiulo  Linda C. Sluder  Denise Streitenberger 《Early Childhood Education Journal》1997,25(2):137-139

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Task Analysis: The Missing Link in Evaluating Teacher Performance     

Laurence Siegel 《Asia-Pacific Journal of Teacher Education》1977,5(2):130-141

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A Garden of Ethics     

Linda Kreger Silverman 《Roeper Review》2016,38(4):228-235

Annemarie Roeper and Leta Hollingworth are the ethical bedrock of the field of gifted education. Though they never met, their legacies are intertwined. They gave us a child-centered perspective, in which ethical development plays a pivotal role. This article traces the similarities of their philosophies, exploring the life experiences that may have led them to see gifted children through the same lens. They both loved their gardens. The seeds of integrity and compassion that they planted inspire us to move beyond our expectations in order to see and nurture the beauty of each child.  相似文献   

On‐line professional staff development: An evaluation study     

Linda de Vries  Som Naidu  Olugbemiro Jegede  Betty Collis 《Distance Education》1995,16(1):157-173

This paper reports the design, implementation, and evaluation of a teleseminar on instructional design (ID) and computer‐mediated communication (CMC) for the purposes of staff development at The University of Southern Queensland, Toowoomba, Australia. Participation was open to any staff with an involvement or interest in distance education. This study was motivated by the following research questions: Is CMC a viable medium for the professional development of staff in distance education? Does the nature of moderation of CMC‐based discussions influence the nature of contributions from subscribers? Do participants use different strategies (interactive, cognitive, and metacognitive) in CMC‐based discussions? To address these questions a teleseminar was instituted with a focus on the issues of ID and CMC. CMC‐based moderation techniques were used to manage the discussion. Both qualitative and quantitative evaluation tools were used to measure the outcomes of the teleseminar. Results of these evaluation data show that CMC proved to be a viable medium for the professional development of staff, that the moderation strategies influenced the nature of contributions from the subscribers, and that participants used a range of strategies to manage the discussion and their participation in it.  相似文献   

A follow-along study of participants in a longitudinal transition program for youths with mild disabilities.     

S Siegel  M Robert  M Waxman  R Gaylord-Ross 《Exceptional children》1992,58(4):346-356

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Proposing and testing a model to explain traits of algebra preparedness     

Linda Venenciano  Ronald Heck 《Educational Studies in Mathematics》2016,92(1):21-35

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The CTY Talent Search: International Applicability and Practice in Ireland     

Linda Boliek Barnett  Sheila Gilheany 《High Ability Studies》1996,7(2):179-190

The Talent Search model of above level standardized testing is a core practice of the Center for Talented Youth (CTY) at The Johns Hopkins University in the USA, where it was introduced in 1971. The Hopkins Model was adapted for use at the Irish Centre for Talented Youth (CTYI) at Dublin City University in 1993, and this adaptation marks the first major international replication, incorporating both the mathematics and verbal portions of the SAT. The SAT proved to be a valuable assessment instrument for these students, whose scores resembled those of American students.  相似文献   

Focusing on what counts: using exploratory focus groups to enhance the development of an electronic survey in a mixed-methods research design     

Natal’ya Galliott  Linda J. Graham 《The Australian Educational Researcher》2016,43(5):567-585

This paper illustrates the use of exploratory focus groups to inform the development of a survey instrument in a sequential phase mixed-methods study investigating differences in secondary students’ career choice capability. Five focus groups were conducted with 23 Year 10 students in the state of New South Wales, Australia. Analysis of the focus group data helped inform the design of the instrument for the second phase of the research project: a large-scale cross-sectional survey. In this paper, we discuss the benefits of using focus groups as an initial exploratory phase in a sequential phase mixed-method design and demonstrate how the findings from this initial exploratory phase informed the development of the survey questionnaire to be used in the main phase of the research. The paper will be of interest to researchers considering the use of exploratory qualitative methods to enhance the quantitative phase in a mixed-methods study.  相似文献   

Ancestral Voices—‘Since Time Everlasting Beyond’: Kipling and the Invention of the Time-Slip Story     

Linda Hall 《Children‘s Literature in Education》2003,34(4):305-321

In this study of Kipling's Puck books, I attempt to clarify the enduring characteristics of the time-slip story as he and E. Nesbit invented it and also to determine his own distinctive contribution to the genre. Although his formal procedures were not influential, his genius lies in showing us the mere uncounted folk of history, not the big players of E. Nesbit's stories. As a conservative democrat, he shows what treasures are hid on one's own hearth and doorstep, so to speak, so that you do not have to venture far to find magic. For Kipling, that magic resides in the common culture of England, the surviving traditional ways, which catastrophic changes over two thousand years had not greatly altered. The magic is traced to the nature of the land itself, a place deeply enchanted and manifest in the merry supernaturalism that G. K. Chesterton saw in Shakespeare's A Midsummer Night's Dream.  相似文献   

TALKING GEOGRAPHY: an investigation into young children's understanding of geographical terms PART 2     

Linda Platten 《International Journal of Early Years Education》1995,3(3):69-84

This research investigates the understanding by children of seven years of age of certain geographical terms and compares data collected in 1991, reported in an earlier paper, with that collected in 1993, after two years’ implementation of the English National Curriculum for Geography. The findings do not indicate any significant difference in the quality and range of response by the children. Most children, from both samples, appeared to show restricted or inconsistent understanding of most of the terms. It is clear from the research that children construct their own meanings for particular words, based on intuition and experience together with some formal teaching, but that even vernacular terms can present difficulties for them. Children have particular problems in conceptualising space. Further investigation of children's constructions, related to specific geographical concepts, is therefore urgently needed if geography teaching programmes are to be designed with adequate reference to the cognitive demands of particular aspects of the subject. We need to know more about children's views of geography.  相似文献