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11.
Danielle Blaylock Joanne Hughes Ralf Wölfer Caitlin Donnelly 《British Educational Research Journal》2018,44(4):643-662
While Northern Ireland strives to build a shared society, the current reality is that everyday experiences are still shaped by division along ethno‐religious lines. This is particularly pronounced in the education system, where more than 92% of pupils attend separate schools. Within the predominantly separate education system, however, exists a small collection of schools which cater to a more heterogeneous pupil body and offer the opportunity for young people from both communities to meet and interact, and potentially develop cross‐group friendships. The present study compares the network‐based cross‐group friendships within two such school types; an integrated and a separate post‐primary school. These schools boast a distinct ethos yet they similarly enrol students from Catholic and Protestant backgrounds. Findings reveal that both schools show a high level of interconnection between pupils; however, the integrated school, with an ethos that openly supports social cohesion, shows a greater tendency towards cross‐group interactions and best friendships than those found within the separate school. In line with contact theory, these findings suggest that it may not be enough to simply create opportunities for intergroup contact but that optimal conditions, such as institutional support, may be a prerequisite for positive relationships to flourish. Implications for educational policies designed to promote greater cross‐community contact are discussed. 相似文献
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Caitlin Malloy 《Early education and development》2019,30(4):439-455
This secondary analysis explored longitudinal associations between the concentration of shared-language peers and the development of prosocial and problem behavior in dual language learning (DLL) preschoolers from low socioeconomic backgrounds. Mixed-effects regression models were used to analyze year-end outcomes of 212 Spanish-speaking students in 73 Head Start classrooms in which English was the only instructional language. Research Findings: Classroom concentration of Spanish speakers was not associated with Spanish-speaking DLLs’ year-end prosocial behavior. For problem behavior, there was a disordinal interaction between teacher social-emotional support and classroom concentration. In classrooms with higher teacher social-emotional support, the proportion of Spanish-speaking classmates was positively associated with Spanish-speaking children’s problem behaviors. In classrooms with lower teacher social-emotional support, the proportion of Spanish-speaking students per classroom was negatively associated with Spanish-speaking children’s problem behaviors. Practice or Policy: Findings highlight the value of shared-language peers in particular classroom contexts and have implications for DLL students’ preschool classroom placements. 相似文献
13.
Denise Nacu Caitlin K. Martin Nichole Pinkard 《Educational technology research and development : ETR & D》2018,66(4):1029-1049
With the growing emphasis on developing 21st century skills among today’s youth, there is continued optimism about the possibilities granted by increasing access to networked technologies, particularly for encouraging youth to pursue their interests and take ownership of their learning. Yet, research demonstrates the importance of adult support in realizing the promise of achieving these outcomes. Designers of such systems are thus faced with the need to create youth-centered spaces that also provide adult facilitation of learning. This paper presents an adaptation of the traditional heuristic evaluation method which provides designers of online learning systems with a holistic view of how adult learning support is enabled across the system. We describe how the heuristic evaluation method was adapted, and through a case example analyzing one online social learning system used in a middle school context, we demonstrate how it can be used to help identify areas for improvement and promising areas for further research. We also present a framework of heuristics which reflect specific educator learning support roles that have been found to be important for youth learning, particularly for supporting 21st century skills. This work contributes a novel heuristic evaluation method that can help designers of online learning platforms attend not only the experiences of learners, but also to how educators are enabled to support their learning. 相似文献
14.
Dr. Joseph I. Stepans Patricia A. McClurg Ronald E. Beiswenger 《Journal of Science Teacher Education》1995,6(3):158-163
Conclusion To educate teachers who have adequate content knowledge, possess the necessary skills to implement effective teaching strategies,
and are confident and have positive attitudes toward science and the teaching of science, alternative teaching models are
necessary. The University of Wyoming model provides such an alternative. Based on observations and interviews of students
and the mentor teachers, it is apparent that it has created a very positive response in prospective teachers who have participated
in it.
The Wyoming model provided an effective process to train future elementary teachers. Even though it focused on science, the
basis is general enough that it could be successfully extended to other disciplines with only minor modifications; however,
all of the major components of the Wyoming model are vital to its success.
Content courses designed specifically for prospective teachers have been successful in giving the students the content knowledge
and providing opportunities for effective modeling. The seminars provide strong mechanisms to connect content to methodology
and make the content relevant to teaching and to children. Because of their modeling, peer coaching, and sharing their time
and students, the mentor teachers are essential partners in helping the university educate future teachers. Finally, the cooperation
of all partners—district administrators, teachers, science content and science education university faculty, and students—is
necessary to provide early and continuous experiences to prospective teachers.
This material is based upon work supported in part by a grant from the National Science Foundation (Grant No. TTE-8851105).
Any opinions, findings, conclusions, and/or recommendations expressed in this article are those of the authors and do not
necessarily reflect those of the NSF. 相似文献
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16.
Service-learning provides community service as well as authentic, curriculum-driven learning experiences (Furco &; Root, 2010) and has been an effective component of teacher education courses (García, Arias, Murri, &; Surna, 2010; Mitton-Kukner, Nelson, &; Descrochers, 2010; Spencer, Cox-Petersen, &; Crawford, 2005). With these authentic experiences, teachers construct conceptions of literacy learning as broader than classroom teaching and learning. This study investigates how 54 preservice elementary teachers (hereafter called teachers) learned about literacy development and cultural responsivity by engaging in a service-learning experience. 相似文献
17.
Caitlin Bruce 《传播与批判/文化研究》2013,10(1):42-62
August 17, 2012 was a “Global Day of Action” in support of Pussy Riot, a radical feminist performance group from Russia who had been incarcerated for their “Punk Prayer” at the altar of the Christ the Savior Cathedral in Moscow in February 2012. This paper reads the “Punk Prayer” as an image event with an extensive afterlife, mobilized through the transnational icon of the balaclava. By reading its production (socially and spatially) along with its circulation, evident in solidarity protest images, it argues that transnational iconicity enables transnational solidarity, an affective sense of connection and responsibility. 相似文献
18.
This article describes work done at Indiana University to “batch load” data from MARC bibliographic and authority records into the Work-based and FRBR-like Variations system. A series of experiments to iteratively refine our batch loading algorithm is described, along with details of how the algorithm identifies Works, creates relationships between entities, and maps a large amount of data from MARC into Variations records. The article closes with a discussion of the potential impact of this work on Variations project workflow and community FRBRization activities. 相似文献
19.
Set in a graduate-level multicultural literacy course, this qualitative study draws on Bakhtin's theories of ideological becoming and a hybrid of critical discourse analysis (CDA) methods (Gee, 1996; Fairclough, 1995; 2003) to explore the complexities of learning to teach culturally and linguistically diverse students. We investigated how eight beginning teachers' ideologies were constructed and reconstructed by closely examining the struggles and tensions teachers expressed in one multicultural literacy course. This research adds to the literature about how beginning teachers might better address cultural and linguistic diversity in literacy instruction. The study also describes the types of activities that can facilitate the development of teachers who are interested and committed to working with culturally and linguistically diverse students. 相似文献
20.
Caitlin Donahue Wylie 《History of education》2013,42(2):257-272
The blackboard, a useful teaching tool in nineteenth-century England, was transformed into a teaching necessity in the decades follwing 1870, when the Education Acts made school free and mandatory for all children. The resulting huge population of schoolchildren inspired the development of teaching techniques appropriate for large-group learning. Many of these techniques relied on the blackboard as a reusable demonstration space visible to the entire class at once, unlike a book or slate. To share these new practices among teachers, particularly the novice teachers recruited to serve the increased school population, dozens of teaching manuals were published around the turn of the twentieth century. These manuals’ instructions for how to teach reading, writing, arithmetic and nature study to elementary school students offer historians a rare glimpse into teachers’ and students’ school experiences by suggesting how the blackboard shaped classroom practices in late nineteenth- and early twentieth-century England. 相似文献