An Overview of Significant Influences and Formative Experiences on the Development of Adults’ Environmental Awareness in Nine Countries     

Joy A. Palmer  Jennifer Suggate  Barbara Bajd  Paul Hart K.P.  Roger K.P. Ho  J.K.W. Ofwono‐Orecho 《Environmental Education Research》1998,4(4):445-464

This article, like the preceding one in this special issue of the journal, examines the relative importance of various categories of influence and formative life experiences on the development of environmental educators’ knowledge of and concern for the environment. It provides an overview of data deriving from nine countries (Australia, Canada, Greece, Hong Kong, Slovenia, South Africa, Sri Lanka, Uganda, UK) and highlights global similarities and differences.  相似文献   

Children with autism and peer group support: using 'circles of friends'   总被引：1，自引：0，他引：1  

Philip Whitaker  Penny Barratt  Helen Joy  Mo Potter  & George Thomas 《British Journal of Special Education》1998,25(2):60-64

Philip Whitaker (Specialist Senior Educational Psychologist, Leicestershire Educational Psychology Service with specialist responsibility in autism) and members of the Leicestershire Autism Outreach Team describe the rationale and process of establishing 'circles of friends' to support seven youngsters with autistic spectrum disorders, six of whom were attending mainstream schools.  相似文献   

Influences on Young Children's Knowledge: The case of road safety education     

Joy Cullen 《International Journal of Early Years Education》1998,6(1):39-48

Recent commentators on early education have noted a need to combine the strengths of constructivist and sociocultural theoretical perspectives in the early childhood curriculum. Road safety education in the early childhood years rarely reflects a coherent theoretical base. This article argues that effective road safety education for young children needs to incorporate both constructivist and sociocultural perspectives on learning. Interviews with preschool children highlight the variety of influences that affect children's road safety knowledge and illustrate the interface of constructivist and sociocultural interpretations of learning about road safety. The value of a dual perspective is explored further with reference to a road safety curriculum intervention, which used reflective dialogue procedures, derived from Pramling's (1990) phenomenographic perspective on learning. The curriculum project demonstrates that adult interactions that clarify and make explicit children's informal learning about road safety are an important part of road safety education in the early years.  相似文献   

Orthographic and phonological processing effects on the reading abilities of young children learning to read Malayalam alphasyllabary     

Jeena Mary Joy  Lakshmi Venkatesh  Samuel N. Mathew  Swapna Narayanan 《Journal of Research in Reading》2023,46(2):187-208

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Timeliness: A Discussion for Museums     

Joy Davis  Elaine Heumann Gurian  Emlyn Koster 《Curator: The Museum Journal》2003,46(4):353-361

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