Innovations in Doctoral Education: Distance Education Methodology Applied     

Joanna Bettmann PhD  Kimberly Thompson  Nora Padykula  Joan Berzoff 《Journal of Teaching in Social Work》2013,33(3):291-312

This study evaluated the impact of a distance education program to meet the practice learning needs of first‐year doctoral students. The program, a six‐session case‐based telephonic seminar, was taught to 19 first‐year doctoral students. Evaluation of the program included self‐report quantitative and qualitative data gathered pre‐ and postseminar, as well as qualitative data gathered three months postseminar. Quantitative and qualitative analysis revealed increased reports of practice competencies by the conclusion of the seminar. Analysis also illustrated the importance of continued evaluation given the small sample size and pilot nature of this unique distance education program.  相似文献   

Partnerships in Social Work Education     

Joanna Lina Pierce  Dawn Hemingway  Glen Schmidt 《Journal of Teaching in Social Work》2013,33(2):215-226

Historically, society has associated a visit from a child protection worker with the removal of children. In Canada in the 1960s, Aboriginal children were removed from their communities in alarming numbers and were referred to as the “sixties scoop.” This may in part explain the difficulty in recruiting Aboriginal social workers into child welfare practice. This reality prompted the development of a post–bachelor degree certificate aimed at increasing the number of Aboriginal child welfare social workers in northern British Columbia. The results discussed in this article stem from three certificate cohorts and highlight the development of new partnerships and students’ experiences. Two years following the completion of the third cohort, nearly 80% of the students recruited were still employed in the North.  相似文献   

Erratum to: Indigenous Students’ Experiences of the Hidden Curriculum in Science Education: A Cross-National Study in New Zealand and Taiwan     

Joanna Kidman  Chiung-Fen Yen  Eleanor Abrams 《International Journal of Science and Mathematics Education》2013,11(1):267-267

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Storyline and Associations Pyramid as methods of creativity enhancement: Comparison of effectiveness in 5-year-old children     

Joanna Smogorzewska 《Thinking Skills and Creativity》2012,7(1):28-37

This article presents the results of a study comparing the originality, the length, the number of neologisms and the syntactic complexity of fairy tales created with “Storyline” and “Associations Pyramid.” Both methods were developed to enhance children's language abilities and their creative thinking. One hundred twenty eight 5-year-old children were asked to tell stories using either the “Storyline” (SL) or the “Associations Pyramid” (AP) method during four routine class activities. Participants worked in 14 groups, five participants per group. The results showed that stories developed with SL and AP methods are comparably original, however more original than stories developed individually.  相似文献   

Affordability,accessibility, and accountability: Perceived impacts of the Pre-primary Education Vouchers in Hong Kong     

Hui Li  Jessie Ming Sin Wong  X. Christine Wang 《Early childhood research quarterly》2010

Hong Kong launched the Pre-primary Education Voucher Scheme (PEVS) in 2007 to promote the “3A's” of early childhood education (ECE): affordability, accessibility, and accountability. The PEVS has three unique features: discriminating against profit kindergartens, promoting teacher professional development, and limiting parents’ choice to only non-profit schools. To understand the voucher scheme's perceived impacts, this study conducted stratified random sampling to include 10% of Hong Kong kindergartens and surveyed their parents, principals, and teachers. A total of 380 completed questionnaires were collected and analyzed, and the results indicated that (1) the majority of the respondents perceived positive impacts on the 3A's of ECE; (2) significant effects of stakeholders (parents, teachers and principals), school types (profit or non-profit), eligibility, and familiarity were found in between- and within-group comparisons; (3) the parents and especially those from non-profit/eligible kindergartens tended to perceive more positive impacts than others; and (4) the principals and teachers reported some implementation difficulties. Implications for voucher reform in others countries are discussed.  相似文献   

The invented spellings of non-Spanish phonemes by Spanish–English bilingual and English monolingual kindergarteners     

Laura B. Raynolds  Joanna K. Uhry 《Reading and writing》2010,23(5):495-513

This study compared the English spelling of native Spanish-speaking children receiving English-only instruction with monolingual native English speaking children at the end of kindergarten. In invented spelling, young bilingual children can show us how they perceive the unique sounds of English by the way they map English letters onto non-Spanish sounds. The spelling of non-Spanish phonemes and English and Spanish stop consonants differing in voice onset time were examined. The relationship of plausible English spelling with English vocabulary knowledge was also investigated. The bilingual kindergarteners had significantly fewer correct spellings of ending stop consonants, which differ phonetically in English and Spanish, than did the monolingual group. No significant difference between the two groups at the end of kindergarten was found when spelling non-Spanish phonemes however. The lexical restructuring model was applied to explain a positive correlation between vocabulary and plausible English spellings.  相似文献   

教师 四季     

Joanna Fuchs 《海外英语》2009,(9):1-1

A teacher is like Spring,
Who nurtures new green sprouts,
Encourages and leads them,
Whenever they have doubts.  相似文献   

Philosophy with Teenagers: Nurturing a moral imagination for the 21st century     

Joanna Haynes 《International Journal of Lifelong Education》2013,32(2):279-282

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记忆的脚步     

陈敏 《海外英语》2007,(4):21

踏上起程的列车,过半的还是不解的踌躇,心底的那份狂热早已刻进我的灵魂,伴随这深秋的风雨,消失在昨天的昨天。  相似文献   

Computerised screening for dyslexia in adults     

Chris Singleton  Joanna Horne  Fiona Simmons 《Journal of Research in Reading》2009,32(1):137-152

Identifying dyslexia in adulthood presents particular challenges because of complicating factors such as acquisition of compensatory strategies, differing degrees of intervention and the problem of distinguishing dyslexic adults from those whose literacy difficulties have non‐cognitive causes. One of the implications is that conventional literacy measures, per se, do not provide a satisfactory basis for screening for dyslexia in adulthood as some dyslexic adults have above‐average literacy skills and some non‐dyslexic adults have very poor literacy skills. This study examined an alternative approach to dyslexia screening, using three tests that depend heavily on phonological processing, lexical access and working memory, but which are not conventional measures of literacy. Using these tests, which are computer delivered, 70 dyslexic adults from three different types of educational institution were compared with 69 non‐dyslexic adults from the same institutions. The results showed that the dyslexic and non‐dyslexic groups were significantly different on all three computer‐based tests, with an average effect size of 1.55. Adaptive versions of these tests were then created to reduce overall administration time for the suite to about 15 minutes. Analysis showed that the combined scaled scores from the adaptive versions of the three tests significantly discriminated the dyslexic from the non‐dyslexic group with an increased effect size of 2.07 and with a sensitivity rate of 90.6% and a specificity rate of 90.0%. It was concluded that this approach is a valid and useful method of identifying dyslexia in adulthood, which, given the ease of administration to large numbers of adults, has noted advantages for education and employment.  相似文献