Building Bridges in Teacher Education: Creating Partnerships With Parents     

Mary M. Murray  Mariana Mereoiu  Lisa M. Handyside 《The Teacher Educator》2013,48(3):218-233

This study investigated the learning experiences, outcomes, and perceptions of graduate students in a collaboration and consultation course focusing on parent-professional partnerships. The course was designed as a teacher preparation model that envisions teachers, school psychologists, and families learning together to build effective partnerships to better student outcomes. Nineteen graduate students seeking a degree in special education or school psychology were provided multiple opportunities to engage in experiences with parents of children with disabilities, including having parents embedded in the course for the entire semester. Data were collected utilizing multiple methods and included a family/professional partnership survey and focus group discussions conducted both pre- and post-course, as well as a Learning Objectives and Activities Survey. Analyses of qualitative and quantitative data indicate a change in students' knowledge, beliefs, dispositions, and experiences of parent-professional partnerships.  相似文献   

'That's what scientists have to do': Preservice elementary teachers' conceptions of the nature of science during a moon investigation     

Sandra Abell  Mariana Martini  Melissa George 《International Journal of Science Education》2013,35(11):1095-1109

In a science methods course for elementary education majors, students investigated the phases of the moon for six weeks. The moon investigation emphasized that scientific knowledge: a) is empirically based; b) involves the invention of explanations; and c) is socially embedded. After the moon investigation, students realized that scientists make observations and generate patterns, but failed to recognize that observation could precede or follow theory building. Students could separate the processes of observing from creating explanations in their learning, but did not articulate the role of invention in science. Similarly, students valued the social dimensions of learning, but were unable to apply them to the activity of scientists. Although our teaching was explicit about students' science learning, we did not help them make direct connections between their science learning activities and the nature of science [NOS]. We provide a set of recommendations for making the NOS more explicit in the moon investigation.  相似文献   

Investigating Parent and Professional Perspectives Concerning Special Education Services for Preschool Latino Children     

Belinda J. Hardin  Mariana Mereoiu  Hsuan-Fang Hung  Marisa Roach-Scott 《Early Childhood Education Journal》2009,37(2):93-102

Population changes in the US have created new challenges for service providers responsible for screening, determining eligibility, and providing appropriate educational services to young English Language Learners (ELLs). Six focus groups (two each) with administrators, teachers, and parents were conducted in two different locations to investigate the referral, diagnostic evaluation, and placement of prekindergarten Latino children who are ELLs and their families. The purpose of this study was to: (a) identify effective practices that differentiate between cultural/linguistic differences and learning differences; (b) identify the gaps in the current special education services; and (c) make recommendations to reduce the disproportionate representation of young ELL children based on these data. The results revealed a number of factors contributing to the disproportionality of young ELL children in special services such as: inconsistent screening and evaluation methods; insufficient numbers of bilingual professionals and trained interpreters; communication barriers and contradictory procedures that undermine meaningful partnerships with parents of ELLs; the need for professional development on the purposes and administration procedures of screening and evaluation tools; and a need for policy and regulation changes pertaining to ELL children such as the timing of screenings and evaluations.  相似文献   

The evolution of mission-oriented policies: Exploring changing market creating policies in the US and European space sector     

Douglas K.R. Robinson  Mariana Mazzucato 《Research Policy》2019,48(4):936-948

Market creation is moving to the centre of mission-oriented innovation policy. This is particularly visible in the space sector. Agencies such as the National Aeronautics and Space Administration (NASA) and the European Space Agency (ESA) are developing market-creating innovation policies in response to (a) the increasing emphasis on societal grand challenges, (b) the rise of a new wave of space companies (often referred to as “New Space”) and (c) the global trend towards interconnecting and interlinking of industries (a trend referred to as Industry 4.0). In this paper we explore the changing nature of mission-oriented innovation policies for market creation for two agencies, NASA and ESA. For these agencies, earlier mission-oriented policies focused on clear challenges with identifiable concrete problems and directed by a strong centralized agency. Contrast this with today, with broadly defined grand challenges, decentralized innovation systems with mixed top-down and bottom-up problem definition. We describe the current drivers and pressures that are creating a window for policy change, and we present examples of how NASA and ESA are responding to these pressures and use this exploration to dig deeper into the evolving frames of market-creating innovation policy in the space sector to identify the challenges for such policies and to further articulate a research agenda.  相似文献   

Leadership characteristics and training needs of women and men in charge of Spanish universities     

Marita Sánchez-Moreno  Julián López-Yáñez  Mariana Altopiedi 《Gender and education》2015,27(3):255-272

This article discusses the results obtained by two consecutive enquiries into the leadership styles and training needs of women and men leading higher education organisations. It compares the findings of the first stage of two studies, based on ad hoc questionnaires responded to by 136 women and 129 men. Results showed only subtle differences between the leadership styles deployed by the two groups. Both groups viewed organisations as social constructions; they preferred characteristics such as responsibility, ability to get on well with people, motivation capacity, communication and empathy, capacity to tackle difficult situations, and ethical issues. Consistent with this both groups identified similar training needs, which included the acquisition of abilities to deal with interpersonal conflicts and the construction of personal criteria to select the best strategy to face every situation. As no significant differences between male and female leaders were found, it is suggested that research into higher education organisations and their management training needs from a gender perspective should focus on the way both men and women managers tackle problems and situations.  相似文献   

Directed innovation policies and the supermultiplier: An empirical assessment of mission-oriented policies in the US economy     

Matteo Deleidi  Mariana Mazzucato 《Research Policy》2021,50(2):104151

This paper investigates the determinants of economic growth from both a theoretical and an empirical perspective. The paper combines the supermultiplier model of growth with the Neo-Schumpeterian framework that emphasises the entrepreneurial role of the state. We aim to detect the macroeconomic effect generated by alternative fiscal policies: generic ones and more directed ‘mission-oriented’ ones. Using an SVAR model for the US economy for the 1947–2018 period, we show that mission-oriented policies produce a larger positive effect on GDP (fiscal multiplier) and on private investment in R&D (crowd-in effect) than the one generated by more generic public expenditures.  相似文献   

Affect graphing: leveraging graphical representations in the study of students’ affect in mathematics     

Satyam  V. Rani  Bae  Younggon  Smith  John P.  Levin  Mariana 《Educational Studies in Mathematics》2022,110(3):481-501

Educational Studies in Mathematics - Affect (e.g., beliefs, attitudes, emotions) plays a crucial role in mathematics learning, but reliance on verbal and written responses (from surveys,...  相似文献   

Design for Narrative Change. A Pedagogical Model for Interactive Digital Narratives     

Ilaria Mariani  Mariana Ciancia 《The International Journal of Art & Design Education》2023,42(3):384-401

Narratives mirror shared interpretations of the world. Still, dominant narratives prevail, pushing non-hegemonic narratives in the corner. A change in the creation, interaction and distribution of narratives can support the design of counter-narratives able to feed social change. Interactive Digital Narrative (IDN) can be considered an emerging experimental context in which designers, researchers and practitioners from various domains operate to develop story-based content addressing relevant social or societal issues. The IDN social constructivist role in encouraging or influencing individuals and collectivities towards social change is a relevant design issue especially from an educational perspective. Specifically, it features methodologies and praxis not yet systematised, in need of exploration and formalisation. Recognising the contribution of an approach combining transdisciplinary methods and tools, the article presents a pedagogical model for designing IDNs as complex interactive systems able to impact culture and society based on empirical study from a design course in the higher education context. Composed of theoretical and operational frameworks, the pedagogical model orients the multilayered design process for building engaging, interactive narrative artefacts systematising and operationalising knowledge from the domains of Communication for Social Change, storytelling and IDN in an iterative design process.  相似文献   

Comparison of motor competence levels on two assessments across childhood     

Alessandro H. N. Ré  Samuel W. Logan  Maria T. Cattuzzo  Rafael S. Henrique  Mariana C. Tudela  David F. Stodden 《Journal of sports sciences》2018,36(1):1-6

This study compared performances and motor delay classifications for the Test of Gross Motor Development-2nd edition (TGMD-2) and the Körperkoordinationstest Für Kinder (KTK) in a sample of 424 healthy children (47% girls) between 5 and 10 years of age. Low-to-moderate correlations (r range = 0.34–0.52) were found between assessments across age. In general, both boys and girls demonstrated higher raw scores across age groups. However, percentile scores indicated younger children outperformed older children, denoting a normative percentile-based decrease in motor competence (MC) in the older age groups. In total, the TGMD-2 and KTK classified 39.4% and 18.4% children, respectively, as demonstrating very low MC (percentile ≤5). In conclusion, the TGMD-2 classified significantly more children with motor delays than the KTK and the differences between children’s motor skill classification levels by these assessments became greater as the age groups increased. Therefore, the TGMD-2 may demonstrate more susceptibility to sociocultural influences and be more influenced by cumulative motor experiences throughout childhood. Low-to-moderate correlations between assessments also suggest the TGMD-2 and KTK may measure different aspects of MC. As such, it may be important to use multiple assessments to comprehensively assess motor competence.  相似文献   

Introducing medical students to radiological anatomy: The importance of experiential learning during the Covid-19 pandemic lockdowns     

Gustavo Bittencourt Camilo  Sérgio Murta Maciel  Gabriela Cumani Toledo Camilo  Kayan Felipe de Oliveira Andrade  Beatriz de Oliveira  Rayane da Silva Silveira  Isabella Nunes Borges Ferreira  Caroline da Silva Fernandes  Mariana Vilela Ferreira 《Anatomical sciences education》2022,15(5):980-984

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