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Although small group instruction is often endorsed in teaching young children, teachers are rarely given explicit instruction on how to move instruction into small groups where effective adult-child interactions can take place. This study examines how 14 early childhood educators transitioned their instruction from whole to small group teaching after participating in a year-long program of professional development. The results indicate teachers’ previous definitions of “teaching as dissemination” interfered with their ability to take on new roles, design tasks, and manage time. Implications include the need for teacher educators to focus on how teaching through interaction shifts these aspects of the teaching process. 相似文献
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Whereas rats exposed to a series of progressively decreasing shock durations show deficits in shuttle-escape performance 24 h later, the same number and intensity of shocks in the reverse (increasing) order of durations does not produce the “learned helplessness” effect (Balleine & Job, 1991). We conducted two experiments to establish the generality of this shock-duration order effect on other measures of distress and helplessness in rats. In Experiment 1, rats exposed to decreasing durations of inescapable shock showed reduced consumption of quinine-adulterated water (finickiness), whereas increasing durations produced no finickiness. By contrast, increasing shock durations produced greater conditioned fear to the shock context than did decreasing shock durations in Experiment 2. The differential effects of shock-duration order on finickiness and fear are explicated in terms of the specificity of fear conditioning during exposure to increasing versus decreasing series of shock duration orders. 相似文献
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Tasha R. Wyatt 《International journal of qualitative studies in education》2013,26(6):819-836
In 2002, Greenlandic reform leaders launched a comprehensive, nation‐wide reform to create culturally compatible education. Greenland’s reform work spans the entire educational system and includes preschool through higher education. To assist their efforts, reform leaders adopted the Standards for Effective Pedagogy developed at the Center for Research on Education, Diversity, and Excellence (CREDE). The standards are principles of effective teaching and learning that have been researched in many other indigenous communities. This study investigated the early stages of Greenland’s reform work of the public school to understand why reform leaders adopted the CREDE standards, and what constraints, if any, the standards posed in the Greenlandic context. The findings suggest the reform was initiated to further decolonize Greenland as a former colony of Denmark. The standards were adopted to assist in this process by increasing Greenlandic students’ linguistic abilities, strengthening native culture and identity, and improving Greenland’s labor market. 相似文献
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Condit CM Parrott RL Harris TM Lynch J Dubriwny T 《Public understanding of science (Bristol, England)》2004,13(3):249-272
The increase in public representation of the science-based concept "genetics" in the mass media might be expected to have a major impact on public understanding of the concept of "race." A model of lay understandings of the role of genetics in the contemporary United States is offered based on focus group research, random digit dial surveys, and community based surveys. That model indicates that lay people identify are primarily by physical features, but these identifications are categorized into a variety of groupings that may be regional, national, or linguistic. Although they believe that physical appearance is caused largely by genetics, and therefore that race has a genetic basis, they do not uniformly conclude, however, that all perceived racial characteristics are genetically based. Instead, they vary in the extent to which they attribute differences to cultural, personal, and genetic factors. 相似文献
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Tasha R. Rennels 《传播与批判/文化研究》2013,10(3):271-288
Depictions of white working-class people are steadily on the rise in reality television. To understand this phenomenon, and the ways in which it articulates white working-class people in the United States today, I analyze Here Comes Honey Boo Boo, a popular reality series on TLC featuring a self-described “redneck” family. I argue that this series highlights the family's inability—because of their working-class status—to conform to “ideal whiteness,” a whiteness that displays dominant cultural standards bolstered by neoliberalism, such as wealth, rationality, personal responsibility, and self-control. The family members consequently become exemplars of “inappropriate whiteness,” a marginal identity presented as humorous and, through the use of surveillance and spectacle, authentic. 相似文献
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Kathryn T. Stevenson Tasha L. King Kathryn R. Selm M. Nils Peterson Martha C. Monroe 《Environmental Education Research》2018,24(3):365-377
Climate communication research suggests strategic message framing may help build public consensus on climate change causes, risks and solutions. However, few have investigated how framing applies to adolescents. Similarly, little research has focused on agricultural audiences, who are among the most vulnerable to and least accepting of climate change. Among 950 high school agriculture students in North Carolina, we found agriculture and environment framing of climate change, but not community and health frames, elicited feelings of worry, and these together with community frames elicited hope. Further, students feeling more worry were more supportive of individual and collective action. Those accepting climate change and females had more emotive responses and higher support for all action measures, and acceptance of human causes predicted more worry and support for collective action. We find these results encouraging as agriculture teachers likely employ agriculture and environment frames when following best teaching practices. 相似文献