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The OSTMED.DR® database provides access to both citation and full-text osteopathic literature, including the Journal of the American Osteopathic Association. Currently, it is a free database searchable using basic and advanced search features. 相似文献
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Déirdre Ní Chróinín Ailbhe Kenny Elaine Murtagh Elaine Vaughan 《Irish Educational Studies》2013,32(2):251-267
This study examined pre-service primary teachers' perspectives on teaching and learning experiences within college-based courses in ‘practical’ subject areas within a teacher education programme. Following three individual lectures (one each in art, music and physical education), pre-service teachers (n=11) participated in focus group interviews sharing their perspectives on the teaching and learning experiences. These data were analysed thematically and supported by teacher educators' (n=3) planning and reflection documentation. Although the problematic nature of the ‘practical’ suggests appeal and peril of the ‘practical’, the important nature of negotiating the ‘practical’ to enhance student learning is apparent. Students emphasised the value of practical engagement and expressed a strong preference for working in groups to create a safe learning environment to develop confidence and competence. These insights suggest key aspects of a pedagogy of teacher education in these ‘practical’ areas. The importance of being aware of and, in some cases, challenging student perspectives on how they learn best in these curricular areas is discussed. 相似文献
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Reading and Writing - Writing analytically about text is a valued skill reflected in current academic standards. The quality of text-based writing opportunities in U.S. elementary schools, however,... 相似文献
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Elaine S. Barry 《Early Childhood Education Journal》2006,33(6):405-411
This paper provides the opportunity to understand children’s behavior from a memory viewpoint. For the last three decades, cognitive developmentalists have been asking the question, “what develops in children’s memory?” Four answers to this question are presented, complete with explanations, examples, and possible applications where appropriate. The purpose of the paper is to provide early childhood educators and other practitioners who work with children a different lens through which to view children’s behavior. The memory view is compatible with current best practices in early childhood education, and may provide practitioners an additional viewpoint from which to draw when implementing developmentally appropriate practice. 相似文献
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Do young boys and girls understand what leads to academic success (e.g., talent, effort, good teaching, luck) in the same way? Do young girls and boys have equivalent perceptions of their academic competence? Are these beliefs engendered in the same way across sociocultural contexts? In a cross-cultural study of over 3,000 children in grades 2 to 6, ages 7.2 to 13.6, we discovered that boys and girls around the world have very similar ideas about what generally leads to academic success. Moreover, in the few contexts where boys' and girls' academic performances were equal, their beliefs were also equal. However, when girls outperformed boys, their beliefs in their own talent were no greater than boys' beliefs, even though they did have stronger beliefs than boys in other facets of their achievement potential (e.g., putting forth effort, being lucky, getting their teacher's help). Our findings support the generally close correspondence between children's achievement and their competence-related beliefs, with the exception that young girls appear to specifically discount their talent. The effects held regardless of the children's achievement, intelligence, or age (approximately 8 to 13 years). Girls were more biased in some contexts than in others, however, suggesting that competence-related biases are rooted in culture-specific aspects of school settings. 相似文献
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