Frontline employees in the health clinic: Impression management multiplexing when performing in-the-round     

Millie A. Harrison  William Roth Smith  Mackenzie R. Greenwell  Keri K. Stephens 《Communication monographs》2018,85(3):309-330

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Prevalence,School Progress and Referral of Mildly Retarded Children in Regular Classes     

Tony Cooper  Keri Wilton  Ted Glynn 《International Journal of Disability, Development & Education》1985,32(1):5-11

This study sought to determine the prevalence of mildly retarded children in a sample of 312 primary school classes (N (pupils) = 8,967). Schools were chosen at random from each of the eight Psychological Service districts of metropolitan Auckland; all Grade 2‐5 classes in the sample schools were included in the investigation. Eighty percent of the teachers surveyed believed they had one or more mildly retarded children in their classes, yielding an overall prevalence rate of 8.04 percent (N = 721). Approximately one‐third of the children designated as mildly retarded were considered by their teachers to be not coping academically as well as socially, but of these 75 percent had not been referred for special educational consideration. Comparisons among the eight districts revealed that prevalence/referral rates and characteristics of identified/referred children did not differ significantly across districts. Results are discussed in terms of their policy implications for the identification and referral of mildly retarded children in need of special educational services.  相似文献   

Using Analogies as an Experiential Learning Technique in Multicultural Education     

V. Suthakaran  Keri Filsinger  Brittany White 《Multicultural Perspectives》2013,15(2):92-97

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Expelled from Childcare: Suspension and Expulsion Practices in One State’s Community Childcare Centers     

Giordano  Keri  Vega  Vanessa  Gubi  Aaron 《Early Childhood Education Journal》2022,50(1):135-144

Early Childhood Education Journal - Suspension and expulsion, typically thought of as discipline practices for high school students, occur at the early childhood level. In fact, 3- and 4-year old...  相似文献   

The 2013 AECT Intern Experience: Memories of Minions,Crap Detectors,and Busy Feet     

Keri D. Valentine 《TechTrends》2014,58(6):8-9

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Review of the Year's Publication for 2007: Social Justice Education     

Maurianne Adams  Keri DeJong  Christopher Hamilton  Christopher Hughbanks  Taj Smith  Elaine R. Whitlock 《Equity & Excellence in Education》2013,46(4):482-537

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Editorial: preface to the special issue on embodied cognition and technology for learning     

Kopcha  Theodore J.  Valentine  Keri D.  Ocak  Ceren 《Educational technology research and development : ETR & D》2021,69(4):1881-1887

Educational technology research and development - In this preface to the special issue on embodied cognition and technology for learning, we begin with a brief overview of embodied cognition. We...  相似文献   

Understanding Learning Cities as discursive,material and affective infrastructures     

Keri Facer  Magdalena Buchczyk 《牛津教育评论》2019,45(2):168-187

ABSTRACT

Cities around the world are increasingly developing city-wide lifelong learning strategies to promote individual and civic adaptation to major economic, technological, and environmental challenges. Such initiatives, however, have not yet received commensurate research attention from education researchers and it is not yet clear that we have the theoretical or methodological tools to research the complexity of learning at a city scale. This paper attempts to outline one approach that might respond to this challenge by drawing on the concept of ‘lively infrastructure’ from urban studies. Based on 11 months of detailed ethnographic fieldwork in the city of Bristol, the paper draws on this concept to trace how learning infrastructures are produced, accessed, and reshaped by individuals and serve to provision particular forms of learning in the city. In so doing, the paper argues that learning infrastructures need to be understood as discursive, material, and affective; as deeply interconnected with other city infrastructures, particularly childcare and transport; and as capable of morphing to create both radical new forms of learning activity as well as consolidating existing practices of exclusion and inequality.  相似文献   

The Unexpected for the Expecting Parent: Effects of Disruptive Early Interactions on Mother–Infant Relationship     

Keri Ka-Yee Wong  Gianluca Esposito 《Parenting, science and practice》2019,19(1-2):124-129

SYNOPSIS

High-quality parental caregiving promotes children’s development from their day of birth or even earlier. Whether there are ways to predict, and ultimately enhance, parental caregiving quality during the prenatal stages of development has been less well understood. This circumstance is even truer when things do not go according “to plan.” In this commentary, we explore two possible scenarios, perhaps unexpected for expectant parents, that can affect children’s development: (1) postpartum parental displays of atypical behaviors and parental caregiving strategies (i.e., maternal/paternal depression) and (2) postpartum child displays of atypical behaviors (i.e., autism spectrum disorder).  相似文献   

Meeting needs assessment challenges: Applying the performance pyramid in the U.S. Army     

Linsey M. Barker Steege  Rose M. Marra  Keri Jones 《Performance Improvement》2012,51(10):32-41

This article describes an application of the Performance Pyramid, a needs assessment framework that supports a holistic view of an organization allowing assessors to identify how organizational culture may affect performance. We illustrate use of the Performance Pyramid for a needs assessment with human systems integration practitioners in the U.S. Army. We describe how the Performance Pyramid guided our methods, data collection, and results interpretation and discuss advantages and disadvantages of the methodology.  相似文献