"交通规划"课程思政教学改革探索与实践     

林赐云  龚勃文 《吉林省教育学院学报》2022,38(5):30-33

随着建设交通强国的政策性、引领性文件相继出台,培育高素质、有担当、对党忠诚、对人民负责的交通科技人才,弘扬劳模精神和工匠精神,是交通领域人才培养的时代要求。以习近平新时代中国特色社会主义思想为指导,充分利用交通发展历程中的人、事、物,交通工程专业本身的职业特点和使命担当,交通发展进程中的国家战略和行业需求及发展态势,通过价值引领与知识传授相结合,培育和引领交通工程专业学生的理想信念、政治信仰、价值取向、社会责任,全方位提高学生的能力和素质,是交通工程专业人才培养的新要求。交通规划课程具备国家层面、精神层面、个人素养、科学观和方法论等各个层面的德育元素和价值引领,进行交通规划课程思政教学改革和实践探索,有利于培养具有新时代特征的交通工程专业德育人才。  相似文献   

OSTMED.DR®, an Osteopathic Medicine Digital Library     

Lori Fitterling  Elaine Powers  Emily Vardell 《Medical reference services quarterly》2018,37(1):74-80

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   

Arts education partnerships: sources of harmony and dissonance with cultural institutions’ collaborative efforts     

Daniel H. Bowen  Brian Kisida 《Cultural Trends》2019,28(5):379-390

ABSTRACT

Due to budget constraints, schools in the United States have increasingly turned to community arts organizations for support. School-community arts partnership stakeholders collaborate because of shared missions to provide students with valuable arts learning experiences. Investigations of these initiatives indicate that these partnerships improve arts learning opportunities and increase public support and resources for arts education. However, not much is known about the experiences and perspectives of the arts organizations that participate in these partnerships. Coordinating collective efforts with a multitude of institutions and interests poses challenges. In this study, we examine survey data collected from arts organization administrators who participated in a large-scale school-community arts partnership initiative. We find that these organizations are generally positive about their impacts on students’ educational outcomes, but there is substantial variation in these views. We also find that organizations differ in their levels of support for these collective efforts. Sources of this variation appear to be attributable to organizations’ preexisting resources and extent to which they are established. While this difference in levels of support is potentially inevitable, we find evidence that the operations handled by the “backbone” organization, i.e. the initiative’s facilitators and overseers, can significantly influence organizations’ levels of support for these efforts. Organizations are more likely to support these collaborative efforts when they believe the backbone organization ensures transparency with initiative operations, provides regular, effective communication, and effectively resolves competing priorities.  相似文献   

Reproduction and transformation of students’ technology practice: The tale of two distinctive secondary student cases     

Karley Beckman  Sue Bennett  Lori Lockyer 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3315-3328

Disparities in the technology practices, skills and knowledge of school students still exist, despite widespread investment, and use in schools. In order to understand why inequalities remain, we first need a more nuanced understanding of students’ technology practice, including understanding how their backgrounds, circumstances and experiences shape their perceptions of and engagement with technology. This paper proposes that research in the field of educational technology would benefit from a sociological framing in order to highlight how and why students use technology at school and in their everyday lives. The paper reports on a qualitative embedded case study of 13–16-year-old students in two Australian secondary schools. In-depth case studies of two selected students illustrate the complex nature of students’ technology practice. Bourdieu’s concepts of field, habitus and capital are used as a lens through which to view and understand inequalities in students’ technology practice. The findings demonstrate the utility of sociological theory in educational technology research by highlighting systems and structures of reproduction and transformation. Furthermore, the findings can inform an approach to teaching and learning that considers students’ varied experiences, knowledge, perspectives and backgrounds relating to technology.  相似文献   

The Effectiveness of a Brief Mindfulness-Based Intervention for College Freshmen Who Have Aged out of Foster Care     

Lori Gray  Sarah Font  Yvonne Unrau  Ann Dawson 《Innovative Higher Education》2018,43(5):339-352

This study investigated the effects of a brief meditation intervention on perceived stress, mindfulness, and sleep quality for college freshmen who have aged out of foster care. Thirty-six youth who had aged out of foster care and enrolled at a large midwestern 4-year university (n?=?16 experimental group, n?=?20 control group) participated in a study in which they were assessed three times on the dependent variables. Students also participated in a focus group after the intervention ended. Four sessions of the brief mindfulness intervention resulted in significant short-term reductions in stress levels and increases in sleep quality. Finding effective personal interventions to increase chances for college success for students with histories in foster care can also offer potential insight toward the development of educational models and resources for other vulnerable college student populations.  相似文献   

Aspiring Teachers and Urban Education Programs     

Alvarez  Adam  Farinde-Wu  Abiola  Delale-O’Connor  Lori  Murray  Ira E. 《The Urban Review》2020,52(5):880-903

The Urban Review - Research stresses a need for more contextually nuanced urban teacher preparation programs that explore racially oppressive structures in society. This article presents a case...  相似文献   

Creating safe spaces for children’s voices to be heard: supporting the psychosocial needs of children in times of trauma     

Karen Capo  Lori Espinoza  Jordan Khadam-Hir  Debra Paz 《Journal of Early Childhood Teacher Education》2019,40(1):19-30

ABSTRACT

This reflection on practice provides a foundation for understanding the impact of Hurricane Harvey on teachers and children across the Texas Gulf Coast. It also documents the emergence of a professional development initiative born when early childhood teacher educators in the community outreach arm of a major university sought to provide immediate support for colleagues returning to their classrooms in the wake of the disaster. The initiative was designed to promote teachers’ understanding of the theoretical rationale behind supporting the psychosocial development of children in times of trauma and offer specific strategies and activities to help children work through this particular natural disaster, that is, storms, flooding, property destruction, and some physical harm. Implications for early childhood teacher preparation along with recommendations for future action are included.  相似文献   

Issues in Adopting a Laserdisk-Based Science Curriculum     

David A. Child  Thomas M. Duffy  Sonny Kirkley  Lori Hubbard 《Journal of Science Education and Technology》1997,6(3):161-171

We examined the implementation of a laser-disk based science curriculum in an elementary school. The goal was to develop a richer understanding of the principles for designing a curriculum that will adequately support teachers in adopting a learner-centered framework. Issues included: who has ownership of the classroom discussion; what types of activities are engaged in terms of the constraints imposed; and what is the teacher's response to the specific tools provided (the teacher's guide, the Circle of Learning, and concept maps). In addition to looking at the implementation pattern, we also examined the impact of the implementation on student attitudes and anxiety toward science. Results indicated little adoption of the curriculum, and teachers continued to maintain a high degree of control in the classroom. However, results also indicated significant effects of the curriculum on science attitude and anxiety. Suggestions for future research are included.  相似文献   

Why Collaboration is Important Now and Opportunities for Future Research     

Lori Connors-Tadros 《Early education and development》2019,30(8):1094-1099

  相似文献   

Strategies for Broadening Participation in Advanced Technological Education Programs: Practice and Perceptions     

Corey Smith  Lori Wingate 《Community College Journal of Research & Practice》2016,40(9):779-796

Expanding and diversifying the STEM (science, technology, engineering, and mathematics) workforce is a national priority. The National Science Foundation is investing efforts at post secondary education institutions to engage individuals who have been historically underrepresented in STEM. This paper investigated the use of strategies to broaden participation in STEM by grantees of NSF’s Advanced Technological Education (ATE), who are primarily located at 2-year colleges. The ATE program focuses on developing and improving technician training programs to prepare students for employment in fields that rely on advanced technologiessuch as nanotechnology, photonics, and mechatronics. A survey, conducted annually by the authors of this study, was used to collect data from ATE grantees on their use and perceptions of strategies to broaden participation in STEM. The findings showed that strategies related to motivation and access to enhance recruitment are more widely used then strategies that improve retention. Respondents identified strategies related to providing financial assistance, mentoring, and conducting outreach activities as the most effective for reaching and engaging underrepresented minority students in academic programs. Despite these perceptions, these strategies seem to be underutilized among this group.  相似文献