It is critical to periodically reexamine the basic language used within a profession. Language not only reflects past and current practice, it also guides the future. As the practice advances and changes, so must the ...
This study provides an example of one institution's efforts to design coursework that meets the simultaneous challenges of supporting the aims of increasing access to online courses and simultaneously better prepa...
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This author introduces a framework to guide researchers into a process of racial and cultural awareness, consciousness, and positionality as they conduct education research. The premise of the argument is that dangers...
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This author introduces a framework to guide researchers into a process of racial and cultural awareness, consciousness, and positionality as they conduct education research. The premise of the argument is that dangers seen, unseen, and unforeseen can emerge for researchers when they do not pay careful attention to their own and others’ racialized and cultural systems of coming to know, knowing, and experiencing the world. education research is used as an analytic site for discussion throughout this article, but the framework may be transferable to other academic disciplines. After a review of literature on race and culture in education and an outline of central tenets of critical race theory, a nonlinear framework is introduced that focuses on several interrelated qualities: researching the self, researching the self in relation to others, engaged reflection and representation, and shifting from the self to system.
We examined links between mothers' parenting and children's relational bullying and overt bullying in a sample of children attending a Head Start program. Mothers completed surveys and face-to-face interviews....
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Children-in-families-in-communities are embedded in social realities that provide the matrix in which they grow, learn and develop and against which they test their identity. To view children-in-context it is necessar...
Children-in-families-in-communities are embedded in social realities that provide the matrix in which they grow, learn and develop and against which they test their identity. To view children-in-context it is necessary to shift from a dualist perspective that sees children and context as two separate entities to a view that sees the two as one at the interface of an ongoing transformational relationship. Childhood viewed in specific contexts, cultural, historical and social, expose the extent to which this is true. A contextual view acknowledges the structures, the forces and the processes in societies that impact on the interactions and regularities in children's daily lives. In a number of societies a deficit model of children is inherent in these interactions and regularities. This deficit model includes discrimination on the basis of age that places them lowest in the pecking order and denies them rights. Children, more than any other group, endure the added burdens of poverty and violence that further marginalize and alienate them from society. Childhood is not something to grow out of, childhood is life itself. Social interactions that acknowledge and respect children's experiences as valid can potentially reconstruct societal views towards children. To begin this process and to counter the present discriminatory discourse, research that gave children a voice to speak about their own experiences of violence is reported. This research recognizes that in the land of the small, it is the small who are wise.
作者：
Bock, Marjorie A.University of North Dakota
College of Education and Human Development Department of Teaching and Learning Grand Forks ND 58202-7189 PO Box 7189 United States
The current study replicates and extends learning strategy research investigating the effects of categorization strategy training on the abilities of children with autism to accurately complete uni-, bi-, and tridimen...
The current study replicates and extends learning strategy research investigating the effects of categorization strategy training on the abilities of children with autism to accurately complete uni-, bi-, and tridimensional sorting tasks. This study extends prior research by (a) using authentic sorting activities for categorization strategy training, (b) using both low- and high-functioning children with autism, and (c) assessing categorization strategy generalization across multiple settings and teachers using untrained sorting items. Five children with autism (i.e., two low- and three high-functioning) showed strategy acquisition and generalization during training. Four children (i.e., one low- and three high-functioning) showed strategy maintenance 4 months later. The other child showed uni- and bidimensional strategy maintenance 4 months later;however, tridimensional strategy maintenance was unconfirmed. Thus results from the current study substantiate the worth of categorization strategy training for five children with autism.
This volume highlights the shortcomings concerning literacy development in Africa and collates the current available literature based on empirical research in various countries in a coherent manner. Further emphasized...
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ISBN:
(数字)9783031262500
ISBN:
(纸本)9783031262494;9783031262524
This volume highlights the shortcomings concerning literacy development in Africa and collates the current available literature based on empirical research in various countries in a coherent manner. Further emphasized is how the current research can guide practical information to improve the literacy situation in Africa. The research studies will encompass various fields such as linguistics, neurosciences, and education and will provide future research directions and instructional recommendations to improve the literacy situation in Africa.
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