826 research outputs found
John Dewey and a Pedagogy of Place
No full textThe author starts the article with the considerations about the definition of place. Then She characterizes two educational movements – urban and rural, that establish a direct and visible connection between place and pedagogy. The essential part of the publication of Stephanie R. Jayanandhan explores the links between the three tenets of J. Dewey’s philosophy of education (environment, experience, and democracy) and the tripartite definition of place of Lawrence Buell. The last part of the paper marks the importance of pedagogy of place in a mobile society
Minnesota Loggers and Invasive Forest Plants: Attitudes, Behaviors and Concerns
No full textThis research was supported by the Minnesota SFI State Implementation Committee, the Minnesota Logger Education Program, Minnesota Forest Industries, the USDA Forest Service Northern Research Station, the University of Minnesota’s Department of Forest Resources, and the Minnesota Agricultural Experiment Station under Projects MN 42-057and MN 42-072. The findings and conclusions in this publication are those of the author(s) and should not be construed to represent any official USDA or U.S. Government determination or policy.Snyder, Stephanie A.; Blinn, Charles R.; Peterson, Rachel R.. (2019). Minnesota Loggers and Invasive Forest Plants: Attitudes, Behaviors and Concerns. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/216431
Sockeye Silver, Saltchuck Blue by R.H. Vickers & R. Budd
No full textVickers, Roy Henry, and Robert Budd. Sockeye Silver, Saltchuck Blue. Illustrated by Roy Henry Vickers. Harbour Publishing Co. Ltd., 2019.
This picture book by Indigenous artist Roy Henry Vickers and author Robert Budd, is designed to teach young children about elements of nature found on the Canadian west coast. Roy Henry Vicker’s beautiful illustrations draw the reader’s attention to the main theme of each page (e.g., whales, sea stars, sunsets, mountains, snow, the northern lights). Each page has its own colour theme and a specific colour is always mentioned (e.g., “yellow salmonberries", “purple sea stars”, “sunset red”). There are textured images allowing children to touch and feel something on every page. The book is printed on thick board pages, making it resistant to wear and tear and easier for young readers to flip through on their own. The colours and illustrations are vivid and are engaging for both children and adults. Most of the vocabulary is appropriate for younger readers, while the more difficult words serve as an opportunity to learn the names of west coast plants and animals, the names of different colours and the use of adjectives. In addition, the book has an abundance of words that start with the letter “s” which makes it a valuable resource for children who need practice producing the “s” sound. This book is recommended for teaching children, as young as two, about nature, and it should be available in school and public libraries.
Highly Recommended: 4 out of 4 starsReviewer: Stephanie Borle
Stephanie Borle is a University of Alberta graduate student of Speech-Language Pathology who enjoys working with adults and children. She is particularly interested in working with bilingual children and new immigrants in the area of developmental and acquired language disorders.
 
Race, class, and early childhood education: a comparison of two different Chicago preschools
No full textWhile it is becoming increasingly recognized that early childhood education is a valuable part of the educational process, the methods used to teach young children are often ignored by government agencies and researchers touting the value of prekindergarten
programs. Although reforms may dictate that early childhood programs be more available to all children, the programs created to address low-income communities are often different than those in more affluent communities. Just as pedagogy differs
between affluent and low-income elementary and secondary schools, the pedagogy in low-income and affluent preschools is dissimilar. However, the work of some educational scholars suggests that low-income children—especially low-income minority children—require a more structured and directed pedagogy than their more affluent white peers. This is a duel case study of two schools using differing pedagogical approaches for low-income minority children, one progressive (Malaguzzi) and one traditional
(Woodlawn). Using a Bernsteinian theoretical framework, this study compares of two Head Start centers in high-minority Chicago neighborhoods to examine the effects of different pedagogic practices on the development of cognitive and non-cognitive skills of
young children. The study was conduced over a five month period in included observation of two classrooms (four classrooms) at each site, teacher and parent interviews, photo documentation, and pre and post testing of children. Pre and post testing showed that students at Malaguzzi had twice the level of
academic growth as students at Woodlawn. Observational data showed more consistent
academic growth at Malaguzzi than Woodlawn across more developmental areas. Children at both sites showed growth in pre-literacy and social/emotional skills, but the children at Malaguzzi also showed growth in problem solving and imagination—skills
that aid in abstract thought. Additionally, children at Malaguzzi were better behaved, having better internalized classrooms rules and expectations. While further study is needed on a broader scale, results from this study suggest that progressive early education programs have the potential to better prepare children for elementary school. Improved kindergarten preparation among low-income minority
children is an important step in closing the educational achievement gap. Child-directed progressive programs may better close the gap than teacher-directed traditional programs.Ph.D.Includes bibliographical referencesIncludes vitaby Stephanie C. Smit
Food safety and licensure
No full textAmy Gilroy, John Burr & Susan Kendrick (Oregon Department of Agriculture), Laura Raymond & Karen Ullman (Washington State Department of Agriculture), Dr. Jovana Kovacevic & Stephanie Brown (Oregon State University Food Innovation Center).Title from PDF caption (viewed on June 14, 2022).This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Includes bibliographical references (page 8).Mode of access: Internet from the Oregon Government Publications Collection.Text in English
An Ethics of Embodiment, Civic Engagement, and A/R/Tography
No full textExamining the work of contemporary artist Rebecca Belmore the author considers a/r/tographic practices from the perspective of an ethics of embodiment. As living maps her works transform embodied subject. Through highly specific figurations that account for power-relations, agency, and corporeality Belmore's work exposes us to a fluide, in process, and non-unitary vision of subjectivity
An Ethics of Embodiment, Civic Engagement, and A/R/Tography
No full textExamining the work of contemporary artist Rebecca Belmore the author considers a/r/tographic practices from the perspective of an ethics of embodiment. As living maps her works transform embodied subject. Through highly specific figurations that account for power-relations, agency, and corporeality Belmore's work exposes us to a fluide, in process, and non-unitary vision of subjectivity
UA1C11/105/25 Phi Mu Composite
No full textPhi Mu Sorority top row l to r: Julie Ransom, Lindsay Spence, Candace Allen, Stephanie Gladney, Danielle Scott, Emily Hock, Lori Martin, Jennifer Rakestraw, Elizabeth Pemberton, Elizabeth Sauer, Sabrina Clan, Christina Tucker. 2nd row l to r: Carla Coleman, Ashley Dale, Lori Folmnsbee, Kara Nelson, Layla Pryor, Heather Schepers, Chriscelyn Snell, Alison Wegley, Sara West, Rebecca Whipple, Kristina Zoglmann, Angela Brett. 3rd row l to r: Amy Douglas, Sarah Gentry, Holly Lewis, Miranda Mallory, Nichoel Pedigo, Clarissa Puckett 4th row l to r: Leandra Rice, Leslie Bennett, Nora Cecil, Jessica Cunningham, Lorelei Esker, Allison Gleason. 5th row l to r: Jessica Hess, Leslie Hillis, Jodi Lindaman, Alison McFarland, Sarah Rutherford, Amy Stevens, Angela Uselton, Jennifer Vetter, Jessica Ballou, Anna Bisig, Anna Brown, Kari Cart. 6th row l to r: Melissa Clan, Jill Cobb, Ami Coffey, Christy Heath, Laurel Heidgen, Michelle Henry, Neely James, Amy Kempf, Bria Kieffer, Rachel Kirn, Kara Kozusko, Kandace Levell. 7th row l to r: Sarah Long, Ashley McCarty, Sarah Merritt, Andrea Payne, Stephanie Runyon, Briana Scroggins, Megan Skea, Keri Straton, Heather Townsend, Christina Valdez, Anna Waldrop
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Producing young adult literature in the 21st century
No full texttextThe book publishing industry experienced a period of drastic change
during the final decades of the twentieth century. Small publishing companies
consolidated and were purchased by large, profit-minded media conglomerates.
The widespread adoption of digital media technologies prompted many questions
about the very future of the book itself. Yet at the pinnacle of these changes, the
American young adult publishing market gradually began to experience not a
decline, but a renaissance. In this report, I explore ways that changes in book
publishing have manifested themselves in contemporary young adult literature
through two case studies. Are today’s young adult books works of literature or
commercial products? Is their increased popularity due to widening readership
or more savvy marketing? Are the companies producing them more concerned
with the public good or their own profit margins?Informatio
Cyclical Persistence and the Cyclicality of R&D
No full textAbstract We propose cyclical persistence as an important factor in ‡uencing the link between short-run cycles and long-run growth, through the cyclicality of R&D. A simple theory is presented, suggesting that higher persistence can drive innovation pro-cyclical by raising the cyclicality of innovation's marginal expected return relative to that of its marginal opportunity cost. Our theory is carried to an industry panel of R&D and output. We …nd that cyclical persistence accounts for about half of the observed variation in industry R&D's cyclicality. The author thanks Wayne Gray and Randy Becker for their kindly providing the extended NBER manufacturing productivity databases, and Stephanie Yang for research assistance. Gary Richardson, Linda Cohen, Dan Bogart, Guillaume Rocheteau, Peter Rupert, Randy Wright, and seminar participants at the Atlanta Fed, USC, the Brookings Institutions, and the 2010 Midwest Macro Meeting provided helpful discussions. The remaining errors are mine
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