1,720,965 research outputs found
Early Childhood Preservice Teachers' Perceptions of Advocacy
No full textThe findings indicated that preservice teachers would benefit from a more explicit and practical approach to learning about advocacy. This approach could include their coursework, readings, discussion, and presentations by advocates in the field, and experiences with advocacy mentored by their cooperating teachers, supervisors and supervisors and professors. Results from this study may be used to inform educators and future advocates about the need for advocacy in teacher education programs.Made available in DSpace on 2015-09-25T19:54:01Z (GMT). No. of bitstreams: 2
license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5)
3182314.pdf: 4178326 bytes, checksum: 1cf852253c47543516ea73f9fa0b4a40 (MD5)
Previous issue date: 2005Embargo set by: Seth Robbins for item 81123
Lift date: Forever
Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDsRestricted to the U of I community idenfinitely during batch ingest of legacy ETDsU of I Only156 p.Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2005
Teaching Advocacy in Early Years Initial Teacher Education Programmes
Get PDFTeacher education programmes in the United States and in England with early childhood certification usually include courses with topics such as early childhood theory and curriculum, child development, model programs, and history of early childhood education but less often include courses with content focused specifically on advocacy. This article interrogates the possibility of developing courses on advocacy for pre-service teachers to build a knowledge base on advocacy for parents, families and children and to develop competency in inter-personal, cross-cultural communication. Drawing on data from Liebovich's study on beliefs about advocacy of early childhood education students in the United States, the authors share pre-service teachers' narratives about advocacy, discuss the process of moving from advocacy awareness to empowerment, and propose content for a university level course on advocacy in England and the United States. Using a feminist theoretical perspective, this study critiques teacher education programs and how student identity as advocates is rarely nurtured. The authors demonstrate how pre-service teachers reflect about the role teacher's play working with, informing, and empowering families to truly become collaborative partners in the education of their children
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
- …
