547 research outputs found
Email from Carolyn Meyer to editor Carolyn P. Yoder
No full textBrief outline of Girl with a Camera, sent from Meyer to her editor, Carolyn P. Yoder.https://digitalcommons.usf.edu/hipple_records/1030/thumbnail.jp
Email cover letter from Carolyn P. Yoder to Carolyn Meyer, describing summation of comments in attached early draft of Girl with a Camera
No full texthttps://digitalcommons.usf.edu/hipple_records/1031/thumbnail.jp
Email exchange between Carolyn Meyer with editor Carolyn P. Yoder
No full textEmail exchange discussing editorial changes to Girl with a Camera.https://digitalcommons.usf.edu/hipple_records/1044/thumbnail.jp
Inquiry into the interlocution of students engaged with mathematics: appreciating links between research and practice
No full textFor either to be useful, links between research and practice are critical. Just as important are connections between the practice of students engaged in mathematical activity and research that seeks to understand that practice. This research report explores lessons that researchers and practitioners can learn from an inquiry into the interlocution of students working collaboratively in small groups when engaged in talking and listening to each other. We use the term interlocution to denote discursive practices of learners in conversational exchanges. Questions that motivate this research included the following. What discursive practices do interlocutors employ as they work collaboratively to understand and resolve mathematical tasks? How do these practices influence the growth of their mathematical ideas? In what ways do their discursive practices help them move from a contextualized, situated task to generalize the task or their solution? Do students' discursive practices assist them to connect and generalize ideas from a new problem to others on which they have worked?Powell, A. B., & Maher, C. A. (2002). Inquiry into the interlocution of students engaged with mathematics: Appreciating links between research and practice. In D.S. Mewborn, P. Sztajn, D.Y. White, H.G. Wiegel, R.L. Bryant & K. Nooney (Eds.), Proceedings of the twenty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Athens, Georgia) (Vol. 1, pp. 317-329). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education
Cover email from Carolyn P. Yoder to Carolyn Meyer and attached document
No full textEmail describes changes suggested by copy editor in the attached draft of Girl with a Camera,https://digitalcommons.usf.edu/hipple_records/1033/thumbnail.jp
Retrospective Review and Contemporary Development of the Reggio Emilia Early Childhood Educational System: An Interview with Carolyn Pope Edwards
No full textDr. Carolyn Pope Edwards, a professor at the University of Nebraska-Lincoln and co author of the book One Hundred Languages of Children , has long been an expert in the Reggio Emilia early childhood educational approach. We conducted an interview with Dr. Edwards and, from the perspective of historical retrospective and contemporary development, reviewed the accomplishments that the Reggio Emilia early childhood educational system has achieved. The interview includes discussions on the core educational value, the theories and practices of curriculum and teaching, the role of teachers and professional development, atelier and atelierista, documentation and educational assessment and even the use of digital technology. Upon the request by the interviewers, Dr. Edwards also provides helpful suggestions and expresses hopes for Chinese educators who are interested in studying and adopting the Reggio Emilia education approach
Phoebus 7: Native Artists and Patrons in Colonial Latin America
No full texttableOfContents: Preface p. 9
Synthesis and Survival by Jeanette Favrot Peterson p. 14
Adaptation and Accommodation by Ellen T. Baird p. 36
The Madonna and the Horse by Tom Cummins p. 52
Colonial Visions by Carlos Espinosa p. 84
Who's Naughty and Nice by Carolyn S. Dean p. 10
Author Correction: Potential impacts and challenges of border carbon adjustments
No full textIn the version of this article initially published, the third affiliation for Carolyn Fischer (Development Research Group, World Bank, Washington, DC, USA) was not included. The affiliation has been added to the HTML and PDF versions of the article.</p
Developing professional learning for staff working with children with speech, language and communication needs combined with moderate-to-severe learning difficulties
No full textChildren with speech, language and communication needs (SLCN) often present challenges in interaction where teachers may need specialist knowledge. In this article, Carolyn Anderson of the University of Strathclyde examines how teachers and classroom assistants (N=49) developed their professional learning for working with these pupils. A questionnaire revealed limited evidence of pre or post-qualification training in topics or number of hours teaching relating to SLCN. In the absence of formal learning opportunities, most teachers reported learning from others with experience or from reflecting on their own practice. They valued feedback from peers on their teaching practice. The results suggest that school teams should agree on definitions for reflective practice and feedback and how these contribute to professional learning. Lack of access to or availability of formal learning opportunities may be an important factor in shaping teachers' perceptions of their competence and confidence in working with children who have speech, language and communication needs
The Little book of trauma healing : When violence strikes and community security is threatened
No full textIntercourse90 p.; 21 cm
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