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Artigos de revistas sobre o assunto "Kids educational story"
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Almistareehi, Hussien H., e Nashwan A. Nashwan. "The Impact of a Digital Educational Story Based on Sports on Developing Alphabetical Learning Skills among Jordanian Pre-School Kids in Light of the Covid-19 Pandemic". Modern Applied Science 15, n.º 2 (30 de março de 2021): 96. http://dx.doi.org/10.5539/mas.v15n2p96.
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This study aimed to identify the impact of a digital educational story based on sports on developing alphabetical learning skills among Jordanian pre-school kids in light of the Covid-19 pandemic. The study sample consisted of (29) pre-school kids from the leaders' international schools, "The International Curriculum," which is affiliated to Al-Qweismeh District's Directorate in Amman. The study used an Experimental approach; the study sample chosen by intention randomly was divided into two groups: experimental group (14) kids: (7) girls and (7) boys, and control group (15) kids: (7) are boys, and (8) are girls. To achieve the study's goal, the researchers built a guide for the teacher to implement the experiment; they also built a pre-and post-test consisting of (16) items and provided the Arabic language teacher with digital educational stories based on sport learning the alphabet. The stories include the alphabet lessons: (letter al-ba, letter al-da, letter al-ha, letter al-ain), from the "curriculum in the Arabic language” for the academic year 2020/2021. The results of the study showed that there were statistically significant differences in favor of students of the experimental group, which studied the digital educational story in each Alphabet learning skills: Pronunciation, Abstraction, and writing, in the combined skills, and the absence of statistically significant differences attributed to gender, interaction in testing the skills of learning the alphabet together, and in each of the skills of learning the alphabets: (pronunciation, abstraction, writing). In light of the findings mentioned above, the researchers proposed a set of recommendations that include Arabic language curricula guides in digital educational programs based on sports to be used in learning and teaching processes in teaching Arabic.
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GRIFFIN, JOHN B. "The Cocaine Kids: The Inside Story of a Teenage Drug Ring". Journal of the American Academy of Child & Adolescent Psychiatry 30, n.º 1 (janeiro de 1991): 159–60. http://dx.doi.org/10.1097/00004583-199101000-00035.
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Todesco, Micol, Emanuela Ercolani, Flaminia Brasini, Delia Modonesi, Vera Pessina, Rosella Nave e Romano Camassi. "The imaginary eruption – volcanic activity through kids' eyes". Geoscience Communication 5, n.º 3 (15 de julho de 2022): 205–19. http://dx.doi.org/10.5194/gc-5-205-2022.
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Abstract. Strategies of risk mitigation become effective when citizens facing hazardous phenomena adopt rational behaviours that contribute to the lowering of the risk. This is more likely to occur when endangered communities share a widespread understanding of natural phenomena and their impacts. To reach this goal, educational and outreach materials are often organised around the descriptions of the natural process and its effects. Unfortunately, however, receiving correct information does not automatically grant the adoption of safe behaviours. Our teaching efforts may fail because of pre-existing biases, beliefs, and misconceptions. The identification of these biases is important to plan effective educational campaigns capable of providing the concepts that are needed to actually inform citizens' choices about natural hazards. In this work, we present the results of an unconventional workshop on volcanic risk that we proposed to primary and secondary schools (aged 6–13) in Italy. The workshop is meant to explore the mental models that kids and youngsters have about volcanic eruptions, and it takes the form of a creative exercise. We asked the pupils to write and illustrate a story in four frames, describing the onset and outcome of an imaginary eruption. All stories were then presented to the class and always provided useful hints to spark discussion about volcanic processes and hazards. As a whole, the collected stories provide a multifaceted description of volcanic eruptions and their potential impacts as imagined by the kids. A careful analysis of this material provided several insights useful to improve future outreach material and educational plans. The workshop is simple to reproduce, even remotely, and could easily be extended to different types of hazards. While very simple to organise, this approach grants the secure engagement of most participants and offers a very different perspective on pupils' understanding of natural phenomena.
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K. Manwani, Dr Rajdeep, Dr Guruprasad B.G. e Mr Vainik V S. "AN EMPIRICAL STUDY ON BRIDGING THE DIGITAL DIVIDE IN BUSINESS EDUCATION THROUGH STORY TELLING". International Journal of Engineering Applied Sciences and Technology 6, n.º 10 (1 de fevereiro de 2022): 179–86. http://dx.doi.org/10.33564/ijeast.2022.v06i10.023.
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Formal and online education has come a long way and with changing times, new methods of teaching are being developed according to the need of the subject and the needs of the students. However certain age-old methods retain their charm with changing times and only emerge stronger. One such method is story telling. The purpose of this research paper is to work out how educators, students et al. round the world are using storytelling to support the digital educational process. This study provides a general framework about educational uses of storytelling in several subjects and describes the various perceptions of individuals in understanding storytelling. A survey was used to collect responses from a group of educators, students and others in educational settings to determine how they are using storytelling for online educational purposes. The results show the current situation of educational uses of storytelling and explore some of the benefits and challenges educators face in implementing storytelling in their institutions and teaching online classes. The paper also attempts to give solutions in bridge the digital divide through engaging storytelling. The research paper also explores reasons for storytelling's current popularity as a teaching and learning tool, then suggests how educators and students can work together to create a storytelling culture. To conclude, benefits for college kids who learn through storytelling are outlined.
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Medina Romero, Miguel Ángel. "Barreras de la inclusión educativa en Mexico". Fronteras en ciencias de la educación 2, n.º 3 (15 de setembro de 2023): 14–21. http://dx.doi.org/10.58283/vcqx2p16.
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In contemporary times, numerous countries have achieved notable advancements in the pursuit of fostering inclusivity within educational institutions. Nevertheless, there exist certain constraints that remain unresolved and necessitate assessment from the standpoint of inclusive education. The primary aim of this study was to investigate the obstacles to inclusive education as perceived by teachers in Mexico. The research employed a qualitative methodology and utilised an immersive story design. Data were collected from a sample of 59 instructors working in six public educational institutions in Mexico, using the narrative inquiry method and the focus group methodology. The findings have revealed five distinct obstacles that impede the implementation of inclusive education: the integration of the educational community, students' educational attainment, inadequate preparation and skills for inclusive education, resistance to diversity, and challenges in educational transitions. In order to ensure the comprehensive inclusion of kids, it is imperative for educators to cultivate a heightened understanding of the unique capabilities of each individual student.
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Siahaan, Safnidar, Ribut Wahyu Eriyanti e Ria Arista Asih. "TRANSFORMATIVE LEARNING THROUGH DISORIENTING DILEMMAS AND CRITICAL REFLECTION IN A MOVIE THE RON CLARK STORY". Language Literacy: Journal of Linguistics, Literature, and Language Teaching 8, n.º 1 (29 de junho de 2024): 441–53. http://dx.doi.org/10.30743/ll.v8i1.9451.
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This research investigates transformative learning theory using the biographical film The Ron Clark Story, which depicts an innovative teacher's experiences in an inner-city school. Jack Mezirow defines transformative learning theory as using jarring situations and critical reflection to catalyze dramatic perspective shifts. The study seeks to bridge the gap between academic concepts and their practical applications in educational contexts. The film was analyzed using a qualitative content analysis method, which included systematic data collecting and triangulation of primary and secondary sources. The findings highlight important unsettling challenges confronting Ron Clark, such as culture differences and student resistance, prompting critical reflection and transformative learning. Clark changes his teaching skills through reflective practices, incorporating culturally relevant methods such as rap in the classroom and making personal sacrifices to help his kids. This strategy creates a transformed classroom atmosphere, improving both teaching methods and student outcomes. The study indicates that The Ron Clark Story exemplifies the transforming impact of critical reflection in education. It emphasizes the value of resilience and adaptability in teaching and offers practical advice for educators looking to apply transformative learning practices. This study adds to the discussion about transformative learning by providing a tangible example of theoretical principles put into practice, with the goal of informing professional development programs and improving educational results.
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Chu, Ling Yi. "AN AUTOETHNOGRAPHIC APPROACH TO IDENTITY EDUCATION AMONGST CROSS-CULTURE KIDS IN LITHUANIAN SCHOOLS". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (19 de maio de 2022): 620–33. http://dx.doi.org/10.17770/sie2022vol1.6843.
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While Lithuanian schools face an influx of repatriated pupils post-Brexit and due to the COVID 19 pandemic, there is still no clear framework to support schools in integrating the increasing Cross Culture Kids (CCKs) and its school community and beyond. This paper examines the application of autoethnography as a pedagogical strategy for school agents to foster identity narrative spaces in classrooms and as a research method for investigating identity formation in educational contexts nurturing cross-cultural competencies in Lithuanian classrooms. This piece is part of the preparation work conducted for the upcoming serial cultural dialogue workshops with CCKs between 15-18, which borrows from the TARMAC ‘multicultural story’ framework (Ward and Keck, 2021). While autoethnography engages individuals in cultural-analysis-style interpretations of self-reflection, this process importantly aids the location of selves in one’s own narratives by exploring the self-other, personal-political, and self-society didactic- for all the stakeholders in the dialogue- such as the workshop facilitators/researchers and the CCKs and its non-CCK counterparts. This leads to the implications of philosophical and practical education approaches exploring identity and intercultural communication in alternative and non-traditional forms (Wall, 2006). Overall, this paper contributes to the formation of cross-culture transitional care awareness and strategies implemented in Lithuanian schools.
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Fanning, Sean, e Edgar Burns. "How an Antipodean Perspective of International Schooling Challenges Third Culture Kid (TCK) Conceptualisation". Journal of Research in International Education 16, n.º 2 (24 de julho de 2017): 147–63. http://dx.doi.org/10.1177/1475240917722277.
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This article recounts the story of Jack’s primary and secondary schooling career across several countries and eventual relocation and tertiary education in Victoria, Australia. His narrative is described here as an antipodean educational trajectory. What is meant by antipodean education is contrasted to the long established concept of the third culture kid (TCK). There are overlaps in these concepts. The argument is made, however, that Jack’s travelling and multiple education cultural mix gives him a different sense of himself that is not fully accounted for in the TCK literature. Global movement of people for employment and other reasons such as politics, governmental or service professions, continues today, Taking children with working and mobile parents has long been characterised as creating third culture kids who do not belong to either originating or hosting societies. Today, however, it is less the case that this can be adequately described as travel ‘out from’ and ‘back to’ the geo-political centres. This changing socio-cultural reality means re-examining what kinds of educational opportunities and experiences children are exposed to and the effects of these on young people.
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Rathgeber, Jesse, e Cara Faith Bernard. "‘When I say “modern”, you say “band”’: A critical narrative of modern band and Little Kids Rock as music education curriculum". Journal of Popular Music Education 5, n.º 3 (1 de novembro de 2021): 337–58. http://dx.doi.org/10.1386/jpme_00063_1.
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This article is based on the lived experiences of the authors engaging with modern band and the organization Little Kids Rock (LKR). We approach this research as critical storytelling to highlight the importance of critique of music curriculum and pedagogy. We identify moments of cognitive dissonance we experienced with LKR and modern band and unpack them through theory. Data included review of LKR materials, journals, text messages, reflective writing and discussion around participation in LKR-sponsored events. We share our critical story through text messages and narration, through which we note issues such as neo-liberalism and indoctrination; language (mis)use through educational buzzwords; identity reformation and the manner in which teachers feel a need to cling to methodolatry or act as change agents. We illustrate the central role critique plays in music teaching discourses and practices to guide music teachers to accept vigilance of curricular resources and pedagogical approaches presented to them.
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Hassan, Baraa, Rajabali Torghaban e Zohre Taebi. "The Social and Familial Analysis of My Sister’s Keeper (2004) by Jodi Picoult: Based on George Murdock’s Notion of Socialization and Functionalism". Kufa Journal of Arts 1, n.º 54 (28 de março de 2023): 553–78. http://dx.doi.org/10.36317/kaj/2022/v1.i54.11696.
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My Sister’s Keeper (2004) by Picoult is a story about how a family, as an institution, may sometimes be extremely injurious to the kids, both physically and psychologically. My Sister’s Keeper relates a story about a sick girl whose illness affects the entire family dynamics. By applying Murdock’s social account of family to this novel and investigating the functions of the family, namely sexual, reproductive, educational, and economic, this study investigated family relations and functions and developed the argument by discussing the potential reasons for their problems. The characters were analyzed based on their roles and functions in the family, as well as their interactions with each other. In addition, the conflicts the family faces due to family dysfunction have been discussed. The results of the study show that members of a family often develop associations and interactions which occasionally can even get ferocious and hurt some of the members. Picoult’s portrayal of a young girl’s suffering from leukemia can be traced back to her intention to depict the various challenges and conflicts which influence her whole family. For Anna and Jesse as Kate’s siblings, the challenges can be also traumatic because they often go through fluctuations in their lives. The family’s role in dealing with the manifold causes of trauma and insecurity which is linked to Kate’s illness and her treatment has affected her quality of life.
Teses / dissertações sobre o assunto "Kids educational story"
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REEDY, CRYSTAL A. "Kids! On Race: How teaching the evolutionary story of human skin color can challenge children to question arbitrary categories of race and the myth of white supremacy in grade school". Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent155592254864772.
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Yi-Shan, She, e 佘宜珊. "The Research of Taiwan Story House Performance`s Influences on Educational Drama for the School Kids". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/70467730462812711560.
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碩士中國文化大學
戲劇學系
98
This study intends to research the current situation that children’s story houses and children’s theaters face as well as establishing a difference between the two. By case study method, including in-depth interviews and observations this study looks at what age group is appropriate for a story house and what age group is appropriate for a theater plus the benefits that these institutions bring to their respective age levels. Children, and their parents, are being less exposed to drama in theaters as they look forward to attending story houses because the shows provide children with fun and lively activities that teach children morals while making them smarter and yet, achieve a balance of physical, social and art.
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Adamcová, Klára. "Interaktivní knihy pro děti - výzkum informačního chování". Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-384086.
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The thesis deals with the problematics of interactive books and their influence on the education of preschool children, which is in the Czech Republic still one of the unexplored areas. The aim of the thesis is to compare the paper books with the interactive books in terms of their impact on the child's learning and to see if interactivity influences the better memorization of information than interaction with the kindergarten teacher and also if the children are able to work with the interactive book. There are two hypotheses H1: A child of pre-school age working with an interactive book can remember less information than a child listening to a narrative from a classical book, and H2: A pre-school child who working with an interactive book will remember better the visual rendering of the content. The examined group was composed of preschool children from two differently different kindergartens. For the research, the method of participated target group observation was used when working with interactive books, supplemented by interviews with nursery teachers who participated in the research. The development of the pre-school child's cognitive functions and the development of its interaction with the technologies is briefly described in the theoretical part one. The technologies and their role in the...
Livros sobre o assunto "Kids educational story"
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Traugh, Susan. Christian kids' Christmas story: A concert and pageant. Torrance, CA: Grace Publications, 1997.
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Resources, Faith Alive Christian, ed. Dwelling: Helping kids find a place in God's story. Grand Rapids, Michigan: Faith Alive Christian Resources, 2011.
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Time, Story. Grocery Shopping-Story Rhyme Educational Kids Workshop Workbook. Story Time Stories That Rhyme, 1992.
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Rhyme, Story. Clothing at Bargain Prices: Story Rhyme Educational Kids Workshop Workbook. Story Time Stories That Rhyme, 1992.
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Shardlow, Giselle, e Emily Gedzyk. Luke's Beach Day: A Fun and Educational Kids Yoga Story. Createspace Independent Publishing Platform, 2013.
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Fogarty, Peter, Sunaina Coelho e Aditi Ghosh. Miss Bandicota Files: Learn about Seashores, Caves and Forests, with This Educational Story for Kids. Independently Published, 2019.
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My Tunnel Book Story. self published, 2021.
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Ollivierre, Andell. Bears for Kids: Educational Story Book, Real Life Cartoonized Bears, Easy to Read and Learn about Bears. Independently Published, 2021.
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Heney, Elaine. Ciara and the Unicorn's Cake Shop Surprise - the Educational Story Picture Book for Kids Age 2-6. Independently Published, 2022.
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Snowlet, Anna. What Bug Am I?: A Funny, Educational Story about Backyard Bugs. Bug Book for Kids with Insect Facts. Independently Published, 2020.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Kids educational story"
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Niemi, Anna-Maija, e Reetta Mietola. "Exclusively Included? Finland’s Inclusion Success Story and Hidden Dual System of Mainstream and Special Needs Education". In Finland’s Famous Education System, 417–34. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_26.
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AbstractThis chapter focuses on the divide between special and mainstream education in the Finnish education system. We analyse how this divide runs through educational experiences, opportunities and pathways of students receiving special education. We first examine the different educational pathways opening up for different groups of students, and their experiences of educational choice-making. Then we move on to analyse pedagogical arrangements and practices across lower-secondary and upper-secondary levels; and to consider how different pedagogical practices expect and produce different kinds of students. Our analysis shows that distinct educational cultures make it challenging to move across the divide of special and mainstream education, and this divide contributes to students understanding of themselves as learners. The chapter draws on six studies conducted in recent decades in Finland, four different ethnographic studies, one life-history interview study and a longitudinal life-history study.
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Rosenfeld, Michael J. "On Children’s Outcomes". In The Rainbow after the Storm, 165–70. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197600436.003.0012.
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Chapter 12 reviews research on the educational progress of children raised in different kinds of families. Using data from the 2000 U.S. census, the chapter shows that children raised by same-sex couples had good outcomes, which was consistent with a broad consensus of social science studies. In contrast to the negligible difference in educational progress between children raised by same-sex couples and children raised by heterosexual couples, there are many dimensions of social life that are strongly associated with children’s educational progress in the U.S. These more predictive dimensions include race, gender of the child, parental social class, parental education, region, disability, children raised in families as compared to children under the care of the state or foster children, and rural compared to urban and suburban residence. This research was featured in the DeBoer v Snyder trial.
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Gaston, Kara. "Learning in Time". In Reading Chaucer in Time, 84–115. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198852865.003.0004.
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This chapter tracks a question raised in multiple different versions of the Griselda story: how do educational narratives fit into other kinds of time? In Boccaccio’s Decameron, learning, especially learning associated with women, occurs in and through the passage of time. This dynamic becomes a problem in Petrarch’s Historia Griseldis and Letter to Posterity, which strive to disentangle intentional learning from involuntary changes wrought by the years. In Chaucer’s Clerk’s Tale, meanwhile, the Griselda story provides insight into how the time taken up by learning can, in and of itself, be a source of suffering. This embeddedness of learning in time has implications for critics, for we often assess the Clerk’s Tale as the outcome of a learning experience (Chaucer reading Petrarch). Such assessments might be incomplete without accounting for the time of reading and learning—both Chaucer’s and our own.
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Nielsen, Nikolaj Ramsdal, Cyrus R. K. Patell e Deborah Lindsay Williams. "The Production and Circulation of the US Novel". In The Oxford History of the Novel in English, 25–55. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/oso/9780192844729.003.0003.
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Abstract This chapter presents the story of the marketplace for US fiction since 1940 as the story of middlemen—publishers, distributors, and agents—who propagated distinctions among kinds of novels in order to sell them more effectively, while working in a context increasingly marked by the interventions of educational institutions and various other cultural tastemakers. This marketplace was organized around systems of classification that shaped the ways in which writers write and readers read. The distinctions that arose during this period—between hardbacks and paperbacks, between “literary fiction” and “genre fiction,” between the “highbrow” and the “middlebrow,” between writers affiliated with the academy and writers who are not—created what reader-response theorists refer to as a “horizon of expectations” for the novel, a horizon that some writers and readers would embrace and that others would challenge.
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Griffiths, Jennifer. "“My Body of a Free Boy … My Body of Dance”". In At Risk, 119–42. University Press of Mississippi, 2022. http://dx.doi.org/10.14325/mississippi/9781496841704.003.0005.
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Chapter 4 examines Sapphire’s The Kid as a radical experiment with audience expectations and reception of her first novel Push. Whereas Push’s Precious Jones was embraced by many audiences as a model of resiliency and as a young person who breaks the cycle of abuse through education, self-determination, and group-belonging, Abdul’s story threatens our comfort with his mother’s ultimately reassuring narrative, which in many ways deflects accountability away from the failing social safety net and onto the individual.
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Moore, Sean D. "Conclusion Philanthropy Recommended". In Slavery and the Making of Early American Libraries, 201–6. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198836377.003.0006.
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Revisiting both the Preface and Chapter 1, this Conclusion makes the case for questioning the eighteenth century as a theme park upon which political neo-conservatives and economic neo-liberals project their fantasies about the founders’ supposed intentions about small government and the provision of human needs by private charities instead of taxpayer-funded public programs. Arguing instead that slavery philanthropy was the origin of these ideas, and of the “charitable industrial complex” that we have today, it explains that nineteenth- and twentieth-century reformers were aware of that, and proceeded to found more progressive public cultural, educational, medical, and other kinds of institutions. The lesson we can learn from the story of slavery-funded private libraries is that we need that kind of reform again now.
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Di Blas, Nicoletta. "21st Century Skills and Digital Storytelling in the Classroom". In Advances in Media, Entertainment, and the Arts, 306–30. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9667-9.ch015.
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PoliCultura is an initiative of collaborative digital storytelling in formal educational contexts run by HOC-LAB, a laboratory at Politecnico di Milano (Italy), one of the largest technical universities in Europe. Launched in 2006, PoliCultura is open to schools of all kinds and levels, in Italy and abroad (international since school year 2013-14). Within PoliCultura, groups of students/classes, supervised by a teacher, create a multimedia interactive story using an online authoring tool by HOC-LAB. So far, more than 1,200 stories have been created by students aged between 4 and 18, from 9 countries. By presenting in detail the initiative and the evaluation data, this chapter makes a case for collaborative digital storytelling as a way to foster the acquisition of 21st century skills: creativity, collaboration, media literacy, life and career skills.
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Mantler, Gordon K. "The Grassroots Challenge". In The Multiracial Promise, 117–46. University of North Carolina PressChapel Hill, NC, 2023. http://dx.doi.org/10.5149/northcarolina/9781469673868.003.0006.
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Abstract The often-told story of Harold Washington’s 1983 mayoral victory often obscures the larger economic and political context as well as the broader grassroots coalition that emerged in opposition to Mayor Jane Byrne’s re-election. It was an expansive intraracial and multiracial alliance that elected Washington. Much like progressive coalitions supporting Black mayors in other cities across the nation, his election required a remarkable amount of organization not just among the African American factions so routinely highlighted in popular and scholarly narratives but also among key progressive Latino and white groups. This included massive voter registration efforts, political education classes, and other kinds of painstaking organizing. Washington’s victory also reflected rarely acknowledged contingencies, most prominently a white political elite which had evenly divided its support between Byrne and State’s Attorney Richard M. Daley, the former mayor’s eldest son. Race and white supremacy were factors, of course, but at least in the February 1983 primary, so was gender and sexism.
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Wiener, Harvey S. "Faraway Views : Generalizing". In Any Child Can Read Better. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195102185.003.0014.
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It's been a rough Tuesday, especially in your dealings with teenagers. A mother of two young kids yourself, you expect a modicum of respect from kids ten, fifteen, or twenty years younger than you are. But today, no such luck. In Stop 'n Shop a nineteen year old stock boy packing apple sauce jars nearly knocks you over as he hoists a huge carton from a dolly to the floor. Of course, he gives you no apology. At Burger King, the order taker sneers at you when you present a fifty dollar bill; she mumbles a snide remark under her breath about your confusing a fast food store with a bank. The gas jockey at a new Exxon station gives you fifteen dollars' worth of premium when you ordered ten dollars' worth of regular and zealously begins a shouting match, demanding that you pay up because you should have been sure that he heard what you wanted. A few other similar experiences have set your teeth on edge. Kids, you grumble. Deteriorating in manners. No good, today's generation. No respect for their elders. Self-centered. Care only about their own needs and feelings. If you can remember formulating principles like these or others like them, congratulate yourself as a highorder thinker. Even though the thoughts themselves might result from unhappy experiences, you've used your good brain power to establish a broader context for your experiences. Go ahead and pat yourself on the back! What you've done is to exercise another major strategy that marks mature thought: generalizing. The ability to generalize helps you interpret your surroundings and helps you probe deeper meanings from it. It allows you to see relations between specific circumstances and more abstract conditions. Psychologists say that the process of generalizing is a process of discovery; when you see similar elements in diverse circumstances you take a conceptual leap forward in your thinking. To some, one of the primary goals of education is to create thinkers who know how to generalize.
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Minow, Martha. "Introduction". In In Brown's Wake. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195171525.003.0004.
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Making sense of Brown v. Board of Education, decided the same year I was born, and understanding what it did and did not achieve have occupied me since I can remember. When the fiftieth anniversary of the ruling arrived, scholars and media pundits debated whether the case deserved its landmark status and whether it had delivered in any meaningful way on the promise of racial equality for African Americans—or if it instead was ineffectual or counterproductive. Those are important questions, and this book grapples with them. Yet largely missing from the public discussions was the enormous influence of Brown in schools beyond race. The Supreme Court’s embrace of the ideal of equal opportunity and its critique of the separate-but-equal approach to education transformed the treatment of immigrants, students learning English, girls, students with disabilities, and poor students in American schools; religion in schools; school choice; and social science evidence about schooling—and the story of these changes deserves telling. That is what this book aims to do, even as it tells of a mixed legacy of Brown in these other contexts while also tracing reverberations of Brown outside the United States. To tell these stories is to engage with public policy debates over separate versus mixed instruction in meeting the needs of varied kinds of students. Nested within larger disputes over the viability of the racial integration ideal, this effort also explores the emergence of Brown as a resource for enterprising and visionary reformers concerned with gender, disability, religion, and other topics. The legacies of Brown invite a look at the capacity of individuals to push and achieve change using law and social science; the histories are interconnected with social movements as well as unexpected consequences of resulting reforms. Chapter 1 offers an analysis of what this landmark U.S. Supreme Court case did and did not accomplish when it banned official racial segregation in public schools. I consider whether the lawyers’ goal ever was integration, defined to mean both the side-by-side instruction of students of different races and the creation of school communities with a sense of common purpose and membership bridging different identities, histories, and past opportunities.
Trabalhos de conferências sobre o assunto "Kids educational story"
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Saragih, Aini Melbebahwati, Sri Minda Murni e Meisuri. "Kinds of Projection in Indonesian News Story and Editorial Texts". In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201124.080.
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Carlini, Beatriz, Sharon Garrett e Lexi Nims. "Are parents who use cannabis receptive to safe storage interventions and point-of-sale education?" In 2022 Annual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.02.000.18.
Texto completo da fonteResumo:
Purpose: The provision of cannabis storage devices paired with consumer prevention messages at point-of-sale has been considered by local health agencies to reduce youth access to cannabis in homes with adult cannabis consumers. This project sought to learn about current storage practices, interest in safe storage devices, and acceptability of youth prevention messages among adult consumers with youth at home. Methods: Potential participants responded to a Facebook advertisement and then completed an online survey which identified those who were over 21, used cannabis at least six times in the past six months, had children at home, lived in a target WA state county, and made at least one purchase from a cannabis store. Semi-structured interviews were conducted over Zoom, in May-June 2021. Participants responded to open-ended questions and reacted to existing prevention messages. Thematic analysis was performed by the three authors in two iterations; first initial themes were identified, and a coding framework was developed, then focused coding was conducted using this framework. Results: Sixteen parents ranging in age from 21-50 were interviewed. Most were women (14; 88%), 10 (63%) were White/Caucasian, 3 (19%) Black/African American, and 1 (1%) each Pacific Islander and White/Caucasian, Native American/American Indian, and Black/African American and White/Caucasian. Eleven had children between 2-10 y.o. and six between 11-17 y.o. in the home. Thirteen (81%) used cannabis daily, many for medicinal reasons. Parents described a wide range of storage practices and were supportive of receiving storage devices from retail stores. Health messages were well received when they were simple, depicted parents in a positive light, included relatable images, and emphasized edibles and that children may not know that products contain cannabis. Parents saw the importance of messages focused on brain development and the social consequences of teen use but were wary of messages that encouraged adult cannabis use to be hidden, that suggested that adults should communicate their disapproval of cannabis, or that described cannabis as addictive. Conclusions: Parents who use cannabis expressed concern for their kids and understood that cannabis use can negatively affect child development. While most were willing to store their cannabis out of reach of their children, cannabis was not viewed as being as harmful as other products that they consider a priority to store out of reach of children, such as opioids, alcohol, and guns. Content of health messages can easily be rejected if perceived as judgmental, stigmatizing, or untrue. Most parents trusted that open dialogues with their kids was the most effective prevention, and most were not willing to hide their own use.
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Matsushige, Maya, Maya Matsushige, Yasunori Kozuki, Yasunori Kozuki, Ryoich Yamanaka, Ryoich Yamanaka, Mari Maeda, Mari Maeda, Yushu Tashiro e Yushu Tashiro. "THE EFFECTS OF A SEASIDE ENVIRONMENTAL EDUCATION PROGRAM FOR PRESCHOOL CHILDREN AS SEEN IN THE CONTENTS OF BEFORE-AND-AFTER DRAWINGS". In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.31519/conferencearticle_5b1b941c09fb97.08502786.
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In this study, an environmental education program for preschool children was conducted at the seaside, and its effects were evaluated by examining pictures of marine environments drawn by the children before and after the program. The purpose of the education program was to heighten children’s levels of interest in the sea, encourage them to perceive the seaside as a space for play, and increase their familiarity with it. When the children’s pictures drawn before and after the program are compared, the most striking difference is whether or not people are included in the picture. Of the 16 kids who drew both pictures, only one put a person in the picture before the program, but this increased to six afterward, and five of these depicted “sea animals and me” together. There was also one who drew “sea animals, my friends, and me,” and another who drew a four-panel comic strip telling a story. In addition, eight of the 16 children drew living things small and weakly beforehand, but more powerfully and dynamically afterward. As we have seen, the hands-on seaside experience during this education program acted on five senses and caused a change in their internal mental models. It also enabled them to perceive a connection between the sea and themselves, and in some cases to understand and express the relationship between human beings and the sea and between other children and themselves. In future studies, we intend to increase the number of case studies of this type of program.
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Matsushige, Maya, Maya Matsushige, Yasunori Kozuki, Yasunori Kozuki, Ryoich Yamanaka, Ryoich Yamanaka, Mari Maeda, Mari Maeda, Yushu Tashiro e Yushu Tashiro. "THE EFFECTS OF A SEASIDE ENVIRONMENTAL EDUCATION PROGRAM FOR PRESCHOOL CHILDREN AS SEEN IN THE CONTENTS OF BEFORE-AND-AFTER DRAWINGS". In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.21610/conferencearticle_58b431616d615.
Texto completo da fonteResumo:
In this study, an environmental education program for preschool children was conducted at the seaside, and its effects were evaluated by examining pictures of marine environments drawn by the children before and after the program. The purpose of the education program was to heighten children’s levels of interest in the sea, encourage them to perceive the seaside as a space for play, and increase their familiarity with it. When the children’s pictures drawn before and after the program are compared, the most striking difference is whether or not people are included in the picture. Of the 16 kids who drew both pictures, only one put a person in the picture before the program, but this increased to six afterward, and five of these depicted “sea animals and me” together. There was also one who drew “sea animals, my friends, and me,” and another who drew a four-panel comic strip telling a story. In addition, eight of the 16 children drew living things small and weakly beforehand, but more powerfully and dynamically afterward. As we have seen, the hands-on seaside experience during this education program acted on five senses and caused a change in their internal mental models. It also enabled them to perceive a connection between the sea and themselves, and in some cases to understand and express the relationship between human beings and the sea and between other children and themselves. In future studies, we intend to increase the number of case studies of this type of program.
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Chang, Yawen, e Wei Chi Chien. "Memories-to-go: A remote interactive experience for parents and their overseas adolescent children". In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003927.
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Due to the COVID-19 pandemic, many people haven’t returned to their hometowns for several years. It also makes people pay more attention to long-distance interaction. Online meeting platforms these days expand their function beyond just face-to-face meeting but also uses virtual space to make them more interactive. More and more platforms provide a proximity video chat. People can walk in and out of conversations in their avatars. That makes people feel natural and seamless in virtual space.As a place preserved the lifestyle of local people, we found the traditional market is a meaningful place that reminds people of their hometowns. Most people have the experience going to the market with their family in their childhood. Thus, this study focuses on the parent-child memory in the market. By collecting the information of people’s memories, making them into Gather town, it provides remote interactive experiences for parents and their overseas adolescent children uniquely. Memories-To-Gather is a Gather Town space that makes people to experience the traditional market. Not just visiting an online market, but to bring the memorable time to their mind. Offering the possible solution for recalling memorable moments is based on the scene transition in virtual place. By collecting and integrating the stories of the participants, we transform these stories into scenes. Guided by the map, participants complete the tasks and slowly unravel the story line. Memories-To-Gather is designed for people to remind those family times in the market with elements of play, experimentation, and collaboration in the digital environment. There are two main research questions for this study:1. What kinds of parent-child interactions in the market are meaningful and worth discussing?2. How does a remote interactive experience trigger people’s memory and emotion?To answer these questions, we started a series of interviews to collect people’s memories in the market with their family. Participants are prompted to share their memorable moments when they went to the market with family via describing and drawing. Through field research, we also entered the market, which allowed us to better understand place and atmosphere in reality of the market, then report it based on our experiences. At the end of the research, we invited five pairs of overseas students and their parents to take part in the Memories-To-Gather in Gather Town’s experience and conducted interviews after the experience. Based on the analysis of our interview, we got the following conclusions: Gather town is an user-friendly tool which is easier to operate and get started. The 2D pixel style has a retro style and makes people feel they are brought back to the past. Memories-To-Gather breaks the barriers of space and distance, the collaboration in the platform enhances long-distance interactions within family members. The local style in the scene, story development and character interaction remind them of the experience in their hometowns. It triggers memories for young people in these days and change the perspective of traditional market. Memories-To-Gather provides a place of peace of mind, it helps people find comfort in this era of uncertainty. In the future research, we’re expecting that remote interactive experience will be more widely used in education or other fields. After the study, we are looking forward to seeing traditional market as more than shopping, but a place where culture and memories are preserved for younger generation as well.