Group items tagged

Eckhoff, Angela, and Jennifer Urbach. "Understanding Imaginative Thinking During Childhood: Sociocultural Conceptions of Creativity and Imaginative Thought." Early Childhood Education Journal 36.2 (2008): 179-185. Ohiolink. Web. 21 Nov. 2010. This article talks about how imagination is critical to education. Incorporating imagination in the classroom may prevent future education problems that aren't yet known. Also, they state that experience expands imagination. Imagination is based off of real life experiences according to Vygotsky's first law of imagination.

This article talks about how it is time to expose students to the concepts of law. this will make them more educated on various issues that influence them in their lives. This will give them the tools to make right decisions from now on. Reboussin, Beth A., et al. "Geographic clustering of underage drinking and the influence of community characteristics." Drug & Alcohol Dependence 106.1 (2010): 38-47. Academic Search Complete. EBSCO. Web. 17 Nov. 2010.

Higgs, Colin. "Physical Literacy -- Two Approaches, One Concept." Physical & Health Education Journal 76.1 (2010): 6-7. SPORTDiscus with Full Text. EBSCO. Web. 18 Nov. 2010. Physical literacy is also very important in other aspects. The author of this article looks at physical literacy both academically and practically. It gives the definition of physical literacy as well. Physical literacy is important for students to be knowledgeable about physical education and activity. Physical activity becomes safer and more fun with the proper knowledge and awareness.

Brennan, Susan A., Gayle J. Luze, and Carla Peterson. "Parents' Perceptions of Professional Support for the Emergent Literacy of Young Children with Visual Impairments." Journal of Visual Impairment & Blindness 103.10 (2009): 694-704. Academic Search Complete. EBSCO. Web. 16 Nov. 2010. A survey was taken of parents who are raising a visually impaired child. The survey concentrated on what types of activities parents engaged with their child. The survey found that it was important for parents to read out loud to the children because it helped them understand "book related" concepts. Concepts such as turning the page, reading left to right, and understanding that books relay a message. This article also states that a parents cannot offer the support their child needs without professional help. Often times parents want to read to their child, but find that they don't know how to go about it, or even what books they should read to them. The article lastly states that parents should also learn Braille. This will open up more opportunities and experiences that a child can have. An experience such as having time as a family to learn Braille and make it a more fun and enjoyable experience for the child.

The idea of media literacy prompts an increasingly divisive debate between educators who wish to protect children from the commercialization of global markets and those who challenge critical media studies as misguided, outdated, and ineffective. We have provided a historical overview of changing conceptions of media literacy as preparation and protection in market society, arguing that contemporary concerns about children's fast food marketing and sedentary lifestyles call for new approaches to the education of citizen-consumers in a risk society. Our case study demonstrates that a media education programme can provide scaffolding for children's critical thinking about their sedentary lifestyles and media consumption. (Abstract taken from JSTOR.)

This is a link to the listing for this book on OhioLINK. It sounds like it might be helpful to those doing research on literacy development, how we learn to read. As the description implies, this might be an easy introduction to a rather complex topic. Wolf, a professor of child development at Tufts University, integrates psychology and archaeology, linguistics and education, history and neuroscience in a truly path-breaking look at the development of the reading brain-a complicated phenomenon that Wolf seeks to chronicle from both the early history of humanity and the early stages of an individual's development ("unlike its component parts such as vision and speech... reading has no direct genetic program passing it on to future generations"). Along the way, Wolf introduces concepts like "word poverty," the situation in which children, by age five, have heard 32 million less words than their counterparts (with chilling long-term effects), and makes time for amusing and affecting anecdotes, like the only child she knew to fake a reading disorder (attempting to get back into his beloved literacy training program). Though it could probably command a book of its own, the sizable third section of the book covers the complex topic of dyslexia, explaining clearly and expertly "what happens when the brain can't learn to read." One of those rare books that synthesizes cutting edge, interdisciplinary research with the inviting tone of a curious, erudite friend (think Malcolm Gladwell), Wolf's first book for a general audience is an eye-opening winner, and deserves a wide readership. (From the description on Amazon.com.)

Yu, Angela Yan, et al. "Can Learning be Virtually Boosted? An Investigation of Online Social Networking Impacts." Computers & Education 55.4 (2010): 1494-1503. Electronic Journal Center. Web. 21 Nov. 2010. This article discusses the impact of social networking (mostly Facebook) on students who attend college or universities. It also talks about how university students are using Facebook to get feedback on educational assignments and thus are improving their web-based learning performance. It also explores the concept that social networking sites such as Facebook are helping college students become socially accepted in the university setting.

Luehmann, April Lynn, and Jeremiah Frink. "How Can Blogging Help Teachers Realize the Goals of Reform-based Science Instruction? A Study of Nine Classroom Blogs." Journal of Science Education & Technology 18.3 (2009): 275-290. Academic Search Complete. EBSCO. Web. 21 Nov. 2010. This article discusses the concept of using classroom blogs in schools in order to bridge the gap that was created from large class sizes and small class times. It was a research effort focusing on nine highschool and middle school science classrooms that really emphasizes the making of a classroom blog- ie. what's important and what's not. It really takes an in depth look at the effectiveness of using the blogs to help bridge the gap between teaching and students.

Wells, Ryan. "The Global and the Multicultural: Opportunities, Challenges, and Suggestions for Teacher Education." Multicultural Perspectives 10.3 (2008): 142-149. Academic Search Complete. EBSCO. Web. 21 Nov. 2010. The potential benefits of using global themes in the classroom include a greater understanding of multicultural concepts, and a greater understanding of how global events affect multiculturalism in the U.S., and a greater understanding of the other cultures in relation toe the U.S. Today many educational programs include minimal about of multicultural education. This article also discusses ways to integrate global perspectives into studies and the challenges that educators face.

Stratton, J.M. "Emergent literacy: A new perspective." Journal of Visual Impairment & Blindness 90.3 (1996): 177. Academic Search Complete. EBSCO. Web. 1 Nov. 2010. This article explains how children learn the concepts of symbols and print through interaction with adults. It then continues to apply this to that of visually impaired children. The article states that children grow in their understanding of the environment through hands on experiences. It is necessary for a visually impaired child to develop hand skills. This is because it is their hands that are used to do the majority of their reading. It is through home and school environment as well as motor developments can help a visually impaired child become more literate.