Education

The second component of the Creative Curriculum framework is the learning environment-the use and organization of the space in your classroom, the daily schedule and routines, and the social and emotional atmosphere. In The Creative Curriculum, the learning environment meets children's developmental needs. It makes all children-including those with special needs-feel safe and comfortable and that they belong. As a result, they are helped to become independent and confident learners. For these reasons, the learning environment is the starting point for actually implementing The Creative Curriculum. In this chapter we examine the learning environment from three perspectives.

The model of chronic renal failure (CRF) was made in 5/6 nephrectomized rats and Huangdan capsule was used to treat these rats. The levels of cyclic guanosine monophosphate (cGMP) and atrial natriuretic peptide (ANP) in plasma were examined. The results showed that Huangdan capsule could postpone the increase in the levels of cGMP and ANP, suggesting that by regulating the water and sodium metabolism, Huangdan capsule could ameliorate the glomerular filtration rate, and that Huangdan capsule could lower the levels of cGMP and ANP in plasma via body regulation.

The activity of Superoxide dismutase (SOD) in renal cortex and erythrocytes, the level of lipid peroxidant (LPO) in plasma, renal function and morphology of leftover kidney were examined in rats. The results showed that Huangdan capsule could slow down the increase of BUN and Scr, promote the SOD activity in renal cortex and erythrocytes, reduce the level of LPO in plasma and delay the renal pathological changes in 5/6 nephrectomized rats. The mechanism of Huangdan capsule’s antiperoxidant effect, its effect on the renal pathological changes and relationship between the two effects were also discussed.

The second component of the Creative Curriculum framework is the learning environment-the use and organization of the space in your classroom, the daily schedule and routines, and the social and emotional atmosphere. In The Creative Curriculum, the learning environment meets children's developmental needs. It makes all children-including those with special needs-feel safe and comfortable and that they belong. As a result, they are helped to become independent and confident learners. For these reasons, the learning environment is the starting point for actually implementing The Creative Curriculum. In this chapter we examine the learning environment from three perspectives.

The second component of the Creative Curriculum framework is the learning environment-the use and organization of the space in your classroom, the daily schedule and routines, and the social and emotional atmosphere. In The Creative Curriculum, the learning environment meets children's developmental needs. It makes all children-including those with special needs-feel safe and comfortable and that they belong. As a result, they are helped to become independent and confident learners. For these reasons, the learning environment is the starting point for actually implementing The Creative Curriculum. In this chapter we examine the learning environment from three perspectives.

Over the past 50 years, universities have become valued service organizations. These authors highlight changes in many aspects of such service. They contend that services provided by universities should parallel more closely services offered by elite spas, designed to provide expert discipline and training, than services offered by open buffets.

This article explores the uses of metaphor to express various perspectives about the concept of “teacher”. The metaphors came from student-written and teacher-composed narratives, interviews, articles and texts by education theorists and methodologists. A variety of metaphors emerged to describe teachers, especially language teachers, such as Teacher as Conduit, Teacher as Nurturer and Teacher as Competitor. This article exhibits different, often contradictory metaphors held about teachers, organizes them according to four major philosophical viewpoints, and shows how language teaching methods relate to these metaphors. Identifying and fully understanding these contrasting views can heighten “perspective-consciousness”, increase tolerance and understanding, and make the language classroom a more welcoming environment for students and teachers alike.Metaphor is the omnipresent principle of language. We cannot get through three sentences of ordinary discourse without it. (Richards, 1936)

JISE (ISSN: 2166-2681) is published bi-annually by the Center for Excellence in Education at Arkansas State University. The journal publishes interdisciplinary and multidisciplinary theoretical and empirically-based research articles, and book reviews related to all aspects of teaching and learning in K-12 and Higher Education. JISE serves as an intellectual platform for the research community.
The journal is listed/indexed with: ProQuest, EBSCOHost, and Cabell’s Directory of Journals

JISE (ISSN: 2166-2681) is published bi-annually by the Center for Excellence in Education at Arkansas State University. The journal publishes interdisciplinary and multidisciplinary theoretical and empirically-based research articles, and book reviews related to all aspects of teaching and learning in K-12 and Higher Education. JISE serves as an intellectual platform for the research community.
The journal is listed/indexed with: ProQuest, EBSCOHost, and Cabell’s Directory of Journals

In our globally and technologically connected world, many higher education institutes raced to offer online, college degrees to populations who otherwise would not have access to higher education. They promised high quality, rigorous, flexible, accessible and affordable programs. Colleges and universities pledged to support these students to ensure their success within an online environment. However, Canchola (2011) argued that online students rarely receive the support they were promised. Sandeen and Barr (2006) argued many online programs increase students' dissatisfaction with higher education and increase their drop-out rate. As a result, such programs rather than help students achieve their goals; they set them back academically and financially. This serves only to intensify The Matthew Effect for students. The authors explain how some online education, especially; large-scale, fast-paced programs contribute to this effect. The authors offer recommendations for alleviating The Matthew Effect.

The left side of the brain has been said to process speech along with logical, rational, convergent, objective, and sequential tasks. The right side of the brain is thought to process nonverbal, spatial, musical, and analogical information. This paper discusses the research on brain hemisphericity from the perspectives of traditional and wholetheme constructivism. Hemisphericity refers to the re' Itive dominance of the left or right cerebral hemisphere in an individual's functioning, irrespective of the cognitive nature of the task, and is thought to be reflected in the individual's cognitive style. One of the controversies that surrounds brain hemispheric dominance is the origin or cause of the phenomena. While some scientists contend that cerebral dominance is genetic in origin, others argue that it is the result of cultural and educational practices. A biofunctional theory allows for the roles of genes and culture. It is argued that cultural and educational biases for verbal and analytical abilities resulted in the traditional piecemeal approaches that break the content of new information into parts and offer it in a sequential style. This has resulted in consistent use of the left hemisphere, and consequently in cerebral dominance. (Contains 1 table and 47 references.) (Author/SLD)

This qualitative phenomenological study examined thirty female Syrian refugees’ perceptions of their children education at the Za’atari Refugee Camp in Jordan. Interpretive Phenomenological Analytic (IPA) was employed to analyze the data collected through in-depth interviews. Findings demonstrated the refugees’ high regard for education and their aspirations for a brighter future for their children. Results also highlighted the challenges refugees face at the camp, which impede their children education and prevent the majority of them from attending schools. The research findings contribute to a better understanding of the refugees’ experiences and challenges.

Educators learn through reflection on how power shapes their own practices, expressing their concerns about the constraints they face, and brainstorming solutions to address them. Educators create and adjust their philosophies and practices by reflecting on how abstract theories manifest themselves in life. The online discussion format affords students the opportunity to improve their reflective practices through the use of structured questions, supervised scaffolding, shared experience, and opportunities to connect theory to practice. In essence, online discussions offer educators a dynamic and energetic atmosphere in which they can interact with each other. The purpose of the study was to examine the impact of  online discussions on students’ critical skills as they reflect on issues dealing with students’ diversity. The results demonstrated that the use of structured online discussions contributed to the elevation of graduate students’ reflective practices as they contemplated th...

This study examines practices that impact females’ earnings and, in particular, their ability to repay student loans. Salary inequities experienced by female college graduates along with student loans are addressed. The authors offer a quantitative model for highlighting the inequity in the American workforce considering female’s lower salaries and higher student loans by examining the payback period associated with the investment in college education. Results indicate that, while the payback period for investments on college loans is increasing for both males and females, this trend is significantly worse for females.

AUTHOR Lacey, Candace H.; Saleh, Amany; Gorman, Reita TITLE Teaching Nine to Five: A Study of the Teaching Styles of Male and Female Professors. PUB DATE 1998-10-11 NOTE 19p.; Paper presented at the Annual Women in Educational Leadership Conference (Lincoln, Nebraska, October 11-12, 1998). PUB TYPE Reports Research (143) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Classroom Communication; Classroom Environment; College Faculty; Females; Higher Education; Males; Personality Studies; *Sex Differences; Teacher Behavior; Teacher Evaluation; Teacher Orientation; *Teacher Student Relationship; *Teachers; Teaching Methods; *Teaching Styles; *Women Faculty