scholarly journals TEACHING PRACTICES: INTEGRATING POSITIVE THINKING IN PICTURE BOOK CREATION FOR ECONOMICALLY DISADVANTAGED CHILDREN

2020 ◽  
Vol 78 (6A) ◽  
pp. 1081-1095
Author(s):  
Chiu-Hua Huang ◽  
Fin-Land Cheng ◽  
Ching-Yueh Teng
Keyword(s):  
Picture Books ◽  
Economically Disadvantaged ◽  
Teaching Practices ◽  
Picture Book ◽  
Hope Theory ◽  
Positive Thinking ◽  
Self Reflection ◽  
Disadvantaged Children ◽  
Story Content ◽  
Professional Assessment

The present study created picture books featuring elements of hope theory and conducted a practical teaching program to explore the application of hopeful thinking picture books for economically disadvantaged children, specifically, to understand the teachers’ teaching practices of picture book creation. On the basis of hope theory, the current study employed economic disadvantage as the creative background for designing picture books that incorporate elements of hopeful thinking and developed a teaching plan based on the picture books. The results indicated that the picture books had a solid theoretical foundation of hope, and were relevant to preschool children’s real experiences and development. Through teachers’ storytelling and discussion of the story content, children could express ideas based on their own experiences, set specific goals, and devised feasible methods for handling adversity to achieve goals. Therefore, the picture books were considered suitable for classroom teaching. In addition, expert teachers serving as coaches conducted classroom observations and teaching evaluations to explore how effectively positive thinking was integrated into the picture books and teaching activities, and to assess the guidance of children in using positive thinking strategies during story discussion. Through professional assessment, feedback, and teacher self-reflection, hope theory can be effectively applied for picture book creation. The picture book The Piggy’s Home created in this study can help teachers guide economically disadvantaged children in thinking positively, and teachers can refine the guidance process. Keywords: case study, economically disadvantaged children, hope theory, picture books, preschool children

Understanding caregiver acceptance of screening for family substance use in pediatric clinics serving economically disadvantaged children

2021 ◽  
pp. 1-7
Author(s):  
Pamela A. Matson ◽  
Neha Bakhai ◽  
Barry S. Solomon ◽  
Sarah Flessa ◽  
Julia Ramos ◽  
...  
Keyword(s):  
Substance Use ◽  
Economically Disadvantaged ◽  
Disadvantaged Children

Has the Allocation of Certain Teachers Impacted Student Achievement and Upward Economic Mobility? The Case of Forsyth County, NC Elementary Schools

2020 ◽  
pp. 001312452097267
Author(s):  
Zachary D. Blizard
Keyword(s):  
Elementary Schools ◽  
Economically Disadvantaged ◽  
Local System ◽  
Experienced Teachers ◽  
Economic Mobility ◽  
High Performing Schools ◽  
High Performing ◽  
Disadvantaged Children ◽  
Forsyth County ◽  
Inexperienced Teacher

Forsyth County, North Carolina has one of the lowest rates of upward economic mobility in the entire United States. Researchers find that one of strongest correlates of upward mobility is the quality of schools in the local system. Using 2018 and 2017 NC Public School Report Card (SRC) data for Forsyth County elementary schools, I find that the percentage of experienced teachers at a school is a significant predictor of school performance. At high-performing schools, a much larger share of their faculties consist of highly experienced and educated teachers, compared to low-performing schools that predominately serve economically disadvantaged children. Experienced and high-quality teachers can have significant long-term impacts on elementary school children, especially those who come from underprivileged families. Yet in Forsyth County, schools with greater shares of economically disadvantaged children have lower percentages of teachers with these characteristics. I argue that the Forsyth County school system can assist in reversing low mobility rates by allocating more experienced teachers toward low-performing elementary schools that serve mostly disadvantaged children. This will insure that these schools have higher experienced-to-inexperienced teacher ratios, while also helping to reduce teacher turnover.

Access to Ambulatory Care Services for Economically Disadvantaged Children

PEDIATRICS ◽  
1986 ◽  
Vol 78 (5) ◽  
pp. 813-819
Author(s):  
Paul W. Newacheck ◽  
Neal Halfon
Keyword(s):  
Low Income ◽  
Economically Disadvantaged ◽  
War On Poverty ◽  
Disadvantaged Children ◽  
Care Services ◽  
Interview Survey ◽  
Low Income Families ◽  
Using Data ◽  
Ambulatory Services ◽  
Poor Children

Using data from the 1981 Child Health Supplement to the National Health Interview Survey, we examined differences in access to ambulatory services for children of different family incomes. The results indicate that much progress has been made in equalizing access since the War on Poverty was initiated in the mid-1960s. Poor children with superior health status now generally see physicians at the same rates as children in similar health but from higher income families. However, children with substantial health problems from low-income families continue to lag behind their higher income counterparts in similar health. Medicaid was shown to substantially improve access to ambulatory services for economically disadvantaged children in poor health, but less than half of these children are covered by Medicaid. Recent changes in federal and state policies concerning Medicaid are discussed as well as policy options for addressing the needs of children afflicted by both poverty and ill health.

scholarly journals Moving Toward Decolonizing and Indigenizing Curricular and Teaching Practices in Canadian Higher Education

2021 ◽  
Vol 14 (1) ◽  
pp. 231-247
Author(s):  
Julie A. Mooney
Keyword(s):  
Higher Education ◽  
Teaching Practices ◽  
Personal Narrative ◽  
Hidden Curriculum ◽  
Self Reflection ◽  
Theoretical Literature ◽  
Curricular Practices ◽  
Canadian Higher Education

In this reflective paper, I interweave autoethnographic personal narrative and critical self-reflection with theoretical literature in order to engage and wrestle with decolonizing and Indigenizing my teaching and curricular practices in Canadian higher education. Acknowledging that walking this path is challenging, I seek multiple trailheads in an effort to access my hidden curriculum, my complicit knowledge, and unsettling moments that have the potential to transform me. My objective is to critically interrogate myself to prepare for respectfully and appropriately moving toward reconciliation in my relationships with Indigenous colleagues, students, and communities, and in my work as a curriculum maker.

scholarly journals Where the Wild Things Are

2003 ◽  
Vol 48 (1-2) ◽  
pp. 128-141 ◽  
Author(s):  
Riitta Oittinen
Keyword(s):  
Picture Books ◽  
English Language ◽  
Picture Book ◽  
Target Language ◽  
Visual Images ◽  
Forthcoming Book ◽  
Starting Point ◽  
The Relationship ◽  
Classical Picture

Abstract Translating picture books is a many-splendored thing: it includes not only the relationship between the verbal and the visual (images and other elements) but also issues like reading aloud and child images. In the following, while mainly concentrating on the visual, I will deal with the other questions as well, as they all interact and influence each other. My starting point is translating as rewriting for target-language audiences – we always need to ask the crucial question: “For whom?” Hence, while writing children’s books is writing for children, translating children’s literature is translating for children. (See Hunt 1990:1, 60-64 and Oittinen 2000.) The reasons why I take such a special interest in translating picture books are twofold: cultural and national as well as individual. In Finland, we translate a lot: 70-80% of all the books published for children annually are translations. From the perspective of picture books, the number may be even higher (and 90% of the translations come from the English language; see Rättyä 2002:18-23). Moreover, being an artist and translator of picture books makes me especially keen on the visual as a translation scholar as well. As a case study, I have chosen Maurice Sendak’s classical picture book Where the Wild Things Are and its translations into German, Swedish and Finnish. At the background of my article is my book Translating for Children (2000) as well as my forthcoming book Kuvakirja kääntäjän kädessä on translating picture books. Due to copyright reasons, I only have picture examples from illustrations of my own.

Sign in / Sign up

Export Citation Format

Share Document