Dorothy Sluss - Academia.edu (original) (raw)
Papers by Dorothy Sluss
A Critical Approach to Will Hobbs' Bearstone From a Play Perspective
The Alan Review, Dec 1, 2000
Kids Say the Darndest Things: A Piagetian Interpretation of Conversations with Young Children
Developing Children’s Creativity
Psychiatry and Psychological Disorders
The difference between people who are motivated to finish what they start even though it may take... more The difference between people who are motivated to finish what they start even though it may take them hundreds of effortful actions and people who see only one solution to a problem or way to do something or who give up when their first attempt fails is the difference between creative and noncreative people. We all know these people who are creative and who live among us and we turn to them for solutions when we have a problem.
Developmentally Appropriate Practice in Higher Education
Journal of Early Childhood Teacher Education, 1996
Kids Say the Darndest Things: A Piagetian Interpretation
Recreation is a significant part of a full and rich life but is frequently overlooked in relation... more Recreation is a significant part of a full and rich life but is frequently overlooked in relation to handicapped children. A project called Cross-Cultural Images aimed to improve the quality of life for handicapped children by teaching them avocational photography skills. The project involved mildly handicapped children aged 7-11 in Appalachia, on the Navajo Reservation, and along the Mexican border; special education teachers working in those areas; and faculty members and preservice educators at East Tennessee State University and Northern Arizona University. The project had four major components: teaching the children about photography (emphasizing subject selection, framing the shot, and use of light); allowing them the opportunity to take photographs (practice time followed by giving the students a simple one-time-use camera) ; mounting and displaying the exhibition (based on children's selections); and sharing the exhibition with children at other project sites. The students were very good at manipulating their cameras and ultimately produced images of high quality and interest. Several photographs were judged to be quite artistic and technically good by professional photographers who viewed the work. Although the students clearly acquired the knowledge and skill to do good work in photography, the most powerful project results were related to student pride and self-esteem. Suggestions are offered for project continuation and replication. (SV)
United States, 1900 to 1930
Encyclopedia of Play in Today's Society, 2009
Experiential Learning Definitions and Models
Encyclopedia of Play in Today's Society, 2009
Recess
Encyclopedia of Play in Today's Society, 2009
Montclair State University (MSU) offers a Ph.D. in Environmental Management. This Ph.D. program s... more Montclair State University (MSU) offers a Ph.D. in Environmental Management. This Ph.D. program seeks to foster an emerging interdisciplinary approach to the study of the environment and humankind's impact on natural resources. The program emphasizes investigations of the mechanisms and interconnections found within and among components of environmental systems (atmosphere, hydrosphere, geosphere, biosphere) and with associated human systems (political, legal, social, economic). The program offers extensive field and laboratory work, allowing students exposure to cutting-edge environmental research, environmental management issues, and access to state-of-the-art analytical instrumentation and computer-assisted technology. Graduates of the program will be fully prepared to enter postdoctoral research in the discipline, academic institutions, government agencies, profit or not-for-profit organizations, private sector firms, and other organizations that deal with environment, sustainability, and restoration issues. The specific objectives of the Ph.D. program include a primary emphasis on research that addresses environmental issues that impact sustainability and future management; preparing environmental professionals who will recognize and analyze the relationships among the scientific, technological, societal, and economic issues that shape environmental research and decision making; developing research professionals who will lead within academia, industry and government institutions; and preparing scientists to continue with creative scientific discoveries that will lead to approaches geared towards sustainable management of our environment. Research in the Ph.D. program is centered on three separate yet interlocking research themes. Graduate students trained through the program will focus on the intersections of these themes: water-land systems; sustainability, vulnerability, and equity; and modeling and visualization. The water-land systems approach considers the interactions of fluvial, estuarine, marine, groundwater, and wetland systems with patterns of human settlement and industry. The highly urbanized northeastern region of New Jersey, while compact geographically, is part of a complex coastal environment in which such interactions can be readily observed. Since the region has a long history of coastal industrial activity, land-and water-use impacts over time can be readily studied. MSU is situated in the heart of the region; consequently, students can use its prime location to conveniently conduct doctoral research projects and training exercises. The theme of sustainability, vulnerability, and equity focuses on both the conceptual and operational aspects of these emerging areas of study within the context of urban environmental management. These concepts have become critical for understanding urban environmental management. A primary objective of the doctoral program's research mission is to more formally integrate these theoretical advancements into urban environmental change and management theory and practice. The themes of sustainability, vulnerability, and equity constitute an interdisciplinary approach to urban environmental management that is based on the study of organizations and institutions. Research approaches within this component of the program are as follows: analysis of natural systems for the construction of indicators and establishing models for monitoring urban systems (e.g., water supply, material use, and waste systems) and associated environmental improvement or degradation; research into existing conditions and opportunities for enhancing the conditions of sustainability and equity, as well as vulnerability reduction in organizations and institutions (e.g., business, education, governmental, and nongovernmental organizations); and research into the dynamics of public policy and environmental sustainability, vulnerability, and equity. The modeling and visualization focus utilizes state-of-the-art computer-assisted techniques and methods to study the process of environmental change. Modeling and visualization have become critical tools for environmental managers in advancing their understanding of how the major elements of the complex physical and human environment interact, particularly with respect to the urban environment. More sophisticated data gathering and processing devices and updated software packages are the cutting-edge research tools for the environmental analysis and modeling community. This component of the doctoral program facilitates the integration of these new techniques and methods into the analysis of urban environmental issues. Research modeling and visualization themes include linking environmental models to remote sensing and GIS for application to landscape dynamics; marine sediment and associated contaminant transport and chemodynamic modeling; global and regional climate modeling, atmospheric chemistry, and the global biogeochemical cycles of greenhouse gases; and integration of modeling with other technologies, such as optical sensors and data acquisition electronics. Students wishing to be considered as doctoral candidates must complete an application, which can be found online at pdf/doctoralapplication.pdf. Applicants to this program must complete a self-managed application, submitting the following in one packet: a personal essay describing their areas of potential research interest and the relevance of doctoral study to their scholarly development, official transcripts, GRE scores, TOEFL or IELTS scores (if necessary), three letters of reference, and an application fee of $60. The deadline for receipt of all application materials, including applications for assistantships, is February 15 for fall admission and October 15 for spring admission.
Play as the zone of proximal development : collaborative constructive block play
Early Childhood Student Groups: Creating Opportunities for Professional Growth and Development on Campus
Young Children, Jul 1, 2004
In Search of the Zone of Proximal Development: A Sociocultural View of the Stages of Teaching as Experienced by Novice and Experienced Early Childhood Teachers
Http Dx Doi Org 10 1080 0163638980190302, Aug 3, 2006
In Search of the Zone of Proximal Development: A Sociocultural View of the Stages of Teaching as Experienced by Novice and Experienced Early Childhood Teachers
Journal of Early Childhood Teacher Education, 1998
The Changing Roles of Early Childhood Educators in Preparing New Teachers: Findings from Three Preparation Programs
Childhood Education, Aug 6, 1999
The need for more well-prepared, highly skilled early childhood teachers is increasing in the Uni... more The need for more well-prepared, highly skilled early childhood teachers is increasing in the United States (Darling-Hammond, 1990; Gardiner, 1998). The growing recognition of the value and importance of early intervention programs (Merchant, 1995; Wolery, Strain, & Bailey, ...
Simultaneous Renewal: When Interns Serve as Substitutes
Academic Exchange Quarterly, Dec 22, 2003
Abstract Our paper highlights ongoing research and program development related to service learnin... more Abstract Our paper highlights ongoing research and program development related to service learning within a Professional Development School (PDS) Network. Teaching interns selected to serve as substitutes at their various school sites so their mentors could have up to 10 days and $650.00 worth of professional development time and stipends to engage in "simultaneous renewal" with university teacher educators and arts and science faculty. ********** John Goodlad's broadly disseminated A Place Called School (1984) allowed university presidents, academic deans, teacher educators and school leaders to peer inside schools. What they saw were poorly supported k-12 classrooms in which teachers lectured and students listened and did their assignments--silently. Goodlad, however, did not stop with disseminating the vilifying results. He launched a National Network for Education Renewal (NNER) designed to radically restructure teacher education by changing the relationship between schools and universities to encourage simultaneous renewal. In his books, Teachers for Our Nation's Schools (1990), and in his Educational Renewal: Better Teachers, Better Schools (1994), Goodlad outlined his basic beliefs. He believes that better schools are predicated on better teachers who are teaching in schools that serve as a hub for learning, practicing, and developing. To improve the quality of teachers, Goodlad recommended two initiatives that would work in tandem The first was the establishment of a fundamental philosophy of education based on the moral and political dimensions of teaching and learning in a democracy, sometimes referred to as an agenda for democracy. The second included the establishment of an institute designed to advance the philosophical goals through national forums, research support, and school university partnerships referred to as Professional Development Schools (PDS). Twenty postulates developed to guide philosophical inquiry as well as professional development were also used to guide the PDS network discussed in this paper (Goodlad, 1990,1994, 2002). A basic premise of Goodlad's agenda is that arts and science faculty, education professors, and public school teachers must collaborate. They must find creative ways to bring about simultaneous renewal for all participants in a university and public school network that contracts to make teacher education a top priority. Much of the NNER restructuring efforts transpire within what are Goodlad referred to as Professional Development Schools (PDSs). Goodlad's 20 postulates provide a framework for university/school partners to begin the arduous task of restructuring so that fundamental democratic values and capacities are realized in America's public schools--with faculty and students. The postulate that is most applicable to this project is Postulate twenty: Those institutions and organizations that prepare the nation's teachers, authorize their right to teach, and employ them must fine-tune their individual and collaborative roles to support and sustain lifelong teaching careers characterized by professional growth, service, and satisfaction "(Goodlad, 1994, 72-93). The purpose of this report is to share insights about a service learning project within a Goodlad-inspired collaboration that seeks simultaneous renewal. Senior interns at a land grant university are selecting to serve as substitute teachers so that they can provide up to 10 days of free and legal substitute teaching service for their respective mentors. This additional professional development time benefits all stakeholders: 1) site mentors have time to collaborate with university faculty, 2) interns engage in a service learning project that allows them to truly take charge of classrooms that they have come to know well through their apprenticeship; and 3) students and schools benefit from having a qualified substitute in the classroom. …
A Sociocultural Investigation of the Effects of Peer Interaction on Play
Journal of Research in Childhood Education, 2004
This study examined Vygotsky's theoretical notion that play creat... more This study examined Vygotsky's theoretical notion that play creates the zone of proximal development by investigating the effects of peer interaction within the context of constructive play with blocks. The authors used the Play Observation Scale (Rubin, 1989) to observe 100 four-year-olds in naturalistic settings. Forty-eight children were selected from the original sample for participation in play sessions in a
Developmentally Appropriate Practice in Higher Education
Journal of Early Childhood Teacher Education, 1996
A Critical Approach to Will Hobbs' Bearstone From a Play Perspective
... In Chapter 21, a symbol of Cloyd's past, and his growth through both stories, is revealed... more ... In Chapter 21, a symbol of Cloyd's past, and his growth through both stories, is revealed when he gives Walter the turquoise bearstone, his most prized possession.Cloyd is now able to give up this toy, this symbol of his past ...
In: Rural Special Education for the New Millennium. Conference Proceedings of the American Counci... more In: Rural Special Education for the New Millennium. Conference Proceedings of the American Council on Rural Special Education (ACRES) (19th, Albuquerque, New Mexico, March 25-27, 1999); see RC 021 888. ... Help ERIC expand online access to nearly 340,000 ...
A Critical Approach to Will Hobbs' Bearstone From a Play Perspective
The Alan Review, Dec 1, 2000
Kids Say the Darndest Things: A Piagetian Interpretation of Conversations with Young Children
Developing Children’s Creativity
Psychiatry and Psychological Disorders
The difference between people who are motivated to finish what they start even though it may take... more The difference between people who are motivated to finish what they start even though it may take them hundreds of effortful actions and people who see only one solution to a problem or way to do something or who give up when their first attempt fails is the difference between creative and noncreative people. We all know these people who are creative and who live among us and we turn to them for solutions when we have a problem.
Developmentally Appropriate Practice in Higher Education
Journal of Early Childhood Teacher Education, 1996
Kids Say the Darndest Things: A Piagetian Interpretation
Recreation is a significant part of a full and rich life but is frequently overlooked in relation... more Recreation is a significant part of a full and rich life but is frequently overlooked in relation to handicapped children. A project called Cross-Cultural Images aimed to improve the quality of life for handicapped children by teaching them avocational photography skills. The project involved mildly handicapped children aged 7-11 in Appalachia, on the Navajo Reservation, and along the Mexican border; special education teachers working in those areas; and faculty members and preservice educators at East Tennessee State University and Northern Arizona University. The project had four major components: teaching the children about photography (emphasizing subject selection, framing the shot, and use of light); allowing them the opportunity to take photographs (practice time followed by giving the students a simple one-time-use camera) ; mounting and displaying the exhibition (based on children's selections); and sharing the exhibition with children at other project sites. The students were very good at manipulating their cameras and ultimately produced images of high quality and interest. Several photographs were judged to be quite artistic and technically good by professional photographers who viewed the work. Although the students clearly acquired the knowledge and skill to do good work in photography, the most powerful project results were related to student pride and self-esteem. Suggestions are offered for project continuation and replication. (SV)
United States, 1900 to 1930
Encyclopedia of Play in Today's Society, 2009
Experiential Learning Definitions and Models
Encyclopedia of Play in Today's Society, 2009
Recess
Encyclopedia of Play in Today's Society, 2009
Montclair State University (MSU) offers a Ph.D. in Environmental Management. This Ph.D. program s... more Montclair State University (MSU) offers a Ph.D. in Environmental Management. This Ph.D. program seeks to foster an emerging interdisciplinary approach to the study of the environment and humankind's impact on natural resources. The program emphasizes investigations of the mechanisms and interconnections found within and among components of environmental systems (atmosphere, hydrosphere, geosphere, biosphere) and with associated human systems (political, legal, social, economic). The program offers extensive field and laboratory work, allowing students exposure to cutting-edge environmental research, environmental management issues, and access to state-of-the-art analytical instrumentation and computer-assisted technology. Graduates of the program will be fully prepared to enter postdoctoral research in the discipline, academic institutions, government agencies, profit or not-for-profit organizations, private sector firms, and other organizations that deal with environment, sustainability, and restoration issues. The specific objectives of the Ph.D. program include a primary emphasis on research that addresses environmental issues that impact sustainability and future management; preparing environmental professionals who will recognize and analyze the relationships among the scientific, technological, societal, and economic issues that shape environmental research and decision making; developing research professionals who will lead within academia, industry and government institutions; and preparing scientists to continue with creative scientific discoveries that will lead to approaches geared towards sustainable management of our environment. Research in the Ph.D. program is centered on three separate yet interlocking research themes. Graduate students trained through the program will focus on the intersections of these themes: water-land systems; sustainability, vulnerability, and equity; and modeling and visualization. The water-land systems approach considers the interactions of fluvial, estuarine, marine, groundwater, and wetland systems with patterns of human settlement and industry. The highly urbanized northeastern region of New Jersey, while compact geographically, is part of a complex coastal environment in which such interactions can be readily observed. Since the region has a long history of coastal industrial activity, land-and water-use impacts over time can be readily studied. MSU is situated in the heart of the region; consequently, students can use its prime location to conveniently conduct doctoral research projects and training exercises. The theme of sustainability, vulnerability, and equity focuses on both the conceptual and operational aspects of these emerging areas of study within the context of urban environmental management. These concepts have become critical for understanding urban environmental management. A primary objective of the doctoral program's research mission is to more formally integrate these theoretical advancements into urban environmental change and management theory and practice. The themes of sustainability, vulnerability, and equity constitute an interdisciplinary approach to urban environmental management that is based on the study of organizations and institutions. Research approaches within this component of the program are as follows: analysis of natural systems for the construction of indicators and establishing models for monitoring urban systems (e.g., water supply, material use, and waste systems) and associated environmental improvement or degradation; research into existing conditions and opportunities for enhancing the conditions of sustainability and equity, as well as vulnerability reduction in organizations and institutions (e.g., business, education, governmental, and nongovernmental organizations); and research into the dynamics of public policy and environmental sustainability, vulnerability, and equity. The modeling and visualization focus utilizes state-of-the-art computer-assisted techniques and methods to study the process of environmental change. Modeling and visualization have become critical tools for environmental managers in advancing their understanding of how the major elements of the complex physical and human environment interact, particularly with respect to the urban environment. More sophisticated data gathering and processing devices and updated software packages are the cutting-edge research tools for the environmental analysis and modeling community. This component of the doctoral program facilitates the integration of these new techniques and methods into the analysis of urban environmental issues. Research modeling and visualization themes include linking environmental models to remote sensing and GIS for application to landscape dynamics; marine sediment and associated contaminant transport and chemodynamic modeling; global and regional climate modeling, atmospheric chemistry, and the global biogeochemical cycles of greenhouse gases; and integration of modeling with other technologies, such as optical sensors and data acquisition electronics. Students wishing to be considered as doctoral candidates must complete an application, which can be found online at pdf/doctoralapplication.pdf. Applicants to this program must complete a self-managed application, submitting the following in one packet: a personal essay describing their areas of potential research interest and the relevance of doctoral study to their scholarly development, official transcripts, GRE scores, TOEFL or IELTS scores (if necessary), three letters of reference, and an application fee of $60. The deadline for receipt of all application materials, including applications for assistantships, is February 15 for fall admission and October 15 for spring admission.
Play as the zone of proximal development : collaborative constructive block play
Early Childhood Student Groups: Creating Opportunities for Professional Growth and Development on Campus
Young Children, Jul 1, 2004
In Search of the Zone of Proximal Development: A Sociocultural View of the Stages of Teaching as Experienced by Novice and Experienced Early Childhood Teachers
Http Dx Doi Org 10 1080 0163638980190302, Aug 3, 2006
In Search of the Zone of Proximal Development: A Sociocultural View of the Stages of Teaching as Experienced by Novice and Experienced Early Childhood Teachers
Journal of Early Childhood Teacher Education, 1998
The Changing Roles of Early Childhood Educators in Preparing New Teachers: Findings from Three Preparation Programs
Childhood Education, Aug 6, 1999
The need for more well-prepared, highly skilled early childhood teachers is increasing in the Uni... more The need for more well-prepared, highly skilled early childhood teachers is increasing in the United States (Darling-Hammond, 1990; Gardiner, 1998). The growing recognition of the value and importance of early intervention programs (Merchant, 1995; Wolery, Strain, & Bailey, ...
Simultaneous Renewal: When Interns Serve as Substitutes
Academic Exchange Quarterly, Dec 22, 2003
Abstract Our paper highlights ongoing research and program development related to service learnin... more Abstract Our paper highlights ongoing research and program development related to service learning within a Professional Development School (PDS) Network. Teaching interns selected to serve as substitutes at their various school sites so their mentors could have up to 10 days and $650.00 worth of professional development time and stipends to engage in "simultaneous renewal" with university teacher educators and arts and science faculty. ********** John Goodlad's broadly disseminated A Place Called School (1984) allowed university presidents, academic deans, teacher educators and school leaders to peer inside schools. What they saw were poorly supported k-12 classrooms in which teachers lectured and students listened and did their assignments--silently. Goodlad, however, did not stop with disseminating the vilifying results. He launched a National Network for Education Renewal (NNER) designed to radically restructure teacher education by changing the relationship between schools and universities to encourage simultaneous renewal. In his books, Teachers for Our Nation's Schools (1990), and in his Educational Renewal: Better Teachers, Better Schools (1994), Goodlad outlined his basic beliefs. He believes that better schools are predicated on better teachers who are teaching in schools that serve as a hub for learning, practicing, and developing. To improve the quality of teachers, Goodlad recommended two initiatives that would work in tandem The first was the establishment of a fundamental philosophy of education based on the moral and political dimensions of teaching and learning in a democracy, sometimes referred to as an agenda for democracy. The second included the establishment of an institute designed to advance the philosophical goals through national forums, research support, and school university partnerships referred to as Professional Development Schools (PDS). Twenty postulates developed to guide philosophical inquiry as well as professional development were also used to guide the PDS network discussed in this paper (Goodlad, 1990,1994, 2002). A basic premise of Goodlad's agenda is that arts and science faculty, education professors, and public school teachers must collaborate. They must find creative ways to bring about simultaneous renewal for all participants in a university and public school network that contracts to make teacher education a top priority. Much of the NNER restructuring efforts transpire within what are Goodlad referred to as Professional Development Schools (PDSs). Goodlad's 20 postulates provide a framework for university/school partners to begin the arduous task of restructuring so that fundamental democratic values and capacities are realized in America's public schools--with faculty and students. The postulate that is most applicable to this project is Postulate twenty: Those institutions and organizations that prepare the nation's teachers, authorize their right to teach, and employ them must fine-tune their individual and collaborative roles to support and sustain lifelong teaching careers characterized by professional growth, service, and satisfaction "(Goodlad, 1994, 72-93). The purpose of this report is to share insights about a service learning project within a Goodlad-inspired collaboration that seeks simultaneous renewal. Senior interns at a land grant university are selecting to serve as substitute teachers so that they can provide up to 10 days of free and legal substitute teaching service for their respective mentors. This additional professional development time benefits all stakeholders: 1) site mentors have time to collaborate with university faculty, 2) interns engage in a service learning project that allows them to truly take charge of classrooms that they have come to know well through their apprenticeship; and 3) students and schools benefit from having a qualified substitute in the classroom. …
A Sociocultural Investigation of the Effects of Peer Interaction on Play
Journal of Research in Childhood Education, 2004
This study examined Vygotsky's theoretical notion that play creat... more This study examined Vygotsky's theoretical notion that play creates the zone of proximal development by investigating the effects of peer interaction within the context of constructive play with blocks. The authors used the Play Observation Scale (Rubin, 1989) to observe 100 four-year-olds in naturalistic settings. Forty-eight children were selected from the original sample for participation in play sessions in a
Developmentally Appropriate Practice in Higher Education
Journal of Early Childhood Teacher Education, 1996
A Critical Approach to Will Hobbs' Bearstone From a Play Perspective
... In Chapter 21, a symbol of Cloyd's past, and his growth through both stories, is revealed... more ... In Chapter 21, a symbol of Cloyd's past, and his growth through both stories, is revealed when he gives Walter the turquoise bearstone, his most prized possession.Cloyd is now able to give up this toy, this symbol of his past ...
In: Rural Special Education for the New Millennium. Conference Proceedings of the American Counci... more In: Rural Special Education for the New Millennium. Conference Proceedings of the American Council on Rural Special Education (ACRES) (19th, Albuquerque, New Mexico, March 25-27, 1999); see RC 021 888. ... Help ERIC expand online access to nearly 340,000 ...