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191.
Raymond P. Howes 《Quarterly Journal of Speech》2013,99(4):563-575
192.
193.
Hoyt H. Hudson V. E. Simrell W. P. Sandford Ross Scanlan Raymond F. Howes Gladys Murphy Graham 《Quarterly Journal of Speech》2013,99(2):273-274
Henry Ward Beecher: An American Portrait, by Paxton Hibben. New York: Doran (now Doubleday, Doran &; Company, Garden City), 1927: pp. 390. D. L. Moody: A Worker in Souls, by Gamaliel Bradford. New York: Doran, 1927: pp. 320. Intercollegiate Debates (Volume VIII). Edited by Egbert Ray Nichols. New York: Noble and Noble, 1927: pp. viii, 565. Debating as an Educator. By John G. Sims, Jr. Published by the author, Box 652, Fort Worth, Texas, 1926: pp. 112. Four Speeches by Abraham Lincoln Hitherto Unpublished or Unknown. With an introduction by Earl Wellington Wiley, The Ohio State University Press, 1927: pp. 112. An Introduction to the Drama. Edited by J. B. Hubbell and J. O. Beatty. New York: The Macmillan Company, 1927. Talking. By J. B. Priestley. New York: Harper &; Bros., 1926. An Essay on Conversation. By Henry W. Taft. New York: The Macmillan Co., 1927 Conversation. By Olive Heseltine. New York: E. P. Dutton &; Co., 1927. The Road to Xanadu. By John Livingston Lowes. New York: Houghton Mifflin Company, 1927: pp. xviii, 639. The Function and Forms of Thought. By Albert E. Avey. New York: Henry Holt and Company, 1927: pp. xii, 395. Demosthenes and His Influence. By Charles Darwin Adams. New York: Longmans, Green and Co., 1927: pp. 184. $1.75. Les idées politiques d'Isocrate. By Georges Mathieu. Paris: So‐ ciété d'éditions Les Belles Lettres, 1925: pp. 228. Integrity in Education and Other Papers. By George Norlin. New York: Macmillan, 1926: pp. vi, 231. Spoken Thought. By Lily C. Whitaker. New York: A. S. Barnes and Company, 1927: pp. x + 596. Training for Speaking. By Paul Berton. New York: Frederick A. Stokes Company, 1926. Stammering and Its Treatment. By Samuel D. Bobbins. Boston: Boston Stammerers’ Institute, 1926; 12 mo, Cloth; pp. 121. Our Times. Volume II, America Finding Herself. By Mark Sullivan. New York: Charles Scribner's Sons. 1927. 相似文献
194.
Robert Klassen Elaine Wilson Angela F. Y. Siu Wanwisa Hannok Marina W. Wong Nongkran Wongsri Panwadee Sonthisap Chaleosri Pibulchol Yanisa Buranachaitavee Anchalee Jansem 《European Journal of Psychology of Education - EJPE》2013,28(4):1289-1309
In this study, we examine the teaching-related stress, self-efficacy, and occupational commitment of preservice teachers from two culturally western and two culturally eastern countries. The sample included 1,187 participants from Canada (n?=?379), England (n?=?203), Hong Kong (n?=?211), and Thailand (n?=?394). Self-efficacy partially reduced (mediated) the effect of stress from student behavior and from workload on commitment in three of four contexts. Mediation tests with country as moderator revealed significant differences in the strength of the mediating effect across the four contexts. The results suggest that teachers’ self-efficacy changes the way in which work stress influences the commitment to continue teaching, although cultural milieu influences the nature of the relationship according to context. 相似文献
195.
Elaine Keane 《Irish Educational Studies》2013,32(1):85-102
Drawing upon data collected as part of a research project exploring diversity in Irish higher education, this article focuses on the relational realm of under-represented students’ experiences. It commences with a brief overview of the background and context as well as the methodology of the study. The article then presents and explores a number of interrelated findings with regard to the relationships experienced by these undergraduates, both with other students and with their external friends and acquaintances. Friction was evident in the accounts of the respondents and this article argues that an increased focus on the relational is required by institutions, given the central role played by the social experience in the retention of students in higher education. Further, it is argued that education for diversity and inclusion be incorporated as an explicit and integrated component in all higher education curricula in order to foster mutual understanding and respect between student groups, within the broader educational community and ultimately in the wider society. 相似文献
196.
Elaine Doyle 《Irish Educational Studies》2013,32(2):183-205
This paper outlines the development and implementation of an online educational intervention designed to enhance moral reasoning in higher level tax students. Before decisions are made about how to behave ethically, cognitive moral reasoning takes place. The importance of education in developing morally sensitive individuals who use principled moral reasoning has been widely acknowledged. The literature contends that moral reasoning might be enhanced through certain forms of intervention studies. An online educational intervention designed to enhance moral reasoning in tax was developed and empirically tested for effectiveness through the use of a pre- and post-test and focus group feedback gathered from students. Students' contributions to ethical discussions were analysed to determine their perceptions of salient issues concerning ethics in tax. This paper will inform future educators and researchers designing effective ethics interventions. 相似文献
197.
The importance of education in developing morally sensitive individuals who use principled moral reasoning when facing dilemmas has been widely acknowledged. In the context of the criticism levelled at the Irish higher education system for failing to fulfil the role of intellectual leader and moral critic within the public domain, this paper examines the impact of education level (both undergraduate and post-graduate) and type (arts or technical/profession-based) on moral reasoning using 311 Irish participants from a wide variety of educational backgrounds. An enhanced understanding of the impact of education on moral reasoning will facilitate the development of educational initiatives aimed at augmenting moral reasoning in higher-level students. 相似文献
198.
Elaine Wilson 《Educational Action Research》2013,21(4):587-612
The development of beginning teachers' practice during a school placement is a multiplicity of mediated interactions between university- and school-based systems. Both systems have the common aim of training effective teachers. However, day-to-day internal institution matters can cause tension between the learning goals set out for the beginning teacher by the university and the schools' drive to ensure maximum student performance in ‘high stake’ national tests. This article reports on an intervention intended to equip beginning teachers with the capacity to learn, through purposive activity, in an authentic classroom environment. The context of the learning was to address the conceptual difficulties that secondary school pupils (aged 11-16) have in understanding scientific concepts within the constraints of a ‘curriculum delivery’ lead culture. The results show that beginning teachers are able to extract principles, which might assist them in new contexts in the future. The interactions which took place during the intervention within a school University Initial Teacher Education and Training partnership were analysed using activity systems. 相似文献
199.
How impressions of credibility are formed in trial type settings is examined using 173 participants. It is hypothesized that the severity of the penalty faced by an accused individual will increase participant involvement with the accused's testimony. Involvement is predicted to interact with verbal and nonverbal cues associated with deception to influence jurors’ honesty judgments. Although penalty severity did not influence participant involvement, results indicate that involvement moderates the effect of verbal cues, but not nonverbal cues, on perceptions of deception. 相似文献
200.
In line with theories that children's pretend play reflects and extends their narrative skills, children with imaginary companions were predicted to have better narrative skills than children without imaginary companions. Forty-eight 5½-year-old children and their mothers participated in interviews about children's imaginary companions. Children also completed language and narrative assessments. Twenty-three of the children (48%) were deemed to have engaged in imaginary companion play. Children with and without imaginary companions were similar in their vocabulary skills, but children with imaginary companions told richer narratives about a storybook and a personal experience compared to children without imaginary companions. This finding supports theories of a connection between pretend play and storytelling by the end of early childhood. 相似文献