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181.
Claire A. Lloyd 《Journal of Further & Higher Education》2019,43(2):166-182
For the past two decades, those involved in teacher training have encouraged teachers to incorporate evidence from research into a process of critical reflection to improve the quality of their decisions. Using research as part of a deliberative reflective process has been thought to enable teachers to learn from their practice. However, teachers’ decision-making has proven highly impervious to external influence. Teachers often resist reflective models that attempt to take their thinking to deeper, critical levels and are unlikely to use empirical evidence to inform their decisions. Given these conditions, this study seeks further insight into teachers’ pedagogical decision-making amidst the complex dynamics of ‘real-world’ educational contexts. Based on a systematic review of over three decades of decision research, a questionnaire was developed to investigate the decision process of 80 pre- and in-service teachers working in the post-compulsory sector. Data were analysed to uncover how these teachers made sense of the range of information that came into play when deciding how to resolve a pedagogical issue and the sources they used to inform their decision-making. If those involved in pre- and in-service teacher training could build upon teachers’ intrinsic decision processes, they could potentially support greater decision effectiveness. 相似文献
182.
Scanlon (1967,1970) found significant color effects when he content analyzed and compared written accounts about achromatic and chromatic versions of the same television programs. The present study which replicated many aspects of Scanlon’s studies but used more rigorous and systematic procedures, confirms Scanlon’s idea as a useful one but does not support Scanlon’s findings. It appears that for some simple cognitive tasks, a chromatic presentation seems to elicit more verbal responses than an achromatic version. 相似文献
183.
184.
Mark Groves Kathryn Leflay Julian Smith Belinda Bowd Alison Barber 《Teaching in Higher Education》2013,18(5):545-556
Teachers have only recently considered how study skills support in higher education (HE) can be delivered in a way that encourages experiential learning. This paper aims to substantiate, or otherwise, the idea that a carefully developed initiative can encourage the experiential learning of study skills. In addition, it considers whether such an approach might also allow student access to some of the higher-level study skills required for successful university study. Focus group data were used to evaluate a module delivered to sports students at a post-1992 university in the UK. This data suggested that the module facilitated learning in each stage of Kolb's experiential learning cycle. Moreover, there was evidence that the module encouraged students to undertake an ‘epistemological shift’ in which they moved from seeing knowledge as a set of uncontested facts to seeing it as something that they are expected to question and contribute to themselves. 相似文献
185.
186.
Jack Lyle Ken Coleman Joseph Fletcher Littell Joseph Julian Dick Cavett Christopher Porterfield 《Communication Booknotes Quarterly》2013,44(10):113-114
Jack Lyle's The People Look at Public Television: 1974 (Washington: Corporation for Public Broadcasting, 1975—$1.00, paper) Ken Coleman's So You Want to be a Sportscaster (New York: Hawthron Books, 1973—$5.95) Joseph Fletcher Littell (ed.) Coping with Television (Evanston, Ill.: McDougal, Littell, 1973— cost not given, paper) Joseph Julian's This Was Radio: A Personal Memoir (New York: Viking, 1975—$8.85) Dick Cavett and Christopher Porterfield's Cavett (New York: Harcourt, Brace Jevanovich, 1974—$8.95) 相似文献
187.
Lloyd Meredith Jones Ph.D. 《Research quarterly for exercise and sport》2013,84(3):364-372
Abstract In this study, tabulations were made of the number and types of specialized recreation education courses offered by institutions in the- State of California. Thirty-six institutions are offering specialized recreation courses; 17 provide a major in recreation, eight, a minor, and 13 offer specialized courses in recreation but have no major or minor field of study. A detailed chart contains the names and frequency range of the courses. Courses offered by California institutions were compared with and were found to agree with certain characteristics described from data assembled in a nation-wide study of 30 institutions. 相似文献
188.
Working on What Works (WOWW) is a solution-oriented classroom management intervention. Following an outline of Berg and Shilts’ WOWW programme in the United States, this paper reviews and evaluates WOWW, which has been implemented as a classroom intervention strategy in a Scottish local authority since 2007. Qualitative analysis of the comments of children and teachers from 12 classes suggests that WOWW may be an effective classroom management intervention that helps teachers to feel more confident and also produces tangible improvements in the way children work and behave. Children also report positive differences in how they perceive their class and teacher. 相似文献
189.
William L. Romine Lloyd H. Barrow William R. Folk 《International Journal of Science Education》2013,35(11):1874-1901
Understanding infectious diseases such as influenza is an important element of health literacy. We present a fully validated knowledge instrument called the Assessment of Knowledge of Influenza (AKI) and use it to evaluate knowledge of influenza, with a focus on misconceptions, in Midwestern United States high-school students. A two-phase validation process was used. In phase 1, an initial factor structure was calculated based on 205 students of grades 9–12 at a rural school. In phase 2, one- and two-dimensional factor structures were analyzed from the perspectives of classical test theory and the Rasch model using structural equation modeling and principal components analysis (PCA) on Rasch residuals, respectively. Rasch knowledge measures were calculated for 410 students from 6 school districts in the Midwest, and misconceptions were verified through the χ 2 test. Eight items measured knowledge of flu transmission, and seven measured knowledge of flu management. While alpha reliability measures for the subscales were acceptable, Rasch person reliability measures and PCA on residuals advocated for a single-factor scale. Four misconceptions were found, which have not been previously documented in high-school students. The AKI is the first validated influenza knowledge assessment, and can be used by schools and health agencies to provide a quantitative measure of impact of interventions aimed at increasing understanding of influenza. This study also adds significantly to the literature on misconceptions about influenza in high-school students, a necessary step toward strategic development of educational interventions for these students. 相似文献
190.
Carter Julian Savage 《Peabody Journal of Education》2013,88(4):407-420
This edition of the Peabody Journal of Education analyzes the historical and contemporary role of after-school programs in the development of African American males. In this introduction, the author places after-school programs within an historical context of progressivism, progressive education and social change in 19th-century America. As these new ideas of children and childhood were conceptualized, four significant social changes in America—industrialization, urbanization, immigration, and an “American reformation”—sparked the implementation of remedies for social ills within urban settings. This article suggests that the early 20th-century focus on after-school programs for African Americans were the results of lessons learned from early “remedies” targeting “new” immigrants. Moreover, the later desire to assist African American youth through these national and local youth development organizations was spurred by the rapid migration of African Americans to the urban northeast and Midwest during the first quarter of the 20th century. Moreover, the failed efforts of African Americans to acquire decent housing, the resulting crowding into segregated neighborhoods, and the deteriorating conditions of these urban, African American neighborhoods drew the attention of progressives, both African American and White, who were knowledgeable of and/or serving immigrant communities to provide similar services in urban, African American communities. 1 相似文献