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131.
Robert White 《Emotional and Behavioural Difficulties》2013,18(1):13-23
A sociocultural investigation with Year 8 secondary-school students experiencing marginalization and displaying signs of social and emotional difficulties in engaging fully with school life who participated in a mediated outdoor education programme was undertaken for this study. The findings indicate that there was a very statistically significant change in self-concept (p < 0.05) during the course of the programme. In addition, all participants reported positive results in relation to building trust, group cohesion, and emotional regulation with positive results on facing the challenges they experience daily within school. Moreover, 75% reported that they experienced positive gains in their family since beginning participation in the programme, and 100% stated that they had developed a deeper level of trust for the other group members. 相似文献
132.
David Hopkins Julie Howard Iain Johnston Barbara Glover Sue Woodburn 《School Leadership & Management》2013,33(1):37-53
The paper argues that in respect of the day‐to‐day work activities required in being a headteacher, and in the work relationships involved in running schools, the occupational culture of headship has changed fundamentally. Using the accounts of 20 headteachers, interviewed in respect of their career histories in 1990 and followed up by means of a postal questionnaire in 1992, the paper illustrates the changes experienced and identified by this group of heads. It is argued that a new headteacher is required; that aspects of educational leadership have diminished dramatically in the work culture of headship. 相似文献
133.
James A. White Andria P. Troutman M. R. Chancey 《Technology, Pedagogy and Education》2013,22(1):79-89
ABSTRACT This study demonstrated how network usage logs such as those generated by the IBM Classroom Local Area Network Administration System (ICLAS) can be used to study student use of software available on a local area network. Software instrumentation was developed to convert ICLAS log files to a format (?.DIF) usable by spreadsheet and statistics software. Data on 163 students enrolled in an ‘Introduction to Computers in Education’ course during the Summer, 1992 session at the University of South Florida were compiled for exploratory analysis. Correlations of lab use time to course grade, change in knowledge, and change in attitude were performed. It was found that amount of lab use correlated significantly to general attitude toward computers, but that it did not correlate significantly to change in attitude toward school uses of computers or to change in knowledge of course topics. 相似文献
134.
Julie Cwikla 《Teachers and Teaching》2013,19(2):181-197
Teachers with seven years of teaching experience or less (n = 10) participating in a large‐scale mathematics professional development program in the United States were interviewed. The goal of this qualitative study was to better understand less experienced teachers' reactions to professional development and professional support in the teaching profession. The interview data indicate that these less experienced mathematics teachers are not satisfied with their mentors orcollaboration in their department and would welcome opportunities for classroom observations. In addition, these teachers were disappointed and surprised at their more experienced peers' lack of mathematics content knowledge. The results of this study have direct implications for the structure and philosophy for professional development to better serve incoming and less experienced teachers. 相似文献
135.
Alana Barton Karen Corteen Julie Davies Anita Hobson 《Journal of Criminal Justice Education》2013,24(1):24-41
Critical pedagogical approaches are underpinned by the principal that education is an inherently political process which should be concerned with enabling students to be reflective, independent, and critical thinkers. In this paper we argue that facilitating the development of a critical consciousness is an integral part of the teaching of critical criminology in higher education. We contend that it is essential if students are to recognize the broader social and political contexts of their own, and others’, lived experiences and thus be able to challenge political oppressions and domain ideologies. By drawing on a pilot study conducted with final‐year undergraduates from a university in the north west of England, the paper will demonstrate how a critical education (critical in terms of subject content, and teaching practice) can better enable students to develop both academically and, as importantly, with regard to their personal, social, and political consciousness. 相似文献
136.
Criminal justice scholars recognize that skillful, articulate writing is critically important in criminal justice because of the responsibilities those practicing in the field assume. This paper adds to the current discussion and evidence related to improving college and university students’ writing skills. We report findings from an investigation that explores the utility and outcomes associated with using a specific web‐based teaching technology—Criterion Writing Evaluation in a criminal justice writing course. 相似文献
137.
Julie‐Ann Sime 《Interactive Learning Environments》2013,21(1):109-124
The introduction of qualitative modelling techniques into learning environments, and intelligent training systems, requires not just the development of tools and techniques for modelling and simulation but also some guidance on how to use qualitative models in learning environments. This paper describes the rationale behind the design of a simulation based learning environment, the Model Switching PROcess rig Demonstration System (MS‐PRODS). Three qualitative and three quantitative simulations of the behavior of the physical system have been implemented using the ITSIE tools (Scott et al, 1990). The design of the learning environment is presented from the point of view of instruction and how the models are to be used to promote learning, in particular examining the model switching mechanism. This mechanism determines how to select and sequence the presentation of models to the learner during guided explorations of the domain. A knowledge based an alysis of the domain knowledge is combined with principles derived from Cognitive Flexibility Theory (Spiro 6 Jehng, 1990) to produce a generic design for a learning environment based on multiple models. The design and implementation of the learning environment is illustrated and a sample sequence of models presented. Finally, related work such as White & Frederiksen (1990) on model progression is discussed. 相似文献
138.
Julie Kunselman Christopher Hensley Richard Tewksbury 《Journal of Criminal Justice Education》2013,24(1):17-35
Mentoring academics is an integral step in aiding their professional development. This commitment to mentoring is discussed by three criminal justice professors, each in a distinct phase of his career. Three distinct mentoring models are discussed: (1) continuing a mentoring relationship with a dissertation advisor or other mentor from graduate school, (2) developing a new mentoring relationship at an academic institution where one receives a position, and (3) developing a new mentoring relationship with an academic in the same field, but at a totally separate institution. The authors describe their advancement in the field of criminal justice as it relates to the existence of a mentoring model, focusing on identifying the strengths of each model. 相似文献
139.
140.
Julie A. Hughes 《Community College Journal of Research & Practice》2013,37(2):189-197
This study examined the teaching techniques used by community college faculty and the student learning outcomes that faculty sought to accomplish. Data were collected through a survey designed to assess the degree to which a variety of techniques were used and the related student learning outcomes that were intended. Participants (N = 197) were career and transfer faculty at a large metropolitan community college in the midwestern United States. Analysis of the data included determining the frequency of use of each technique and examining the relationships between frequency of use, intended learning outcomes and four independent variables (gender, years of experience, rank, and teaching area). Results indicated that the lecture was the predominant technique used, although a majority of the faculty also used other techniques. When faculty used techniques other than lecture a majority of the time, they did so to accomplish higher order learning outcomes. Significant relationships were found between frequency of use, intended learning outcomes, and teaching area. Faculty teaching in the transfer curriculum were more likely to lecture a majority of the time and to intend higher order learning outcomes than career faculty who lectured to impart information. 相似文献