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Maureen Sinton 《Journal of Radio & Audio Media》2018,25(1):62-76
The relationship between public radio and its audience has undergone significant change since the adoption of Web 2.0 technology. Web 2.0 allows an audience to interact easily and speedily with a public service broadcaster, forming an inclusive, two-way listening environment. This contrasts with the traditional one-way model of public broadcasting. This research project used New Zealand public radio broadcaster RNZ National as a case study. The phenomenon was studied from the perspective of those who listen to content, and those who create it. Findings include the ready adoption of Web 2.0 technology by the audience and the validation of that participation by RNZ National hosts and producers. 相似文献
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Walter Hahn Helmut Skowronek H. J. Butcher Hans-Martin Müller-Wolf J. C. Cairns Michael Angermaier Maureen Woodhall Ha Wun Sung Oskar Anweiler John A. Smyth Gilbert de Landsheere Gaby Venstermans Erika Voigt Anza Amen Lema David Wolsk Robert O. Berdahl 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1974,20(1):83-107
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School counselors can create power bases and have a significant impact upon the surrounding community through work with parents. A three-step program is presented along with supplemental practical activities for consultants to use in working with parents. 相似文献
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Maureen Tam 《International Journal of Lifelong Education》2016,35(5):569-585
AbstractGovernments’ anxieties about ageing populations are mostly concerned with the costs of welfare, care and health provision which all have to be paid for by an ever dwindling working population. However, research in later life learning indicates the significant role that lifelong learning can play in promoting mental well-being and resilience, and in assisting with maintaining personal self-confidence and self-coping strategies that prevent cognitive decline in an ageing population. This paper draws on the research with a group of Chinese elders in Hong Kong, who provide information about their experiences and views on learning in later life, including the meaning of learning, barriers to participation, learning interests, needs, motivations, and instructional preferences. Both quantitative and qualitative findings are reported to shed light on later life learning experiences, which contribute to the global understanding of later life learning and serve to inform the development of policy and practice geared to the planning and provision of opportunities to keep learning at the later stages of life. 相似文献
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Madeline M. Crocitto Lynn D. Walsh Albert Murphy Maureen A. Keefe 《Interactive Learning Environments》2018,26(1):61-74
Business educators are concerned with integrating diversity-related topics and seek methods by which to teach them. This paper suggests that as classes become more heterogeneous, the opportunity to examine diverse perspectives and experiences naturally arises in the course of class assignments and activities. The differential experiences of majorities and minorities are revealed when students discuss and write about their own experiences related to the content of various business courses. The issues of self and group identity and perceptions of others emerge in the context of small group discussions when students share their experiences as recorded in learning logs, personal cases, research assignments, and typical class discussions. The opportunity for community learning in heterogeneous groups provides a forum for diverse perspectives and experiences to be shared. Students and professors learn about different perceptions and reactions to personal and current events as well as their own perspectives, creating a culture of inclusion in the class. Implications and suggestions for a wider application of our methods to a global context are also offered. 相似文献
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Kenny MC 《Child abuse & neglect》2007,31(6):671-678
OBJECTIVE: The purpose of this study was to determine the effectiveness of providing Web-based information about child maltreatment to undergraduate education and graduate counseling students. The goal was to determine, via an objective test, whether students would gain information about abuse signs and symptoms and reporting laws. METHODS: One hundred and five education and counseling students enrolled in a large, urban, ethnically diverse, university participated in the Web-based training tutorial. Their participation was part of their course requirements. They logged into the Web site using their university identification number and password. The pre and post-tests could only be taken once. Completion of the tutorial took on average 1 hour. RESULTS: Findings indicated that students' post-test scores were significantly higher than pretest scores on an examination measuring knowledge of child maltreatment signs, symptoms, and reporting procedures. Participants rated their knowledge of child maltreatment significantly higher after taking the tutorial and reported enjoying the self-paced learning of the Web format. CONCLUSION: Overall, this study demonstrated the effectiveness of a brief on-line tutorial to disseminate information related to child abuse identification and reporting to future mandated reporters. In approximately 1 hour of on line training, participants gained an increase in knowledge of reporting procedures. Utilization of Web-based training is proposed as an effective and convenient method of instruction particularly for child abuse issues. 相似文献
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This study used responses of 20 student teachers to describe the different ways in which student teachers perceive the practice of their mentors as internal triggers for learning in their practicum experiences in the schools. Reported observations from pedagogical journals of student teachers were described according to various kinds of teaching knowledge and skills and were further categorized as providing either support or challenge to student teachers’ perceptions of learning to teach. The student teachers identified support and challenge in each one of the categories of teaching knowledge and skills, thereby supplying evidence for different kinds of emotional and cognitive triggers for learning. Based on the findings, we make some recommendations for supervision of mentoring relationships. 相似文献