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101.
102.
Gemma Ellis 《Educational Psychology in Practice》2018,34(4):412-429
This paper reports a small-scale, mixed methods research project exploring the perceptions and experiences of primary school teachers regarding domestic abuse. The paper focuses on the psychoanalytic concepts of containment and denial present in such situations. Questionnaire findings suggested that there was a significant difference between teachers who had attended relevant training and those who had not in their confidence levels in 1) responding to disclosures, and 2) recognising whether a child was exposed to domestic abuse (n = 165). Semi-structured interviews, analysed using thematic analysis, were carried out with experienced teachers (n = 8). Four overarching themes were identified: emotional factors of the teacher’s role; working within the school system; the relationship with the child and family; and uncertainty about what teachers need to know. Findings are discussed in relation to the psychoanalytic concepts of containment and denial. Implications for practice, identifying the roles of unconscious processes and holistic containment, are discussed. 相似文献
103.
All Aboard the Internet
Bing: The New Guy in Town 相似文献104.
R. Andrew Shanely David C. Nieman Amy M. Knab Nicholas D. Gillitt Mary Pat Meaney Fuxia Jin 《Journal of sports sciences》2013,31(7):670-679
AbstractIncidence of vitamin D deficiency is increasing worldwide. The purpose of this study was to determine if supplementation with vitamin D2 from Portobello mushroom powder would enhance skeletal muscle function and attenuate exercise-induced muscle damage in low vitamin D status high school athletes. Participants were randomised to Portobello mushroom powder (600 IU/d vitamin D2) or placebo for 6 weeks. Participants then completed a 1.5-h exercise session designed to induce skeletal muscle damage. Blood samples and measures of skeletal muscle function were taken pre-supplementation, post-supplementation/pre-exercise and post-exercise. Six weeks supplementation with vitamin D2 increased serum 25(OH)D2 by 9.9-fold and decreased serum 25(OH)D3 by 28%. Changes in skeletal muscle function and circulating markers of skeletal muscle damage did not differ between groups. In conclusion, 600 IU/d vitamin D2 increased 25(OH)D2 with a concomitant decrease in 25(OD)D3, with no effect on muscular function or exercise-induced muscle damage in high school athletes. 相似文献
105.
Repurposing children’s television for the classroom: teachers’ use of “square one tv” videocassettes
Milton Chen Jan Ellis Karen Hoelscher 《Educational technology research and development : ETR & D》1988,36(3):161-178
This study investigated whether a major new children’s television series on mathematics, produced primarily for an at-home
audience, could be “repurposed” for classroom use. Segments were selected from the PBS children’s series, “Square One TV,”
and edited into 30 videocassettes organized by curriculum topics. Teachers in two public elementary schools in Cambridge,
Massachusetts, used the cassettes over a 10-week period. Both qualitative and quantitative data were collected, including
teacher interviews, teacher journals of classroom use, researcher observations, a survey of student attitudes toward mathematics,
and student interviews. Teachers found the reformatted cassettes to be useful motivational and instructional resources, especially
in demonstrating connections between mathematical ideas and real-world situations. A videotape of teacher and student responses
is available from the authors.
This paper written while Dr. Chen was an assistant professor at the same school, won the Instructional Video Paper Competition
marking the 25th anniversary of the Agency for Instructional Technology, Bloomington, Indiana. 相似文献
106.
Lynda Lewis John Trushell Pat Woods 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(5):739-755
The aim of this study was to ascertain whether collaborative group work on a computer, facilitated by an adult, could provide a means for a primary schoolboy with Asperger's Syndrome (AS)—moderately‐highly affected in all areas of the “triad of impairments”—to develop appropriate task‐related interactions with his peers. Data were gathered before, during, and after group work sessions. A combination of interviews and questionnaires established background data and concerns of parent and teachers. Sociometric testing of classmates was used to determine social acceptance and friendship grouping among the child's immediate peer group. During the adult‐facilitated ICT sessions an interaction process schedule (IPS) was used to record interactions of the three children involved. The results indicate moderate improvements in the child's ability to interact with his peers, both in social and task‐related contexts, as well as a raised social profile among his classmates in general. Although this was a discrete setting, the findings are encouraging and this strategy may be replicated in schools to support mainstream inclusion for children with AS. 相似文献
107.
This experiment investigated two possible sequences in which biochemical theory and the clinical applications of such theory can be presented to pre-clinical medical students. The dependent variables were the students' cognitive preferences and their ability to recall the contents of the instruction. Seventy-two students were randomly allocated to either a Theory-to-application or an Application-to-theory condition. The results indicated that the Application-to-theory sequence of instruction produced a significantly greater preference for being taught the specific facts of pre-clinical medical science, as opposed to being taught about the clinical applications. However, this was achieved at the expense of a significantly reduced ability to actually recall the theory which was taught. 相似文献
108.
Renata Phelps Stewart Hase Allan Ellis 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(1):67-84
Notions of competency have dominated the computer education literature, and have underpinned Competency‐Based Training (CBT) in information technology at all levels of education and training. The emergence of counter‐narratives underpinned by the capability movement, have as yet had minimal impact on practice in computer education. New discourses in educational theory and practice which are founded on non‐linear approaches to learning and teaching provide added impetus to engage in the competency/capability debate, and re‐examine our approaches to computer education. This paper explores complexity theories and demonstrates how complexity's pedagogical implications can lead to new models for understanding computer learning and teaching. A new model for conceptualising end‐user computer education is presented that was derived from a three‐year action research initiative with pre‐service teachers. 相似文献
109.
110.
This article deals with the work of polytechnic tutors on adult foundation programmes and describes how their work has been affected by the current neoliberal climate in the education sector. Inclusive neoliberalism is characterised by heightened regulation, reduced support for the public sector and a greater requirement for individual responsibility. The push to improve skills to meet labour demand is promoted as addressing social needs. Policies devised to promote these neoliberal values have led to numerous and far-reaching changes in adult education. In this study 73 foundation skills educators drawn from 8 institutions were interviewed to gain their insights into the effects of these policies. The article discusses three types of detrimental effects: the growing distrust between teaching staff and management; unsettling changes to institutional policy and its effects on staffing issues; and threats to the professionalism of teaching staff, the delivery of foundation studies, and the students themselves. Finally, the article suggests alternative possibilities for addressing these issues. 相似文献