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排序方式: 共有252条查询结果,搜索用时 15 毫秒
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Digital media as a reflective tool: creating appropriate spaces for students to become introspective
Lane Perry Lee Stoner Max Schleser Krystina R. Stoner Daniel Wadsworth Rachel Page 《Compare》2015,45(2):323-330
Global citizenship and competency development have become integral parts of political, economic and education discourses. This is particularly true in the USA, where higher education institutions are answering the global citizenship call through the promotion of short-term study abroad. Unfortunately, the ‘just do it’ analogy too often influences the ideology of study abroad, whereby simply providing students with an international experience is perceived to be sufficient in shaping global citizenship. Global citizenship, as an educational outcome, is optimally facilitated when educational experiences are married with appropriate pedagogy, including the shaping of subsequent understandings and actions with critical reflection. We postulate that reflective experiences can be further enhanced by meeting students on the platforms and forums where they live, communicate and already engage. Specifically, this communication, using the context of short-term study abroad programmes, will argue that: (1) critical reflection is an essential step to fostering global citizenship and (2) digital story telling (mobile pedagogy) can be a powerful tool for enriching the critical reflection process. 相似文献
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Max Maddock 《Research in Science Education》1983,13(1):155-162
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C. Dean Miller Weston H. Morrill Max R. Uhlemann 《Counselor Education & Supervision》1970,9(3):171-177
Micro-counseling techniques were used to train 10 beginning graduate students in communicating test results. Training emphasized listening and responding to cues given by the client, brief and concise statements about test-related information, and relating the information to the client's experiences and needs. Training aids included programmed materials, brief videotapes of positive and negative models, role-playing, and videotape feedback of the role-playing and test interpretation sessions. Judges' ratings of trainees in the experimental group were significantly higher than their ratings for the 10 trainees in the control group. Client ratings of counselor effectiveness did not differ significantly for the two groups. Changes in clients' pre- and post-test attitude scores and knowledge scores were statistically significant. An enthusiastic response to the micro-counseling approach was evident from both inexperienced and experienced graduate students. 相似文献
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Saskia Kohnen Lyndsey Nickels Ruth Brunsdon Max Coltheart 《Journal of Research in Reading》2008,31(1):157-177
This paper presents a treatment study with a developmental dysgraphic girl, KM, and addresses the mechanisms by which orthographic learning of spelling rules might occur. Before treatment, KM's spelling of words and nonwords was impaired. Analyses of spelling errors indicated poor knowledge of sound‐to‐letter correspondences. Treatment focused on two spelling rules and was successful: spelling improved for both regular words and nonwords. Untrained words that included the training rules also improved, but later than nonwords and trained words. This delayed generalisation was explained through feedback mechanisms between orthographic lexicon and graphemic buffer. 相似文献
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