Multimedia and Online Video Case Studies for Preservice Teacher Preparation

Case studies have been used successfully as a part of teacher education. There are many possibilities in extending the impact of case studies through the use of technology. Video and the Internet could enable demonstration of more examples, dissemination beyond the walls of the classroom, and discussion between geographically dispersed preservice teachers. Several projects are now investigating the possible ways that technology might enhance or extend text case studies. After exploring four existing products, four essential elements for video case studies are proposed. As video case studies move to the Internet, additional issues arise and these are also explored.     

Using combinations of video,audio and print to teach French at a distance: A case study of the formative evaluation cycle

The materials, procedures and findings of an evaluation of initial approaches to the use of audio visual media in a course teaching the French language to distance learners are reported as a case study of a formative evaluation. The study illustrates the design-research-revision stages of the formative evaluation cycle. Innovative features of the course were the pivotal role played by audiovisual (videocassette and audiocassette) media in providing resource material for teaching and learning, the use of short sequences for intensive study and the high degree of integration between the audiovisual media and the print. Key teaching design features of the draft audiovisual and print packages were identified and evaluated in terms of students’ reactions to them. Central issues of teaching design are discussed in relation to revisions made to the course materials in the light of the evaluation.     

Theo Jansen project in engineering design course and a design example

Objectives of a project-oriented mechanical engineering course, Engineering Design, were achieved through a design project, where students designed, built and demonstrated an extreme version of a basic Theo Jansen device. Through this project, junior students in the University of Louisiana fully developed the capability of applying mathematic and kinematic knowledge in the analysis and design of mechanisms. Students also developed oral and written communication skills, which would be used in design environments, through the presentation of results in both oral and written forms. An assessment of the design project indicated that effective teaching and learning spread through the semester, with the junior students acting as project managers and experiencing design practices. An example of a student-designed Theo Jansen device is presented in this paper to show the study results achieved by the students.     

Persistence of pediatric post traumatic stress disorder after 2 years

One-hundred and fifty-six children were randomly evaluated at an inner-city juvenile/family court. These children were removed from their parent's custody subsequent to a finding of severe child maltreatment. From our original sample of 156 children, 62 met strict criteria for Post Traumatic Stress Disorder (PTSD). Fifty-two of these 62 were successfully recruited and participated in the 2 year re-examination. Each PTSD diagnosis was conferred by the Diagnostic Interview for Children and Adolescents (DICA). From our sample of 52 PTSD children re-examined after 2 years, 17 (32.7%) retained the full PTSD diagnosis, while 67.3% did not meet criteria.     

Moderators of the interest congruence-occupational outcome relation

Several reasons for the modest relation between interest congruence and occupational outcomes are discussed, but focus is placed on possible moderators of this relation. Specifically individual differences, environmental differences and time are proposed as potential moderators. Overall, it is important to investigate theoretically driven moderators of the congruence-outcome relation to further our knowledge of this area.     

Prenatal screening for risk of major parenting problems: further results from the Queen Mary Maternity Hospital Child Care Unit

This research revealed in Stage I the ability to identify during the prenatal period women at risk for possible child abuse and in Stage II an intervention program which when introduced resulted in fewer high-risk mothers relinquishing the care of their infants. The research had two main aims: to use the data from Stages I and II to reassess the criteria for identifying "at risk" mothers, and to develop a brief, easily administered screening questionnaire which could be standardized for widespread prenatal use; and to collect data on a random sample of prenatal patients, to use these data for confirming the validity and stability of the screening procedures, and to estimate the incidence of potentially high-risk mothers in an urban population.     

Academic integrity in web based distance education

Conclusion This paper has identified a major gap in the research revolving around academic integrity/dishonesty and WBDE. Statistical evidence and empirical data are almost nonexistent. However, the evidence and data that do exist, strongly challenge many widespread assumptions related to the lack of integrity and the widespread dishonesty that are assumed to exist in WBDE today. Considering the continuing unprecedented growth of distance education, the extremely limited amount of statistical data available on this topic and the implications associated with the (possibly incorrect) assumptions of academic integrity in this environment, it seems that there is a critical need for further study. In the meantime, educational institutions can feel confident about the academic security of their WBDE programs by implementing the few safeguards suggested in this article to protect against dishonesty     

Five Critical Stances Towards Liberal Philosophy of Education in Britain

In this paper John White argues that there has been a decline in interest in and support for liberalism in British philosophy of education. He provides examples of work by leading figures in the field that demonstrates scepticism about the key liberal value of autonomy and offers an analysis of new influences in the field that have contributed to this decline. In particular he notes the increase of work from a religious perspective. Doubts are expressed about the practical relevance to education of some of these avenues of thought, and the suggestion is made that they cause those within the field to be more out of touch with society at large, in which liberal values have continued to be the major source of animation. The paper is followed by short responses from four philosophers of education whose work he criticises.