ICT International     

Ross A. Perkins 《TechTrends》2011,55(5):11-12

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Mountain Stereotypes,Whiteness, and the Discourse of Early School Reform in the Arkansas Ozarks, 1910s–1920s     

J. Blake Perkins 《History of education quarterly》2014,54(2):197-221

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A Note From the Editor     

Eddie Lam 《Measurement in physical education and exercise science》2013,17(1)

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Comparing Synchronous Virtual Classrooms: Student,Instructor and Course Designer Perspectives     

Elizabeth Lavolette  Melissa A. Venable  Eddie Gose  and Eric Huang 《TechTrends》2010,54(5):54-61

The synchronous tool that is right for developing an online course depends on the context, needs and priorities. This report compares synchronous, virtual classroom systems Elluminate Live! v. 9 and Dimdim v. 4.5. The researchers compared the features of each system in terms of facilitation of communication, presentation of course content and logistical requirements. Similarities and differences are outlined. Online workshops were conducted with each of the systems to collect feedback from instructors and students regarding overall perceptions of the systems and ease of use. Recommendations are provided for those making decisions about the selection and implementation of a synchronous, virtual classroom system.  相似文献   

Greatest of All Guests     

Mekkin S. Perkins 《The Educational forum》2013,77(2)

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What is on our children’s minds? An analysis of children’s writings as reflections of group‐specific socialisation practices     

Eddie Denessen  Lisette Hornstra  Linda van den Bergh 《Educational studies》2010,36(1):73-84

In the present study it has been examined how children’s creative writing tasks may contribute to teachers’ understanding of children’s values. Writings of 300 elementary school children about what they would do if they were the boss of The Netherlands were obtained and seemed to reflect different types of values. Most children were concerned with charity. Also, writings concerned materialist values and socio‐political topics, such as human rights, power and tolerance. Analyses of group‐specific differences showed girls to write more about charity and health when compared to boys. Children from low socio‐economic backgrounds wrote less about environmental issues compared to children from middle and high socio‐economic backgrounds. Children from ethnic minority backgrounds who wrote more about obtaining goods for themselves and less about environmental issues than Dutch‐origin children. In addition, age differences were found in line with an increase in social and moral development. These differences are discussed in light of differential socialisation practices.  相似文献   

Learning to Read and Learning to Teach Reading     

Margaret Perkins 《English in Education》1999,33(3):62-69

The National Curriculum for Initial Teacher Education in English is specific and detailed about the knowledge expected of primary teachers. Shulman (1987) argued that teachers transform this sort of subject content knowledge into something accessible and meaningful to their pupils and this knowledge is described as ‘pedagogic content knowledge’. Medwell et al. (1998) found that effective literacy teachers only knew literacy in the way that they taught it. The research project underpinning this article aimed to explore student teachers' conceptions of the teaching of reading in order to find out what they thought they were teaching when they taught reading. It was thought that the personal reading histories of the students would impact on their developing conceptions of teaching reading. This article traces one student, Gordon, through the year of his PGCE course. In the form of dialogue between Gordon and the researcher developing understanding is articulated. Three different types of reading are described: decoding, making meaning and engaging. Reading is seen as a transformative process, where the reader is both within and outside the text. This has implications both for the conception of reading contained within the curriculum and the way it is implemented within the classroom. A teacher can only introduce children to experiences and ways of reading that are known to herself. It is argued, therefore, that student teachers need to extend the boundaries of their own reading and so appreciate the wide range of ways in which meaning is constructed and readers are created.  相似文献   

CHILDREN AND WORSHIP     

Jeanette Perkins 《Religious education (Chicago, Ill.)》2013,108(5):346-352

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Great Business Training is Just Enough,Just in Time,and Just for Me     

Thomas Perkins  Diana Doyle  Jane Wisniewski  Sarah Kaiser  Lynn Vosler  Judith Amoo 《Community College Journal of Research & Practice》2013,37(6):537-539

Retrenchment practices in the 1980s represented a new challenge to institutions of higher education. The literature encompassing higher education within the past 10 years has revealed limited information concerning retrenchment policies in public community colleges in Texas. This study investigated the presence or absence of retrenchment policies and their relation to fluctuations in enrollment and state funding. All 49 public community‐junior college districts in the state of Texas were included in the study. Twenty (41%) of these community colleges had a retrenchment policy. This study indicated that administrative decisions regarding the development and adoption of retrenchment policies are based on state revenue declines as opposed to enrollment fluctuations.  相似文献   

Patterns of motivating teaching behaviour and student engagement: a microanalytic approach     

Cents-Boonstra  Miriam  Lichtwarck-Aschoff  Anna  Lara  Mayra Mascareño  Denessen  Eddie 《European Journal of Psychology of Education - EJPE》2022,37(1):227-255

Positive student engagement is a prerequisite for students’ educational success. In this study, a microanalytic approach was used to explore patterns in teachers’ use of specific motivating teaching behaviours from the perspective of self-determination theory in relation to indicators of students’ positive engagement. The lessons of 52 teachers were observed and event-based coded. Results showed that specifically asking motivating questions and providing positive feedback and support during exercises were associated with subsequent positive student engagement. Unexpectedly, some demotivating teaching behaviours were also found to relate to positive student engagement, although to a lesser extent. Implications and directions for future research are discussed.

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