Preparing primary school teachers to teach religious education     

Elaine McCreery 《British Journal of Religious Education》2005,27(3):265-277

Under the guidelines for Initial Teacher Training, all potential primary teachers are required to learn about teaching religious education. However, religious education is not a high priority on ITT programmes and trainees may often have little introduction to it. Given the sensitive nature of religious education, what is the best way to prepare trainees for teaching religious education, and how far do we need to take into account their views about the subject? This article reports on a study involving trainees on a one‐year PGCE course. All the students were preparing to teach in primary schools and were not specialist religious education trainees. The aim of the study was to discover how trainees felt about teaching religious education in the primary school and how far their feelings linked to their views about religion. The conclusions suggest that any effective preparation of the trainees needs to recognise the diversity of their starting points and allow them opportunity to reflect on their views of religion and religious education.  相似文献   

Which sexual abuse victims receive a forensic medical examination? The impact of Children's Advocacy Centers     

Walsh WA  Cross TP  Jones LM  Simone M  Kolko DJ 《Child abuse & neglect》2007,31(10):1053-1068

OBJECTIVE: This study examines the impact of Children's Advocacy Centers (CAC) and other factors, such as the child's age, alleged penetration, and injury on the use of forensic medical examinations as part of the response to reported child sexual abuse. METHODS: This analysis is part of a quasi-experimental study, the Multi-Site Evaluation of Children's Advocacy Centers, which evaluated four CACs relative to within-state non-CAC comparison communities. Case abstractors collected data on forensic medical exams in 1,220 child sexual abuse cases through review of case records. RESULTS: Suspected sexual abuse victims at CACs were two times more likely to have forensic medical examinations than those seen at comparison communities, controlling for other variables. Girls, children with reported penetration, victims who were physically injured while being abused, White victims, and younger children were more likely to have exams, controlling for other variables. Non-penetration cases at CACs were four times more likely to receive exams as compared to those in comparison communities. About half of exams were conducted the same day as the reported abuse in both CAC and comparison communities. The majority of caregivers were very satisfied with the medical professional. Receipt of a medical exam was not associated with offenders being charged. CONCLUSIONS: Results of this study suggest that CACs are an effective tool for furthering access to forensic medical examinations for child sexual abuse victims.  相似文献   

网罗世界,让生活更有趣     

Elaine 《广东第二课堂》2011,(5)

生活在21世纪的我们,早已离不开网络。不仅是看新闻、聊天,我们还可以上网和别人分享糗事,也可以免费或付费使用一些服务——譬如下载有声读物,更可以购物——衣服、电子产品、生活用品等。以下就介绍一些有意思的网站,通过使用它们的服务,你会发现,原来生活可以更方便更有趣。  相似文献   

Online student evaluations of teaching: what are we sacrificing for the affordances of technology?     

Anglica Risquez  Elaine Vaughan  Maura Murphy 《Assessment & Evaluation in Higher Education》2015,40(1):120-134

In the context of increased emphasis on quality assurance of teaching, it is crucial that student evaluations of teaching (SET) methods be both reliable and workable in practice. Online SETs particularly tend to raise criticisms with those most reactive to mechanisms of teaching accountability. However, most studies of SET processes have been conducted with convenience, small and cross-sectional samples. Longitudinal studies are rare, as comparison studies on SET methodological approaches are generally pilot studies followed shortly after by implementation. The investigation presented here significantly contributes to the debate by examining the impact of the online administration method of SET on a very large longitudinal sample at the course level rather than attending to the student unit, thus compensating for the inter-dependency of students’ responses according to the instructor variable. It explores the impact of the administration method of SET (paper based in-class vs. out-of-class online collection) on scores, with a longitudinal sample of over 63,000 student responses collected over a total period of 10 years. Having adjusted for the confounding effect of class size, faculty, year of evaluation, years of teaching experience and student performance, it is observed that the actual effect of the administration method exists, but is insignificant.  相似文献   

Generic skills for graduate accountants: the bigger picture,a social and economic imperative in the new knowledge economy     

Diane Bunney  Elaine Sharplin  Christine Howitt 《高等教育研究与发展》2015,34(2):256-269

The case for integrating generic skills in university accounting programmes is well documented in the literature, but the implementation of strategies designed to teach generic skills in the context of accounting courses has posed ongoing challenges for academics and course administrators. The imperative for generic skills in accounting programmes derives from an economic view of the role of universities, reflecting the views of government and employers who perceive graduates as economic assets to business and the economy. It is argued that the role of universities extends beyond the economic imperative to encompass a greater social and cultural role. This paper traces the historical evolution of the generic skills discourse with an emphasis on accounting and places it in the broader context of the social and economic roles of universities in an era of transformation in the sector. The generic skills discourse, however, transcends disciplinary boundaries and international borders. The new knowledge economy, emerging as a result of technological advancement, needs graduates across disciplines with flexible mindsets and transferable skill sets, capable of innovating and adapting to a dynamic work environment. Consequently, universities must develop the transferable, generic skills required by graduates to advance their careers and contribute to economic innovation and social development. The generic skills debate must, therefore, be addressed from a systemic perspective, reaching beyond national and disciplinary borders. The lessons learned from the generic skills debate in accounting have wider interdisciplinary application for university policy-makers and educators facing the challenges of a new era in higher education.  相似文献   

ANNOUNCEMENTS     

Marguerite Walsh  Joan Edwards 《Community College Journal of Research & Practice》2013,37(6):529-530

Social Services and HumanIm, prepare welfare applicants to find and retain employment to improve their lives. The intensive educational program utilizes the constructivism approach to learning, incorporating both developmental and social learning theories.  相似文献   

Student achievement and attitude in a satellite‐delivered high school science course     

Elaine D. Martin  Larry Rainey 《The American journal of distance education》2013,27(1):54-61

Abstract

This study investigated the effect of satellite‐delivered instruction on student achievement and attitude in a high school anatomy and physiology course. The experimental group included students from seven high schools enrolled in the satellite‐delivered course. The control group consisted of students from seven high schools in which classroom teachers provided instruction. An experimental versus control matched‐pair design was used in the study. Two hypotheses were tested using the t test for dependent samples. The findings show that there was no significant difference between the experimental group and control group in attitude toward anatomy and physiology. However, on the achievement test, the mean post‐test score of the experimental group was significantly higher than that of the control group.  相似文献   

We wore “sloppy sweaters [and] tweed skirts”: Apparel for Wartime College Co‐eds with a Case Study of College Towns in Oregon          下载免费PDF全文

Jennifer M. Mower  Elaine L. Pedersen 《Journal of American culture (Malden, Mass. : 2003)》2016,39(2):193-211

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Audio teleconferencing and the adult learner: Strategies for effective practice     

Darcy Walsh Hardy  Donald Olcott Jr. 《The American journal of distance education》2013,27(1):44-60

Abstract

Audio teleconferencing is a distance learning delivery system that has often been overlooked by educational institutions and other organizations. However, the trend toward adoption of “high‐end” (and high cost) delivery systems is giving way to a new trend toward appropriate selection of a delivery system based on course content, course design, and intended audience. This article takes a close look at audio teleconferencing as a viable option for many distance learning situations, discusses the importance of the audio component in distance learning, and suggests management and delivery strategies for organizations considering this medium.  相似文献   

Improving comprehension online: effects of deep vocabulary instruction with bilingual and monolingual fifth graders     

C. Patrick Proctor  Bridget Dalton  Paola Uccelli  Gina Biancarosa  Elaine Mo  Catherine Snow  Sabina Neugebauer 《Reading and writing》2011,24(5):517-544

This quasi-experimental study investigated the effects of an Internet-delivered universally designed depth of vocabulary intervention that targeted both English-speaking and Spanish–English-speaking students. Two hundred forty students, 49% of whom were Spanish–English bilinguals, participated in the 16-week intervention. Intervention students read eight multimedia texts with embedded instruction on 40 words and reading strategy support. Students could access all texts and activities in Spanish and English. In comparison to a control group, there were significant intervention effects on a standardized measure of vocabulary knowledge, but effects were non-significant for comprehension. Similarly, significant effects on researcher-developed measures of vocabulary depth were detected, but not for a researcher-developed measure of breadth.  相似文献