A SURVEY OF TYPICAL CHURCH BIBLE CLASSES FOR BOYS AND MEN     

Fred S. Goodman 《Religious education (Chicago, Ill.)》2013,108(4):360-373

Emerging social media that build on digital technologies are reshaping how we interact with each other. Religious education and identity formation within these new cultural flows demands recognition of the shifts in authority, authenticity, and agency that are taking place, as well as the challenges posed by “context collapse.” Digital storytelling is one mechanism by which religious educators can help people to apprentice into practices shaped by a commitment to human freedom and relationality, rather than to public performances of hatred.  相似文献   

Reviews     

Peter E. Kane  Alan S. Kaye  Dennis R. Klinzing  Dennis R. Klinzing  Fred E. Jandt  Hermann G. Stelzner 《Communication quarterly》2013,61(1):50-55

FREEDOM SPENT. By Richard Harris. Boston: Little, Brown and Company, 1976; pp. 460. $12.95.

MALE/FEMALE LANGUAGE, WITH A COMPREHENSIVE BIBLIOGRAPHY. By Mary Ritchie Key. Metuchen, New Jersey: Scarecrow Press, 1975; pp. vii + 200; $7.95.

CONTEMPORARY SPEECH: A COMPREHENSIVE APPROACH TO COMMUNICATION. Compiled by Mary Frances Hopkins and Beverly Whitaker. Edited by Bernard Brommel. Skokie, IL: National Textbook Company, 1976; pp. ix + 316. $11.

COMMUNICATING. By Anita Taylor, Teresa Rosegrant, Authur Meyer, and B. Thomas Samples. Englewood Cliffs, NJ: Prentice‐Hall, Inc., pp. xiii + 466. $9.95.

MASTERING CLASSROOM COMMUNICATION: WHAT INTERACTION ANALYSIS TELLS THE TEACHER. By Dorothy Grant Hennings. Pacific Palisades, California: Goodyear Publishing Company, 1975; pp. xiii + 193. $5.95.

THE RHETORIC OF WESTERN THOUGHT. By James L. Golden, Goodwin F. Berquist, and William E. Coleman. Dubuque, Iowa: Kendall/Hunt, 1976; pp. 272. Paper $9.95.  相似文献   

What Private and Public Schools Can Learn From Each Other     

William H. Jeynes  Fred Beuttler 《Peabody Journal of Education》2013,88(3):285-304

Public school and faith-based private school educators often primarily concern themselves with the health of their own sector. We contend, however, that the United States would benefit if American educators viewed the schooling system more holistically, in the process expressing a greater willingness to learn from those practicing in the other sector. We assert that schools in each sector have specific strengths that can, at least to some extent, find application in the other sector as well. If this perspective is applied and practiced, we believe that the overall American school system will be strengthened and revitalized sufficiently to compete in a global context. We assert that the timing of certain developments may be such that this is the best time for such a reorientation to take place.  相似文献   

Effects of cues and real objects on learning in a mobile device supported environment     

Tzu‐Chien Liu  Yi‐Chun Lin  Fred Paas 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(3):386-399

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A Longitudinal Study of Emotion Regulation,Emotion Lability‐Negativity,and Internalizing Symptomatology in Maltreated and Nonmaltreated Children     

Jungmeen Kim‐Spoon  Dante Cicchetti  Fred A. Rogosch 《Child development》2013,84(2):512-527

The longitudinal contributions of emotion regulation and emotion lability‐negativity to internalizing symptomatology were examined in a low‐income sample (171 maltreated and 151 nonmaltreated children, from age 7 to 10 years). Latent difference score models indicated that for both maltreated and nonmaltreated children, emotion regulation was a mediator between emotion lability‐negativity and internalizing symptomatology, whereas emotion lability‐negativity was not a mediator between emotion regulation and internalizing symptomatology. Early maltreatment was associated with high emotion lability‐negativity (age 7) that contributed to poor emotion regulation (age 8), which in turn was predictive of increases in internalizing symptomatology (from age 8 to 9). The results imply important roles of emotion regulation in the development of internalizing symptomatology, especially for children with high emotion lability‐negativity.  相似文献   

Use of Ethnographic Fiction in Social Justice Graduate Counselor Training     

Rita Chi‐Ying Chung  Fred Bemak 《Counselor Education & Supervision》2013,52(1):56-69

Ethnographic fiction is a technique for educating counseling students about the relationship of social justice to counseling practice. Preliminary data indicate it is an effective tool, with counseling students (N= 48) reporting an increased understanding and appreciation of clients’ life experiences from a holistic perspective. Furthermore, students reported that they were more motivated to address social justice issues in counseling.  相似文献   

Preparing students for distance learning     

Fred Lockwood 《Open Learning》2013,28(1):44-45

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Staff development by telephone: a note     

Fred Lockwood 《Open Learning》2013,28(2):43-44

In the autumn of 1985, over 20,000 new undergraduates, who were about to start one of the five Open University Foundation courses in the following February, received a corresponding package of materials designed to prepare them for study. In this article, Fred Lockwood ‐ from the University's Institute of Educational Technology ‐reports the results of a comprehensive evaluation of the effectiveness of these preparatory materials.  相似文献   

A malediction upon management     

Fred Inglis 《教育政策杂志》2013,28(4):417-429

This paper starts out from an account of deep changes in the formation of what has been called turbo-capitalism and attaches these to the emergence of wholesale auditing of all state institutions. It criticizes these hastily contrived procedures for irrelevance, narrowly financial criteria and a view of accountability indistinguishable from the politics of blame. It concludes by tracing the incommensurability of these methods with more traditional and canonical values in the polity now at risk under the impress of consumer totalitarianism.  相似文献   

‘How are we going to do it?’ An exploration of the barriers to access to higher education amongst young people from disadvantaged communities     

Margaret Scanlon  Hilary Jenkinson  Pat Leahy  Fred Powell  Olive Byrne 《Irish Educational Studies》2013,32(3):343-357

The number of young people progressing to higher education (HE) in Ireland has grown significantly over the last three decades but inequality of access and participation remain a major policy challenge. This article sets out to explore the factors which impact on levels of participation in HE by young people from lower socio-economic backgrounds, based on interviews and focus groups with 70 secondary school students and 25 parents in three case-study locations. In line with previous research, we found that financial considerations continue to have an important influence on decisions about whether to go on to higher education. The findings in relation to young people’s aspirations and orientations to HE present a more complex picture. While the majority of students aspired to go on to HE, this was countered by a lack of confidence in relation to certain aspects of college life, both social and academic.  相似文献