The Contribution of Weekday Religious Education as a Part of the Total Program of the Church     

Walter Albion Squires 《Religious education (Chicago, Ill.)》2013,108(4):278-282

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Slowmation: Preservice elementary teachers representing science knowledge through creating multimodal digital animations     

Garry Hoban  John Loughran  Wendy Nielsen 《科学教学研究杂志》2011,48(9):985-1009

Research has identified the value of learners using technology to construct their own representations of science concepts. In this study, we investigate how learners, such as preservice elementary teachers, design and make a narrated animation to represent their science knowledge. The type of animation exemplified is called a “Slowmation” (abbreviated from “Slow Animation”), which is a simplified way for preservice teachers to make an animation that integrates features from claymation, object animation, and digital storytelling. Drawing on semiotic theory, a case study of three preservice elementary teachers, who were audio and video recorded as they created a slowmation, illustrates how the construction process enabled them to engage with a science concept in multiple ways. Findings suggest that when preservice teachers create a slowmation, they design and make a sequence of five representations, each being a semiotic system with particular affordances that link as a semiotic progression: (i) research notes; (ii) storyboard; (iii) models; and (iv) digital photographs, which culminate in (v) a narrated animation. In this study, the authors present their theoretical framework, explain how the preservice teachers created a slowmation using a sequence of representations to show their science knowledge and discuss the implications of these findings for learners in universities and schools. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 985–1009, 2011  相似文献   

Action research in special education     

Garry Squires 《Educational Psychology in Practice》2011,27(3):313-314

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On the global knowledge components in an information security curriculum–a multidisciplinary perspective     

Ju Long  Garry White 《Education and Information Technologies》2010,15(4):317-331

Because of the borderless feature of the Internet, information security threats could come from anywhere around the globe. In this research, we propose adding global knowledge components in the information security curriculum using a multi-disciplinary approach. We argue that a global perspective has been lacking in the current information security curriculum. We then propose several knowledge components to be added in the curriculum to enhance the global perspective. We also examine how to incorporate knowledge from various related disciplines, including political science, criminal justice, and business administration. Through our empirical study on faculty from various disciplines and the industry practitioners with first-hand information security knowledge, we confirm that the proposed knowledge components are relevant to the information security education and practice. Analyzing the similarities and differences among responses from various disciplines, we also found that albeit different disciplines have slightly different emphases on the curriculum components, they all tend to agree on the importance of adding the global perspectives in information security education. Our research could be of value to the educators in the information security field when considering incorporating a global perspective into the curriculum. It could also shed some lights when examining the relevance of global information security to various disciplines.  相似文献   

Cognitive Behaviour Therapies and their implications for applied educational psychology practice     

Shami Rait  Garry Squires 《Educational Psychology in Practice》2010,26(2):105-122

This paper critically considers the growing interest in the use of Cognitive Behaviour Therapies to support children and young people presenting with a wide range of social‐emotional difficulties. This focus has emerged since the prevalence of such difficulties in children and young people has increased over the past four decades, and the application of such approaches is no longer seen as being the sole preserve of specialist Child and Adolescent Mental Health Services (CAMHS), counsellors or therapists. To develop a critical understanding of the principles and core components of Cognitive Behaviour Therapies, two prominent approaches are reviewed. These are Ellis’s Rational‐Emotive Behaviour Therapy (REBT), and Beck’s Cognitive Therapy (CT). The paper concludes with a discussion of some of the ways in which Educational Pychologists can directly and/or indirectly support the delivery of Cognitive Behaviour Therapies in their work.  相似文献   

Kids and Violence: the invisible school experience – Edited by Catherine Dulmus and Karen Sowers     

Garry Hornby 《British Journal of Special Education》2008,35(1):65-65

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Competencies for Teaching Children with Physical Disabilities: a survey of English and Zambian teachers     

Garry Hornby  Nelson Mwape 《Compare》1991,21(1):85-91

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The Impact of Information Systems on Counselor Preparation and Practice     

Garry R. Walz  Juliet V. Rich 《Counselor Education & Supervision》1967,6(Z3):275-284

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Transfer from special to mainstream–ten years later     

Garry Hornby  & Roger Kidd 《British Journal of Special Education》2001,28(1):10-17

In this article, Garry Hornby and Roger Kidd provide a follow-up to their own investigation of the outcomes of an inclusion project in Yorkshire ten years ago. Twenty-nine students were transferred from their special school for pupils with moderate learning difficulties into mainstream schools. Hornby and Kidd now report high levels of unemployment amongst these young people and indications that the quality of their adult lives is less than satisfactory. The results of this small-scale survey will raise important questions for all those concerned with current trends in the education of pupils with learning difficulties and their transition into adulthood.  相似文献   

A Framework for Promoting Mental Health in School     

Garry Hornby  Mary Atkinson 《Pastoral Care in Education》2003,21(2):3-9

Schools have an important role to play in the promotion of children's mental health, as well as in the identification and treatment of children with mental health problems. This article proposes a framework for a whole school approach to mental health. The framework focuses on four levels of involvement. The most general level is concerned with school ethos, which encompasses the values shared by all staff and pupils. The next level is whole-school organization, which comprises a range of school policies. Then there is pastoral provision, which concerns procedures in place throughout the school. The final level is classroom practice, which involves the practical strategies used by teachers. A model is presented in order to illustrate visually the four levels in the framework for the promotion of mental health in schools. It is intended that the model will provide schools with a useful framework with which to review their provisions for children with mental health problems and consider the issue of mental health promotion.  相似文献