Face-to-face contact in blended learning for intercultural education: the role of teachers     

Roger Austin  Angela Rickard  Jacqueline Reilly 《Irish Educational Studies》2017,36(3):323-340

In societies experiencing or emerging from conflict, teachers often deliver educational programmes designed to build community cohesion. We report on research which examined teachers’ views of the implementation of a programme involving both face-to-face and online contact between pupils. Findings suggest that this blended approach is highly motivational, enhancing online work and relationship building. The research underlines the importance of the political, educational and historical context for work of this sort and the impact this has on the particular blend of online and face-to-face interaction. Implications for policymakers and teachers include value for money and sustainability of blended intercultural education in similar contexts.  相似文献   

The influence of academic culture on quality management system ISO 9001 maintenance within Malaysian universities     

Siti Arni Basir  John Davies  Jacqueline Douglas  Alexander Douglas 《Journal of Higher Education Policy & Management》2017,39(3):320-340

This study investigates the influence of the elements of academic culture on quality management system ISO 9001 maintenance within Malaysian universities. There is a dearth of empirical studies on maintaining ISO 9001, particularly in the higher education context. From the literature review, academic culture was classified according to four elements – academic freedom, individualism, professionalism and collegiality. Two case studies were conducted within Malaysian universities that had been ISO 9001-certified for 5 years. At the time of this research, these two were the only universities that had certification for their entire organisation. (Most organisations gain certification for specific departments). The findings showed that academic freedom, individualism and collegiality had worked against ISO 9001 maintenance, while professionalism had influenced ISO 9001 maintenance both positively and negatively. The opposites of individualism (teamwork) and collegiality (managerialism) had supported ISO 9001 maintenance in one of the cases.  相似文献   

Early contribution of phonological awareness and later influence of phonological memory throughout reading acquisition     

Christelle Nithart  Elisabeth Demont  Marie‐Noëlle Metz‐Lutz  Steve Majerus  Martine Poncelet  Jacqueline Leybaert 《Journal of Research in Reading》2011,34(3):346-363

The acquisition of reading skills is known to rely on early phonological abilities, but only a few studies have investigated the independent contribution of the different steps involved in phonological processing. This 1‐year longitudinal study, spanning the initial year of reading instruction, aimed at specifying the development of phonological discrimination, awareness and various aspects of phonological memory and at assessing their respective contributions to early reading acquisition. Our results show an increase in performance at each phonological processing step, but also suggest a qualitative evolution in their relative importance. Hierarchical regression analyses indicate that reading skills are mainly predicted by phonological awareness measured at the kindergarten stage and, subsequently, by phonological memory abilities measured at the end of first grade. More precisely short‐term memory for serial‐order information seems to contribute to the development of decoding abilities, while phonological knowledge stored in long‐term memory seems to influence word recognition.  相似文献   

Teaching Science Inquiry in Urban Contexts: The Role of Elementary Preservice Teachers’ Beliefs     

Jacqueline Leonard  Joy Barnes-Johnson  Scott Jackson Dantley  Charles Kimber 《The Urban Review》2011,43(1):124-150

This paper reports on a study of elementary preservice teachers’ inquiry-based practices, their efficacy beliefs, and the role beliefs had on two preservice teachers’ practices in urban classrooms. Results show inquiry-based practices can be cultivated through field-based experiences and preservice teachers’ efficacy beliefs, as it relates to practice in urban settings, are malleable. Specifically, personal efficacy beliefs about teaching science improved or were sustained for one cohort of preservice teachers. However, beliefs about students’ ability to learn science, that is outcome beliefs, were less stable. The results of two case studies show that science content knowledge was a factor in preservice teachers’ inquiry-based practices. However, why preservice teachers’ beliefs about student learning declined is less clear. More research is needed, along with follow-up data on teacher induction, to learn how preservice teachers’ beliefs impact urban students’ science education.  相似文献   

The kalamazoo zoo     

Jacqueline Dembar Greene 《Early Childhood Education Journal》1977,5(2):38-39

  相似文献   

Defending Atlanta: Press Reactions to a Movie on the Missing and Murdered Children     

Jacqueline Boles  Phillip W. Davis 《Journal of American culture (Malden, Mass. : 2003)》1988,11(3):61-66

  相似文献   

The impact of childhood sexual abuse in anorexia nervosa     

Carter JC  Bewell C  Blackmore E  Woodside DB 《Child abuse & neglect》2006,30(3):257-269

OBJECTIVE: The aim of this study was to examine the impact of childhood sexual abuse (CSA) on clinical characteristics and premature termination of treatment in anorexia nervosa (AN). METHOD: The participants were 77 consecutive patients with AN admitted to an inpatient eating disorders unit. The patients were assessed in terms of eating disorder symptoms, general psychopathology, and CSA history at admission to hospital. RESULTS: Thirty-seven patients (48%) reported a history of CSA before the onset of the eating disorder. Individuals with a history of CSA reported significantly greater psychiatric comorbidity, including higher levels of depression and anxiety, lower self-esteem, more interpersonal problems, and more severe obsessive-compulsive symptoms. Patients with the binge-purge subtype of AN (AN-BP) were significantly more likely to report a history of CSA prior to the onset of the eating disorder as compared with patients with the restricting subtype (AN-R) of the illness (65% of the AN-BP patients vs. 37% of the AN-R patients; p<.02). Contrary to our predictions, abused patients were not significantly more likely to dropout of treatment overall. However, patients of the binge-purge subtype (AN-BP) with a history of CSA were significantly more likely to terminate treatment prematurely as compared with the other patients. CONCLUSIONS: Consistent with previous findings, the present results indicate that the prevalence of CSA is high among individuals seeking inpatient treatment for AN. A history of CSA was associated with greater psychiatric disturbance overall and a higher rate of dropout for patients of the binge-purge subtype.  相似文献   

Promoting Inclusive (and Dialogic) Leadership in Higher Education Institutions     

Jacqueline B. Temple  Jari Ylitalo 《Tertiary Education and Management》2013,19(3):277-289

Higher education institutions are facing major challenges requiring traditional leadership and administrative policies and practices to be rethought and renewed. These challenges concern the whole academic community but mostly the institutions’ administrative leaders. This article suggests how applying the democratic principles of “inclusion”, which stresses critical dialogue and social justice, can reach beyond the traditional managerial and administrative policies when meeting the new requirements; and be a catalyst for change in leadership practices.  相似文献   

A journey of self‐discovery: an intervention involving massage,yoga and relaxation for children with emotional and behavioural difficulties attending primary schools     

Lesley Powell  Mollie Gilchrist  Jacqueline Stapley 《Emotional and Behavioural Difficulties》2013,18(3):193-199

This study reports on an intervention involving massage, yoga and relaxation delivered to young children with emotional and behavioural difficulties. Children (n = 126) were invited to participate in the Self‐discovery Programme (SDP) with parental consent. A total of 107 children aged 8–11 years completed the SDP and all measures. Children were allocated to a Control (n = 54) or Intervention (n = 53) group. The results indicate that children in the Intervention group showed improvements in self‐confidence, social confidence, communication and contributions in class. Children in the Intervention group were noted by teachers to use skills learned on the SDP during the school day.  相似文献   

Identifying Potential Test Item Misalignment Using Student Verbal Reports     

Jacqueline P. Leighton Ph.D.  R. Psych  Rebecca J. Gokiert 《Educational Assessment》2013,18(4):215-242

The purpose of the present investigation was to identify the relationship among different indicators of uncertainty that lead to potential item misalignment. The item-based indicators included ratings of ambiguity and cognitive complexity. The student-based indicators included (a) frequency of cognitive monitoring per item, (b) levels of misinterpretation per item, and (c) levels of lack of confidence per item. Results indicate that item cognitive complexity was related to all student-based indicators even after controlling for students' performance on the item. Moreover, item ambiguity was related to levels of item misinterpretation but not to frequency of student cognitive monitoring or lack of confidence. The implications of these conclusions for identifying item misalignment are discussed in light of construct-relevant and construct-irrelevant sources of ambiguity.  相似文献