Penguin Promises: encouraging aquarium visitors to take conservation action     

Judy Brenda Mann  Roy Ballantyne  Jan Packer 《Environmental Education Research》2018,24(6):859-874

This study investigates the impact of an innovative conservation action campaign called Penguin Promises implemented at uShaka Sea World in Durban, South Africa. Communication tools included interpretive signage, exhibits with and without animals, presentations, and personal interactions, along with a specially designed postcard, on which visitors could write a promise (pledge) to make a change in their daily lives to become more environmentally responsible. Visitors who completed a card were contacted a year or more after their visit and asked about the outcomes of their promise. The results (N = 316) showed that 49.4% of respondents could give an example of something positive they had done for the environment, that they attributed to the campaign. Based on the study, recommendations are provided for the design of effective visitor conservation action campaigns.  相似文献   

Dancing on the edge: a self-study exploring postcritical possibilities in physical education     

Judy Bruce 《Sport, Education and Society》2013,18(6):807-824

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Preservice teachers’ views of global citizenship and implications for global citizenship education     

Judy Bruce  Chris North  Jessica FitzPatrick 《Globalisation, Societies & Education》2019,17(2):161-176

Global citizenship (GC) is becoming increasingly significant as a desirable graduate attribute in the context of increasing globalisation and cultural diversity. However, both the means and ends of GC education are influenced by a divergent range of conceptualizations. The aim of this research project was to investigate preservice teachers’ understandings of global citizenship, with a particular focus on cultural diversity. Pre-service teachers (PSTs) participated in interviews, and findings indicated that they were uncertain about the idea of global citizenship, sought harmony and a desire for sameness in culturally diverse relationships, and held ethnocentric, paternalistic and salvationist views about the ‘Other’. Drawing on these findings, we present a framework incorporating technicist, humanistic and postcritical conceptions as a tool for analysis of GCE approaches, their means and ends.  相似文献   

Equivalent Estimates of Borderline Group Performance in Standard Setting     

John J. Norcini  Judy A. Shea 《Journal of Educational Measurement》1992,29(1):19-24

The purpose of this study was to determine if a linear procedure, typically applied to an entire examination when equating scores and reseating judges' standards, could be used with individual item data gathered through Angoffs standard-setting method (1971). Specifically, experts estimates of borderline group performance on one form of a test were transformed to be on the same scale as experts' estimates of borderline group performance on another form of the test. The transformations were based on examinees' responses to the items and on judges' estimates of borderline group performance. The transformed values were compared to the actual estimates provided by a group of judges. The equated and reseated values were reasonably close to those actually assigned by the experts. Bias in the estimates was also relatively small. In general, the reseating procedure was more accurate than the equating procedure, especially when the examinee sample size for equating was small.  相似文献   

Evidence of cultural differences between American and Japanese mainstream science and engineering contexts from analysis of classroom discourse     

Nílson Kunioshi  Judy Noguchi  Kazuko Tojo 《European Journal of Engineering Education》2019,44(4):535-544

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DEVELOPMENT OF A PEER ASSESSMENT TECHNIQUE FOR OBTAINING INDIVIDUAL MARKS ON A GROUP PROJECT     

Judy Goldfinch  Robert Raeside 《Assessment & Evaluation in Higher Education》1990,15(3):210-231

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Uncertain pathways: foundation skills tutors and marginalised students in neoliberal times     

Pat Strauss  Judy Hunter 《Journal of Further & Higher Education》2018,42(7):879-892

This article deals with the work of polytechnic tutors on adult foundation programmes and describes how their work has been affected by the current neoliberal climate in the education sector. Inclusive neoliberalism is characterised by heightened regulation, reduced support for the public sector and a greater requirement for individual responsibility. The push to improve skills to meet labour demand is promoted as addressing social needs. Policies devised to promote these neoliberal values have led to numerous and far-reaching changes in adult education. In this study 73 foundation skills educators drawn from 8 institutions were interviewed to gain their insights into the effects of these policies. The article discusses three types of detrimental effects: the growing distrust between teaching staff and management; unsettling changes to institutional policy and its effects on staffing issues; and threats to the professionalism of teaching staff, the delivery of foundation studies, and the students themselves. Finally, the article suggests alternative possibilities for addressing these issues.  相似文献   

Reimagining the role of mentor teachers in professional experience: moving to I as fellow teacher educator     

Helen Grimmett  Rachel Forgasz  Judy Williams  Simone White 《Asia-Pacific Journal of Teacher Education》2018,46(4):340-353

New accreditation requirements for Australian initial teacher education programs require that universities and schools establish quality partnerships to ensure strong links between pre-service teachers’ university-based learning and school-based professional learning experiences. This paper focuses on the shifts of identity, thinking and practice that occurred for five school-based mentor teachers as they co-created new professional experience practices alongside university-based teacher educators in a Teaching Academies of Professional Practice (TAPP) project. Interview data was analysed through the theoretical framework of Dialogical Self Theory to examine how the repositioning of mentor teachers as fellow teacher educators allowed for expansion in the understanding and enactment of their role. The findings of this study suggest that partnerships between schools and universities can enhance learning opportunities for all participants when commitments are made to creating collaborative and dialogical spaces to support new approaches to teacher education.  相似文献   

Structure and prevalence of PTSD symptomology in children who have experienced a severe tornado     

Linda Garner Evans  Judy Oehler‐Stinnett 《Psychology in the schools》2006,43(3):283-295

Children served by school psychologists are frequently impacted by natural disasters. In the United States, tornadoes are a particular threat but have been studied very little. The current investigation developed a scale for assessing posttraumatic stress disorder (PTSD) in children in Kindergarten to Grade 6 impacted by a severe tornado. Six factors were found: Avoidance, Re‐experiencing, Interpersonal Alienation, Interference with Daily Functioning, Physical Symptoms/Anxiety, and Foreshortened Future. Prevalence rates for PTSD symptomology ranged from 34 to 44% for factor scores and 41% for meeting all three Diagnostic and Statistical Manual of Mental Disorder, fourth edition‐text revision (DSM‐IV‐TR; American Psychiatric Association, 2000) criteria; 40% indicated no symptoms. Children's fear during the tornado and damage to their school were related to many factor scores. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 283–295, 2006.  相似文献   

The educational progress and outcomes of children in care: editorial     

Judy Sebba  Nikki Luke 《牛津教育评论》2019,45(4):435-442

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