Lesson notes on the New Testament (2)     

Margaret Avery B.A. S.Th. 《British Journal of Religious Education》1941,8(4):148-154

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Product differentiation and film-programming choice: do first-run movie theatres show the same films?     

Darlene C. Chisholm  Margaret S. McMillan  George Norman 《Journal of Cultural Economics》2010,34(2):131-145

We present an empirical analysis of product differentiation using a new panel data set on film-programming choice in a major U.S. metropolitan motion-pictures exhibition market. Using these data, we compute two measures of product similarity, which allow us to investigate the determinants of strategic product differentiation in a multi-characteristics space. Our evidence is consistent with the idea that the degree of product differentiation between theatre pairs reflects a balance between strategic concerns and contractual constraints. Similarity in one dimension is offset by differentiation in others. Our results further suggest that the degree of product differentiation is negatively related to market size. Finally, we find that ownership matters: theatres under common ownership make more similar programming choices than theatres with different owners.  相似文献   

Musculoskeletal Radiology Teaching at a UK Medical School: Do We Need to Improve?     

Katherine Marino  Deborah Merrick  Kimberly Edwards  Margaret Pratten 《Anatomical sciences education》2019,12(3):257-263

The United Kingdom is currently facing crisis due to a shortage of radiology consultants despite ever-increasing demand for medical imaging. The specifics of how best to teach radiology has generated increasing interest. This study aims to determine whether musculoskeletal (MSK) radiology teaching at the University of Nottingham (UoN) Medical School is perceived to be satisfactory by medical students, Foundation-Year doctors, and senior medical professionals in preparing students for the demands working as Foundation-Year doctors. Questionnaires were distributed to all medical students and Foundation-Year doctors that graduated from UoN (n = 307). Semi-structured interviews were conducted with consultants and teaching staff (n = 13). Forty-nine percent of preclinical medical students, 43% of clinical students and 27% of Foundation-Year doctors thought MSK radiology teaching was not sufficient in preparing them for the radiology challenges Foundation-Year doctors' face. This difference was statistically significant (P < 0.001). The consensus from senior medical professionals was that MSK Radiology teaching is currently adequate and producing competent students. Interestingly, only 5% of students were considering a career in radiology compared to 34% of Foundation-Year doctors. Overall, there seems to be concern among students regarding MSK radiology teaching and students have a lack of confidence with MSK radiology. Foundation-Year doctors and senior medical professionals do not share this view. This may be due to medical students' lack of clarity on what is required of them. Formal documentation of set learning objectives for MSK radiology throughout the curriculum may address this.  相似文献   

The Relation Between Classroom Age Composition and Children’s Language and Behavioral Outcomes: Examining Peer Effects     

Tiffany J. Foster  Margaret Burchinal  Noreen Yazejian 《Child development》2020,91(6):2103-2122

Grouping children of different ages in the same preschool classroom (i.e., mixed age) is widespread, but the evidence supporting this practice is mixed. A factor that may play a role in the relation between classroom age composition and child outcomes is peer skill. This study used a sample of 6,338 preschoolers (ages 3–5) to examine the influence of both classroom age composition and peer skill on children’s behavioral and language outcomes. Results supported the growing literature indicating preschoolers’ skills are higher when peer skill is higher, but differences related to classroom age composition were not found. These findings further support the view that peer skill plays an important role in preschool children’s outcomes.  相似文献   

Early Educational Intervention, Early Cumulative Risk, and the Early Home Environment as Predictors of Young Adult Outcomes Within a High-Risk Sample   总被引：1，自引：0，他引：1  

Elizabeth P. Pungello  Kirsten Kainz  Margaret Burchinal    Barbara H. Wasik  Joseph J. Sparling  Craig T. Ramey  Frances A. Campbell 《Child development》2010,81(1):410-426

The extent to which early educational intervention, early cumulative risk, and the early home environment were associated with young adult outcomes was investigated in a sample of 139 young adults (age 21) from high-risk families enrolled in randomized trials of early intervention. Positive effects of treatment were found for education attainment, attending college, and skilled employment; negative effects of risk were found for education attainment, graduating high school, being employed, and avoiding teen parenthood. The home mediated the effects of risk for graduating high school, but not being employed for teen parenthood. Evidence for moderated mediation was found for educational attainment; the home mediated the association between risk and educational attainment for the control group, but not the treated group.  相似文献   

Reconceptualising higher education pedagogy in online learning     

Nicole C. Green  Helen Edwards  Brenda Wolodko  Cherry Stewart  Margaret Brooks  Ros Littledyke 《Distance Education》2010,31(3):257-273

The purpose of this collaborative inquiry project was to examine teacher education practices in two early childhood degree programmes in a school of education at a regional university in Australia. All students are enrolled in these online courses as distance learners. The reconceptualised online pedagogy immersed students, peers and their lecturers in ‘teaching through assessment’ (Edwards, 2010) in a collaborative online environment that mirrors the complexity that students are experiencing in their workplaces. This article describes the pedagogical and conceptual underpinnings we used to reconceptualise our degree programmes. It also outlines our evolving conceptualisations of learning as knowledge creation (Hong & Sullivan, 2009) in the context of our teaching and learning in online courses.  相似文献   

Teacher education accreditation in Turkey: The creation of a culture of quality     

Gary M. Grossman  Margaret K. Sands  Barbara Brittingham   《International Journal of Educational Development》2010,30(1):102-109

Turkey's experience in developing and piloting accreditation criteria and national standards for teacher education is examined. The full implementation of an accreditation process for teacher education programs was not completed within the time of the development project. However, the effort to do so encouraged the formation of a ‘quality culture’ in the faculties of education. The paper discusses what took place and analyses the later response of teacher educators to the introduction of accreditation criteria and the way in which they were introduced. Educators largely welcomed national standards and accreditation, but wished to have flexible means of implementation.  相似文献   

Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs     

Margaret Burchinal  Nathan Vandergrift  Robert Pianta  Andrew Mashburn 《Early childhood research quarterly》2010

Over the past five decades, the federal government and most states have invested heavily in providing publicly-funded child care and early education opportunities for 3- and 4-year-old children from low-income families. Policy makers and parents want to identify the level or threshold in quality of teacher–child interaction and intentional instruction related to better child outcomes to most efficiently use child care to improve school readiness. Academic and social outcomes for children from low-income families were predicted from measures of teacher–child interactions and instructional quality in a spline regression analysis of data from an 11-state pre-kindergarten evaluation. Findings suggested that the quality of teacher–child interactions was a stronger predictor of higher social competence and lower levels of behavior problems in higher than in lower quality classrooms. Further, findings suggested that quality of instruction was related to language, read and math skills more strongly in higher quality than in lower quality classrooms. These findings suggest that high-quality classrooms may be necessary to improve social and academic outcomes in pre-kindergarten programs for low-income children.  相似文献   

Evaluation of a Practice-Development Initiative to Improve Breastfeeding Rates     

Barnes M  Cox J  Doyle B  Reed R 《The Journal of perinatal education》2010,19(4):17-23

The benefits of breastfeeding for infant, mother, family, and community are well recognized, and increasing breastfeeding rates is considered an important health-promotion strategy. Improving breastfeeding knowledge and practice among individuals caring for breastfeeding women is considered an important aspect of this strategy. The practice-development initiative described in this article aimed to improve hospital-based breastfeeding rates through the implementation of The Ten Steps to Successful Breastfeeding. The initiative included the development and implementation of an education program aimed at changing and improving breastfeeding practices. The program was evaluated in three ways: changes in breastfeeding rates at hospital discharge; client preparation for breastfeeding and satisfaction during the postnatal period; and staff knowledge and skills.  相似文献   

New teachers learning in rural and regional Australia   总被引：1，自引：0，他引：1  

Margaret Somerville  Margaret Plunkett  Michael Dyson 《Asia-Pacific Journal of Teacher Education》2010,38(1):39-55

This paper reports on a longitudinal ethnographic study of beginning primary school teachers in rural and regional Victoria, Australia. The study uses a conceptual framework of place and workplace learning to ask: How do new teachers learn to do their work and how do they learn about the places and communities in which they begin teaching? In this paper, we focus on data from the first year of the three-year longitudinal study, using a place-based survey and ethnographic interviews. We found that the space of the classroom was the dominant site of learning to become a teacher for the new teachers in this study. This learning was understood through the discourse of classroom management. Analysis of these storylines reveals the ways in which the community and classroom are not separate but intertwined, and the process of learning about their communities began through the children in their classes.  相似文献