Vaudefilm: Its Contribution to a Moviegoing America     

John L. Marsh 《Journal of American culture (Malden, Mass. : 2003)》1984,7(3):77-84

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Literacy skills of welfare recipients     

Prof. George E. Marsh II  Carolyn Pollan  Anna C. McFadden  Barrie Jo Price 《The Urban Review》1990,22(4):299-304

Illiteracy is considered to be a significant barrier to employment. Programs are being established to require literacy education and work programs of welfare recipients. The purpose of this study was to determine the literacy skills of a random sample of welfare recipients. One-hundred and six welfare subjects were administered theWoodcock-Johnson Psycho-Educational Battery and a comprehensive interview form. Using common criteria to separate the sample into the literate and functionally illiterate, the groups were found to differ significantly on intellectual capabilities. It was concluded that illiteracy is associated with subaverage intellectual functioning among persons on welfare. A number of recommendations were made pertaining to policy.  相似文献   

The instructional message: A theoretical perspective     

Patrick O. Marsh 《Educational technology research and development : ETR & D》1979,27(4):303-318

This article presents a theoretical model for message design proved capable of improving the quality of instruction while increasing cost effectiveness. Integrating classical rhetoric, information theory, contemporary media criticism, social psychology, and the psychology of human information processing, the model directs the designer to design a block of time that optimizes the information load and message complexity within the constraints of the receiver’s abilities and experience, the requirements of the source, and the capabilities and limitations of the medium.  相似文献   

Faculty development for preservice teacher educators: A research utilization perspective     

David D. Marsh 《Teaching and Teacher Education》1987,3(4)

Weak research utilization strategies limit the faculty development of university-based preservice teacher educators. Compared to school district-based inservice teacher educators, preservice teacher educators have weaker knowledge acquisition strategies, and are less likely to have sustained contact with researchers, especially where a training focus is prominent. Preservice teacher educators have less developed networks that facilitate research utilization, and have less institutional support for internal staff development. A research utilization theoretical framework is used to propose recommendations for helping preservice teacher educators.  相似文献   

The Politics of Curriculum Development     

Dr. Colin J. Marsh 《Clearing house (Menasha, Wis.)》2013,86(6):260-266

Many free online tools exist to complement algebraic instruction at the middle school level. This article presents findings that analyzed the features of algebraic tools to support learning. The findings can help teachers select appropriate tools to facilitate specific topics.  相似文献   

Confirmatory factor analysis models of factorial invariance: A multifaceted approach     

Herbert W. Marsh 《Structural equation modeling》2013,20(1):5-34

Typical confirmatory factor analysis studies of factorial invariance test parameter (factor loadings, factor variances/covariances, and uniquenesses) invariance across only two groups (e.g., males and females) or, perhaps, across more than two groups reflecting different levels of a single design facet (e.g., age). The present investigation extends this approach by considering invariance across groups from a two‐facet design. Data consist of multiple dimensions of self‐concept collected from eight groups of students (total N = 4,000) representing a 2 (Gender) × 4 (Age) design. The gender‐stereotypic model posits a particular pattern of gender differences in structure that varies with age. Adopting analysis‐of‐variance terminology, the model posits that structural differences will vary as a function of gender but that this gender effect interacts with age. In testing this model, I consider the lack of invariance in different sets of parameters attributable to gender, age, and their interaction.  相似文献   

Collection of observations on the day-light meteor of Nov. 15, 1859, with remarks on the same     

Benjamin V. Marsh 《Journal of The Franklin Institute》1860,69(4):253-259

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Education,health and care plans and tribunals in England: A statistical tale from 2019     

Alan J. Marsh  Kathryn Howatson 《British Educational Research Journal》2020,46(3):574-592

Education, health and care (EHC) plans were introduced in England in 2014, as a replacement for statements of special educational needs. Unexpectedly, the number of children and young people in receipt of an EHC plan rose by 49% during the 5 years up to 2019. Whilst most of the increase has been due to the extension of the age range up to age 25, there has still been a notable rise of 20% in the 0–15-year range. This study explores the trends and variations in EHC plans and tribunals within English local authorities (LAs) for children and young people with special educational needs and disability (SEND) by interrogating the latest full set of data from 2013 to 2018. Two quintile groups (n = 30) are used for comparing LAs with high and low levels of EHC plans and LA case studies are also presented for further inspection of the data. Wide variations across LAs still exist for EHC plans (5.2% to 1.0%) and tribunal appeals (43 to 0 per 10,000). LAs with low EHC plans have more appealable decisions at tribunals and are financed at significantly lower levels than LAs with high EHC plans, largely due to an historic spend factor of 50% in the national funding formula. There are also clear differences between the English regions for both EHC plans and tribunals, with high increases for both in the South East. The implications of the findings are discussed within the framework of LA critical self-reviews, benchmarking, fiscal constraints and inclusion.  相似文献   

Bleak,Bleaker, Bleakest          下载免费PDF全文

John Marsh 《Educational theory》2015,65(3):325-331

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But I want to fly too!: Girls and superhero play in the infant classroom     

Jackie Marsh 《Gender and education》2000,12(2):209-220

This article describes a study which was conducted in an inner-city school in the north of England, in a base which contained 57 children aged 6 and 7 years old. The purpose of the study was to explore the potential role of popular culture in the literacy curriculum. During the project, a socio-dramatic role-play area which was related to a popular superhero icon was set up in the classroom. Children's play in the area was recorded using a variety of methods, including field notes, video recording and photographs. Some of the previous research on superhero play has focused on the attraction the discourse has for boys or suggested that girls take on a non-female persona in such a play. The findings from this study suggest that superhero play is strongly attractive to girls, who explore agency and autonomy through such play and actively position themselves as females within a heroic discourse.  相似文献