Theatre Online: The design and drama of e‐learning     

Robyn Philip 《Distance Education》2007,28(3):261-279

Theatre and drama are areas of performance and inquiry which usually assume engagement and commitment to the ensemble or group process, supported by strong individual input. How can this “dynamic” be brought into a fully online distance course? In this article we analyse and reflect on the design and implementation of an online theatre studies course using theatrical metaphors to consider the mise‐en‐scène, students’ entrances and exits into the online space, their solo and ensemble work, and the importance of “teaching presence.” Attention is paid to fostering a “course dynamic” that echoes the social world of the learners. The action research undertaken indicates that a fully online course can be as engaging, interesting, and innovative as any course designed for more traditional settings.  相似文献   

Visual reports by video: An evaluation     

Robyn Benson  Owen Rye 《Distance Education》1996,17(1):117-131

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Inclusion: Culture,Policy and Practice: A Queensland Perspective     

Robyn M. Gillies  Suzanne Carrington 《Asia Pacific Journal of Education》2004,24(2):117-128

Schools are currently undergoing a process of reconstructed educational thinking and practice in Queensland. They are being challenged to review their organisational structures, the curriculum they teach and their pedagogical practices with the intention of transforming their structures, curriculum and pedagogies to ensure that all students are truly included in the school community. This paper reviews the background research that has informed the inclusion movement and the role schools play in developing inclusive education and outlines the specific initiatives that have been undertaken in Queensland, Australia.  相似文献   

Correlates of orthographic learning in third‐grade children's silent reading     

Judith A. Bowey  Robyn Miller 《Journal of Research in Reading》2007,30(2):115-128

This study examined word identification, phonological recoding efficiency, familiar word reading efficiency, orthographic choice for familiar words and serial naming speed as potential correlates of orthographic learning following silent reading in third‐grade children. Children silently read a series of short stories, each containing six repetitions of a different target non‐word. They subsequently read target non‐words faster than homophones and preferred target non‐words to homophones in an orthographic choice task, indicating that they had formed functional orthographic representations of the target non‐words through phonologically recoding them during silent story reading. Target non‐word orthographic choice was correlated with all measures bar non‐symbol naming speed. The association between phonological recoding efficiency and orthographic learning lends support to the hypothesis that self‐teaching occurs through phonological recoding even in silent reading. Our findings were not generally consistent with the view that serial naming speed assesses orthographic learning aptitude.  相似文献   

Using Collaborative Assessment to Examine the Relationship between Self-Reported Beliefs and the Documentable Practices of Preschool Teachers     

Mary Benson McMullen  James Elicker  Giselle Goetze  Hsin-Hui Huang  Sun-Mi Lee  Carrie Mathers  Xiaoli Wen  Heayoung Yang 《Early Childhood Education Journal》2006,34(1):81-91

A team of researchers used a collaborative assessment protocol to compare the self-reported teaching beliefs of a convenience sample of preschool teachers (N = 57) to their documentable practices (i.e., practices that could be observed, recorded, and categorized using a deductive strategy). Data were examined from survey instruments, detailed classroom observations and time-sampling, curriculum materials, and program artifacts. Results indicated that when child-directed choice/play time, emergent literacy and language development activities were emphasized, teachers self-reported beliefs were more strongly aligned with developmentally appropriate practice (DAP) as a philosophy of practice. When consistent routines, organized classrooms, preplanned curriculum, and teacher-directed learning were the dominant behaviors, the teachers were found to report more “traditional” or academic-oriented beliefs.  相似文献   

Media Commentary     

Andrew Hart  Tony Benson 《Learning, Media and Technology》1993,19(3):167-172

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The Structure of Events and Event Representations: A Developmental Analysis   总被引：1，自引：0，他引：1  

Robyn Fivush  Janet Kuebli  Patricia A. Clubb 《Child development》1992,63(1):188-201

In this study, we investigated how the temporal order and variability of events influence 3- and 5-year-old children's developing event representations. Children participated in 3 different events: a logical-invariant (making fundough), a logical-variable (shape collage), and an arbitrary-invariant (sand play) event. At each age, half of the children experienced the events once prior to recalling the events both verbally and behaviorally; the other half experienced the events 4 times, recalled the events verbally after each experience, and behaviorally reenacted the events only after the last experience. Children verbally recalled more and organized their recall better for the logical events than for the arbitrary event, and these differences remained stable with increasing experience. The sequencing of behavioral recall was also more accurate for the logical events than for the arbitrary event across age and condition, but amount of recall did not differ, with one exception. 3-year-old children in the single experience condition recalled less about the variable event than the invariant events. The results indicate that both the structure of the event and children's representational capabilities influence children's developing representations of events.  相似文献   

Developmental and gender influences on coping: Implications for skills training     

Robyn S. Hess  Marsha L. Richards 《Psychology in the schools》1999,36(2):149-157

The transition to adulthood for today's youth is a difficult journey filled with risk, rapid change, and seemingly endless choices. Effective coping skills can help youth navigate these challenges. This article explores the impact of gender and developmental level on coping skill acquisition in adolescence. Suggestions for helping youth to develop effective coping strategies are provided from both a prevention and intervention perspective. By helping today's youth develop the necessary strategies to deal with the unavoidable stresses encountered in life, school psychologists and counselors can help to ultimately create adults who have the skills and necessary psychological resources to successfully cope and adapt to life's changes. © 1999 John Wiley & Sons, Inc.  相似文献   

IS IT WORTH USING CAS FOR SYMBOLIC ALGEBRA MANIPULATION IN THE MIDDLE SECONDARY YEARS? SOME TEACHERS’ VIEWS     

Robyn Pierce  Lynda Ball  Kaye Stacey 《International Journal of Science and Mathematics Education》2009,7(6):1149-1172

The use of Computer Algebra Systems (CAS) in years 9 and 10 classrooms as a tool to support learning or in preparation for senior secondary mathematics is controversial. This paper presents an analysis of the positive and negative aspects of using CAS identified in the literature related to these year levels, along with the perceptions of 12 experienced secondary teachers who were working with years 9 and 10 students. The literature review shows that CAS is valued for calculation and manipulation capabilities, the option of alternative representations, the opportunity for systematic exploration and for prompting rich discussion. However, the technical overhead, initial workload for the teacher and unresolved questions about the perceived relative contribution of machine and by-hand work to learning currently pose obstacles to teaching with CAS in the middle secondary years. The teachers who contributed data to this study perceived that using CAS in their teaching is, on balance, worth the effort. However, they believed that CAS is of most benefit to their high ability students and may present an obstacle to their low ability students’ learning of mathematics.  相似文献   

Quality improvement in adult vocational education and training – By Nicky Perry & David Sherlock     

Dr  Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(3):589-590

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