Engaging Introductory Programming Students with CGI     

T. Grandon Gill 《Decision Sciences Journal of Innovative Education》2005,3(1):177-181

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Quick and Dirty Multimedia     

T. Grandon Gill 《Decision Sciences Journal of Innovative Education》2007,5(1):197-206

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Systematic Review of Adolescent Conceptions of Success: Implications for Wellbeing and Positive Education     

Gill  Anneliese  Trask-Kerr  Kylie  Vella-Brodrick  Dianne 《Educational Psychology Review》2021,33(4):1553-1582

Educational Psychology Review - Identifying different conceptions of success and how these relate to wellbeing is an important area of research. These insights would be especially beneficial for...  相似文献   

Virtual Dissection: An Interactive Anatomy Learning Tool     

Bruce Wainman  Akanksha Aggarwal  Sapriya K. Birk  Jaskaran S. Gill  Katrina S. Hass  Barbara Fenesi 《Anatomical sciences education》2021,14(6):788-798

The novelty of three-dimensional visualization technology (3DVT), such as virtual reality (VR), has captured the interest of many educational institutions. This study’s objectives were to (1) assess how VR and physical models impact anatomy learning, (2) determine the effect of visuospatial ability on anatomy learning from VR and physical models, and (3) evaluate the impact of a VR familiarization phase on learning. This within-subjects, crossover study recruited 78 undergraduate students who studied anatomical structures at both physical and VR models and were tested on their knowledge immediately and 48 hours after learning. There were no significant differences in test scores between the two modalities on both testing days. After grouping participants on visuospatial ability, low visuospatial ability learners performed significantly worse on anatomy knowledge tests compared to their high visuospatial ability counterparts when learning from VR immediately (P = 0.001, d = 1.515) and over the long-term (P = 0.003, d = 1.279). In contrast, both low and high visuospatial ability groups performed similarly well when learning from the physical model and tested immediately after learning (P = 0.067) and over the long-term (P = 0.107). These results differ from current literature which indicates that learners with low visuospatial ability are aided by 3DVT. Familiarizing participants with VR before the learning phase had no impact on learning (P = 0.967). This study demonstrated that VR may be detrimental to low visuospatial ability students, whereas physical models may allow all students, regardless of their visuospatial abilities, to learn similarly well.  相似文献   

White middle‐class parents,identities, educational choice and the urban comprehensive school: dilemmas,ambivalence and moral ambiguity   总被引：1，自引：1，他引：0  

Gill Crozier  Diane Reay  David James  Fiona Jamieson  Phoebe Beedell  Sumi Hollingworth 《British Journal of Sociology of Education》2008,29(3):261-272

At a time when the public sector and state education (in the United Kingdom) is under threat from the encroaching marketisation policy and private finance initiatives, our research reveals white middle‐class parents who in spite of having the financial opportunity to turn their backs on the state system are choosing to assert their commitment to the urban state‐run comprehensive school. Our analysis examines the processes of ‘thinking and acting otherwise’, and demonstrates the nature of the commitment the parents make to the local comprehensive school. However, it also shows the parents’ perceptions of the risk involved and their anxieties that these give rise to. The middle‐class parents are thus caught in a web of moral ambiguity, dilemmas and ambivalence, trying to perform ‘the good/ethical self’ while ensuring the ‘best’ for their children.  相似文献   

Getting tuffa on the causes of spelling     

Tim Shortis  Julie Blake 《English in Education》2008,42(2):199-202

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A Layered Approach to Critical Friendship as a Means to Support Pedagogical Innovation in Pre-service Teacher Education     

Tim Fletcher  Déirdre Ní Chróinín  Mary O’Sullivan 《Studying Teacher Education》2016,12(3):302-319

In this article we describe and interpret how two distinct layers of critical friendship were used to support a pedagogical innovation in pre-service teacher education. The innovation, Learning about Meaningful Physical Education (LAMPE), focuses on ways to teach future teachers to foster meaningful experiences for learners in physical education. Critical friendship was applied in two ways: (1) the first two authors served as critical friends to each other as they taught their respective teacher education courses using LAMPE, and (2) the third author acted as a meta-critical friend, providing support for and critique of the first two authors’ development and enactment of the innovation. Over two years, data were gathered from reflective journal entries, emails, recorded Skype calls, and teaching observations. The two layers of critical friendship held significant benefits in advancing and supporting the development of the innovation while also contributing to the professional learning of all participants. Analysis of the first year’s data showed that we entered the critical friendship without thoroughly considering what we each hoped to give and take from the relationship or acknowledging the potential problems that might unfold. In the second year, guided by suggestions from our meta-critical friend, we took a more rigorous inquiry stance as critical friends, contributing contentious feedback and pushing each other beyond our personal and pedagogical comfort zones. This led to a noticeable improvement in our professional learning about teacher education practices and advanced the development of the LAMPE innovation.  相似文献   

An Australian s Perspective of an American University     

Tim McInerny 《中学生英语》2005,(26)

Since high school I have always wanted to study in a country other than my own. However my parents always informed me that it was too expensive. This was until luck turned my way one day while I was at university. My advisor called me and asked me to go and see him as soon as possible. I just knew it had to be good news. I could barely stand the suspense and went to his office with a nervous happiness in my tummy My advisor told me that I had been offered a scholarship to study at Central Washington Univers...  相似文献   

Violent Political Contexts and the Emotional Concerns of Township Youth   总被引：1，自引：0，他引：1  

Gill Straker  Michaela Mendelsohn  Fathima Moosa  Pam Tudin 《Child development》1996,67(1):46-54

This article presents the findings of a series of studies that examine the perceptions of black South African youth about township life and the civil conflict and violence it encompasses. The studies were conducted with comparable samples of 58–82 youth at 3 points in South Africa's history, all characterized by high levels of violence but differing in terms of their political contexts. These contexts were overt State-community conflict, covert opposition and political repression, and intracommunity violence. The data revealed that in all 3 contexts youth reported a high exposure to violence, but only when violence occurred in the context of intracommunity conflict was it subjectively construed to be the most problematic. Reasons for this may include the real increase in more extreme forms of violence, including deaths, that occurs in intracommunity violence and the blurring of the distinction between political and criminal violence in this context.  相似文献   

Review     

Peggy Barnes Gill 《TechTrends》2004,48(1):65-66

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