Flip This Classroom: A Comparative Study     

Tiffany Unruh  Michelle L. Peters  Jana Willis 《学校用计算机》2016,33(1):38-58

Abstract

The purpose of this research was to compare the beliefs and attitudes of teachers using the flipped versus the traditional class model. Survey and interview data were collected from a matched sample of in-service teachers representing both models from a large suburban southeastern Texas school district. The Attitude Towards Technology Scale, the Frequency of Involvement in Technology Scale, the Technology Comfort Scale, and the Technology and Teaching Efficacy Scale were administered to compare the beliefs and attitudes of teachers. Additionally, one-on-one interviews further explored the teacher beliefs and attitudes associated with the impact of technology on student engagement. Findings suggest that flipped classroom teachers have higher technology and teaching efficacy, greater comfort levels using technology, higher frequency of involvement in technology, more positive attitudes toward technology, and greater levels of student engagement.  相似文献   

Differences between residential and non-residential fathers on sexual socialisation of African American youth     

Carl D. Sneed  Leigh A. Willis 《Sex education》2016,16(2):199-212

This study investigated differences between residential and non-residential fathers on topics discussed during father–child sex communication and factors associated with child sexual socialisation. Young people (N = 159, 53% female) provided self-reports using computer surveys on the role of their fathers on father–child sex communication, general communication, parental monitoring, father social support and topics discussed during father–child sex communication. The analysis revealed differences in topics discussed between young people with residential vs. non-residential fathers. Independent group t-tests revealed significant differences between young people with residential vs. non-residential fathers on social support and parental monitoring for sons and parental monitoring for daughters. Sons and daughters with residential fathers had higher scores on these variables. Discriminant function analyses, chi-square tests and hierarchical linear regression analyses were carried out to determine whether there were meaningful distinctions between young people with residential vs. non-residential fathers. The analysis revealed social support and parental monitoring provided the most meaningful distinction between young people with residential vs. non-residential fathers. These results highlight the importance of non-residential fathers in the sexual socialisation of their young people through parent–child sex communication. Discussion focuses on the need for development of interventions to promote the inclusion of non-residential fathers in the sexual socialisation of African American youth.  相似文献   

The Four Directions     

Steve Willis 《The International Journal of Art & Design Education》2005,24(1):31-42

This article presents the Native American cultural symbol, the Four Directions, as a sign that is culturally evident and inter‐tribally significant. Through understanding the significance of the symbol, a deeper understanding is possible for non‐Natives, especially an understanding of the Native Americans' relationship between their artwork and their culture. It will be argued that through a deeper understanding and cultural saturation by non‐Natives that cultural misinformation can be reduced. Even though the article makes no attempt to define a culture, community, or person, cultural groups are presented through image and story.  相似文献   

Making ‘Hope Practical’ Rather than ‘Despair Convincing’: feminist post‐structuralism,gender reform and educational change     

Jane Kenway  Sue Willis  Jill Blackmore  Leonie Rennie 《British Journal of Sociology of Education》1994,15(2):187-210

This paper explores the work and effects of gender reform in schools through the use of feminist post‐structuralist theory. Focusing on the discourses designed to enhance girls’ post‐school options, it examines the ways in which teachers and students, particularly girls, write, read and rewrite these discourses and on the basis of this suggests some new directions for researching, theorising and practicing gender reform in schools. In particular, it raises questions about the ways in which feminist pedagogies in schools deal with the female body, difference, pleasure and pain.  相似文献   

The Teacher Education Internet Server: an evolving resource for educators     

Bernard Robin  Glen Bull  Gina Bull  Perry Willis 《Technology, Pedagogy and Education》2013,22(2):253-259

ABSTRACT

The Society for Information Technology and Teacher Education (SITE) is an international organization of teacher educators from all disciplines who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education. The Teacher Education Internet Server (TEIS) has been established by SITE to support professional interchange and academic discourse and will serve as a complement to traditional ways of sharing academic information such as professional journals and conferences. With the evolution and spread of Internet information servers, it is envisioned that TEIS may make worthwhile contributions to use of technology in teacher education. As telecommunications technologies evolve, from FTP to Gopher to the World Wide Web, a major challenge for TEIS remains: to develop guidelines for collaboration at a distance that allow educators from around the world to work together to identify, acquire, and organize information and related materials. The notion of volunteer ‘curators’ for different academic areas is being explored as one possible method for support of such collaboration. It is hoped that the Teacher Education Internet Server will become a useful resource for those integrating technology into teacher education, allowing educators throughout the world to share their work and ideas with their colleagues.  相似文献   

Directors     

Donald C. Willis  Mervyn LeRoy  Willi Frischauer  Raymond Durgnat  Stig Bjorkman  Torsten banns 《Communication Booknotes Quarterly》2013,44(4):43-44

Donald C. Willis' The Films of Frank Capra (Metuchen, N.J.: Scarecrow Press, 1974---$7.50)

Mervyn LeRoy (as told to Dick Kleiner) Mervyn LeRoy: Take One (New York: Hawthorn, 1974---$10.00)

Willi Frischauer's Behind the Scenes of Otto Preminger: An Unauthorized Biography (New York: Morrow, 1974---$7.95)

Raymond Durgnat's The Strange Case of Alfred Hitchcock. or the Plain Man's Hitchock (Cambridge, Mass.: MIT Press, 1974---$15.00)

Stig Bjorkman, Torsten banns, and Jonas Sima's Bergman on Bergman" Interviews with Ingmar Bergman (New York: Simon and Schuster, 1974---$9.95)

Jean Renoir's My Life and My Films (New York: Atheneum, 1974---$10.00)

Alfred Appel's Nabokov's Dark Cinema (New York: Oxford University Press, 1974)  相似文献   

Library Services for Persons with Disabilities: Twentieth Anniversary Update     

Christine A. Willis 《Medical reference services quarterly》2013,32(1):92-104

The Sauls Memorial Virtual Library closed its physical space in 2012. This article outlines the reasons for this change and how the library staff and hospital leadership planned and executed the enormous undertaking. Outcomes of the change and lessons learned from the process are discussed.  相似文献   

In defence of a pedagogy of the heart: theory and practice in the use of imaginal knowledge     

Eileen Willis  Tania Leiman 《高等教育研究与发展》2013,32(4):660-671

This article outlines one of the theoretical approaches to pedagogy of the heart, drawing specifically on the work of Hillman and his concept of imaginal knowledge. Imaginal knowledge, as opposed to evidence-based and critical pedagogy, illuminates the imagination and moves the heart towards humanistic action. In this paper, we argue that this is an area neglected in the education of professionals. The paper provides a number of methodological strategies for integrating education of the heart with critical and evidence-based knowledge. These strategies deal with how to evoke the imagination and move the heart and then progress to issues of classroom communication and the management of emotions. The context is the teaching of supporting sciences to health professionals in the university sector.  相似文献   

Contextually Based Professional Development     

J. Michael Blocher  Shadow W. Armfield  Laura Sujo–Montes  Gary Tucker  Elizabeth Willis 《学校用计算机》2013,30(2):158-169

In this article, the authors detail a study of a three-year professional development project designed to increase in-service teachers’ classroom technology integration. Participants engaged in learning activities that modeled technology integration from a contextually based perspective that included technology, and pedagogical and content knowledge. Although participants reported having very limited technology skills before professional development began, after two years they reported a significant increase in using technology skills. In addition, participants reported increased comfort and confidence in using technology to the level where they changed their teaching practice to integrate technology. Indeed, between years two and three, participants reported a significant increase in technology use for learning by their students.  相似文献   

CHARACTER BUILDING THROUGH THE PRESS     

Willis J. Abbot∗ 《Religious education (Chicago, Ill.)》2013,108(7):737-741

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