The Creative Spirit of Design     

Jason K. McDonald 《TechTrends》2011,55(5):53-58

If instructional designers hold limited views about their practice they sometimes adopt formulaic routines that do not help them accomplish the goals they believe are important, or develop instruction of a quality envisioned by the field??s innovative theorists. Fortunately, designers can avoid these unfavorable results in part by understanding and exemplifying the creative spirit of design. In this article the author examines the creative spirit of design, exploring its imaginative, creation-oriented, and inter-disciplinary character. The author also describes how the creative spirit can help instructional designers remain flexible and perceptive in their practice, and by so doing be better able to create effective and innovative instruction of a quality consistent with their ultimate ideals.  相似文献   

Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade   总被引：1，自引：0，他引：1  

Carol McDonald Connor  Beth M. Phillips  Michael Kaschak  Kenn Apel  Young-Suk Kim  Stephanie Al Otaiba  Elizabeth C. Crowe  Shurita Thomas-Tate  Lakeisha Cooper Johnson  Christopher J. Lonigan 《Educational Psychology Review》2014,26(3):379-401

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The Flipped Classroom in Training and Development: Fad or the Future?     

Melanie T. Jacot  Jason Noren  Zane L. Berge 《Performance Improvement》2014,53(9):23-28

This article provides an overview of the characteristics of the flipped classroom, discusses the foundations of this innovative instructional model, and analyzes the possibility of adoption and application to corporate learning platforms. The article assesses whether the flipped classroom is simply a temporary trend in education and learning or has the potential to truly revolutionize instructional design and delivery in the realm of training and development.  相似文献   

Beyond Cost Justification: Evaluation Frameworks in Corporate Distance Training     

Christine M. Keen  Zane L. Berge 《Performance Improvement》2014,53(10):22-28

Evaluation remains one of the biggest challenges for workplace training professionals today. Few organizations have mastered training evaluation, with even fewer moving beyond assessing learner reaction and satisfaction. The introduction of technology‐based distance training, coupled with large initial investments in technologies that are needed to support distance training programs, has further exacerbated evaluation efforts for training organizations. This article looks at the changing environment of training evaluation and the application of evaluation methodology in corporate distance training.  相似文献   

The Viability of Combining Academic and Career Pathways: A Study of Linked Learning     

Lea Hubbard  Mary McDonald 《Journal of Education for Students Placed at Risk》2014,19(1):1-19

In an attempt to reform high schools and prepare students with the knowledge and skills needed for the 21st century, educators and policymakers have turned to programs that combine career and academic pathways. One such program, Linked Learning, has taken up the reform challenge by relying on technical adjustments, rearranging students’ schedules, and integrating career technical education (CTE) with a set of courses that support students’ eligibility for their state and university college system. Linked Learning has attempted to avoid the pitfalls often associated with an earlier vocational education model. This article reports findings from a year-long study of eight schools in five districts whose district leaders and principals have placed Linked Learning at the core of their platform for school reform. Interviews with these educators reveal that while changing the structure of students’ course schedules offered some advantages for students, school principals were challenged to keep their academic and career promises. This qualitative investigation has shown that to understand reform challenges it is essential to examine the broader school, district, and state context in which the reform is embedded. Both structural and cultural considerations must be addressed if high school reform is to more effectively support students.  相似文献   

Sports and American Education     

David McDonald 《History of education quarterly》2003,43(4):623-630

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Multitrait-multimethod investigation of a novel body image measurement technique     

Rowe DA  McDonald SM  Mahar MT  Raedeke TD 《Research quarterly for exercise and sport》2005,76(4):407-415

A multitrait-multimethod (MTMM) matrix was used to evaluate validity evidence for a digital image manipulation (DIM) body image measurement technique in young women. One hundred one young women completed the DIM procedure and the Thompson and Gray (1995) Contour Drawing Rating Scale to measure self-ideal discrepancy and size perception accuracy components of body image. Seven-day test-retest reliability was acceptable (R = .81-.95). Convergent validity for self-ideal discrepancy was higher (r = .74) than the corresponding heterotrait, monomethod coefficients (r = .46, r = .23) and heterotrait-heteromethod coefficients (r = .18, r = .12). However, the convergent validity coefficient for size perception accuracy was r = .12. The pattern of correlations in the MTMM matrix met the criteria of Campbell and Fiske (1959) for validity of these procedures to measure self-ideal discrepancy but not size perception accuracy. The DIM procedure addresses some of the criticisms associated with figure-rating scales, such as unrepresentativeness of the figures, scale coarseness, and restriction of range in responses. DIM, therefore, represents a realistic, valid alternative to figure-rating scales for measuring self-ideal discrepancy.  相似文献   

Examining the communication skills of a young cochlear implant pioneer     

Connor CM 《Journal of deaf studies and deaf education》2006,11(4):449-460

The purpose of this longitudinal case study was to closely examine one deaf child's experience with a cochlear implant and his speech, language, and communication skills from kindergarten through middle and high school using both developmental and sociocultural frameworks. The target child was one of the first children to receive a cochlear implant in the United States in 1988, when he was 5 years of age. The developmental analysis revealed that prior to receiving a cochlear implant the child demonstrated profound delays in speech and language skill development. His speech and language skills grew slowly during the first 3-4 years following implantation, very rapidly from about 5 through 7 years postimplantation, then slowed to rates that were highly similar to same-age peers with normal hearing. The sociocultural analysis revealed that the child's communicative competence improved; that he used sign language but use of sign language decreased as his oral communication skills improved; that as his oral communication skills improved, the adults talked and directed the topic of conversation less frequently; and that topics became less concrete and more personal over time. The results of this study indicate that we may learn more about how to support children who use cochlear implants by examining what they are saying as well as how they are saying it.  相似文献   

Achievement and Climate Outcomes for the Knowledge is Power Program in an Inner-City Middle School     

Steven M. Ross  Aaron J. McDonald  Marty Alberg  Brenda McSparrin-Gallagher 《Journal of Education for Students Placed at Risk》2013,18(2):137-165

This study was designed to examine the effects of a whole school reform, the Knowledge is Power Program (KIPP), specifically designed to raise academic achievement of at-risk urban middle school students by establishing an extended school day and year, a rigorous curriculum, after-school access to teachers, and increased family-school connections. In our mixed-methods design, qualitative (interview and observation) and quantitative (survey and achievement test) measures are employed to determine first-year program implementation and student outcomes for the KIPP:DIAMOND (Daring Individual Achievers Making Outstanding New Dreams) Academy (KIPP:DA), an inner-city school in a large, high-poverty urban district. For the achievement analyses, 49 KIPP:DA students were individually matched to highly comparable control students of the same ethnicity, socioeconmic status, gender, and ability, who attended different district schools in the same neighborhood. Statistically significant and educationally meaningful advantages for KIPP:DA students were found on 4 out of 6 standardized tests. The achievement results are interpreted in relation to the key program elements, the positive school climate established, and the quality of the 1st-year implementation.  相似文献   

Confessions of a Skeptical Reviewer     

Michael McDonald 《Academic Questions》2018,31(1):97-100

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