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In Africa, as in many countries of the South, democratization is sometimes perceived as a process modeled upon outside – and specifically Northern – experience. Formal civic education programs in those countries arguably reflect the same bias and have not always been notably successful. Yet there are rich patterns of civic involvement and democratic process in African culture and in the myriad ways in which it has adapted to development challenges, often more successfully reflected in non-formal and informal education endeavors. This article reports on a comparative study of related experience in Madagascar and Sahelian West Africa and draws conclusions regarding ways to draw inspiration for school-based civic education from such ground-level sources. 相似文献
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C. Smith A. Blake K. Curwen D. Dodds L. Easton J. McNally P. Swierczek L. Walker 《Teaching and Teacher Education》2009,25(7):959
Teachers have long participated in collaborative research. However, they have generally had direct stakes in the outcomes. Teachers in the Early Professional Learning (EPL) Project used their insider status to gather data not directly related to their own practice. Lessons for integrating a group of teacher–researchers into a major project are discussed. Some of these are practical, but also cover their unexpectedly experienced initial isolation within the project team, that has relevance for both forming and theorising communities of enquiry. An outline for a new concept of teacher–researcher begins to emerge that may influence the direction of educational research. 相似文献
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John C. Begeny Julia E. Easton James J. Upright Kali R. Tunstall Cassia A. Ehrenbock 《Psychology in the schools》2014,51(5):517-533
Within the realm of school‐based interventions, implementation integrity is important for practical, legal, and ethical purposes. Unfortunately, evidence suggests that proper monitoring of implementation integrity is often absent from both research and practice. School psychology practitioners and researchers have reported that a major barrier to monitoring integrity is a lack of procedural guidance, and currently there is little research that has examined the psychometric reliability of monitoring procedures and materials. Therefore, the purpose of this two‐part study was to examine (a) the extent to which relatively novice educators could self‐learn and successfully use an implementation integrity monitoring system designed to evaluate a structured reading intervention program, and (b) the inter‐observer reliability of two individuals using the system to evaluate the same interventionist. Overall findings suggested that it is feasible for most individuals to learn the implementation integrity monitoring system (and associated materials) and the system can be used reliably across multiple observers. Implications of these findings are discussed, including how the procedures and materials might be adapted for other intervention programs to assist researchers and practitioners with monitoring implementation integrity. 相似文献
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Everett Hunt C. T. Simon Robert Hannah Philip M. Hicks Mack Easton 《Quarterly Journal of Speech》2013,99(1):101-108
The Literacy Test for Immigrants: A Debate. University of Chicago, Chapter of Delta Sigma Rho, Chicago, 1916. Paper, pp. 62, $1.00. The Brief‐Maker's Notebook. By WARREN CHOATE SHAW. New York: Ginn & Co., 1916. Cloth, $1.00. The Elements of Public Speaking. BY HARRY GARFIELD HOUGH‐TON. New York: Ginn and Co., 1916. Cloth, $1.50. Thinking as a Science. By HENRY HAZLITT. New York: E. P. Button & Co., 1916. Cloth, pp. 251. $1.00. Universities Debaters’ Annual. Edited by EDWARD C. MABIE. White Plains, N. Y. The H. W. Wilson Company, 1916. Cloth, pp. 294. $1.80. American Merchant Marine. Edited by E. M. PHELPS. White Plains, New York: The H. W. Wilson Company, 1916. Cloth, pp. xxviii+2180 $1.00. Debaters’ Manual. Edited by E. M. PHELPS. White Plains, New York: The H. W. Wilson Company, 1916. Cloth, pp. x+181. $1.00. Lessons in Public Speaking and Oral Reading for Class and Private Drill. By JOHN R. PELSMA. Austin, Texas, 1916. Published by the author. Cloth, pp. 58. $0.40. Community Drama and Pageantry. By MARY PORTER BEEGLE and JACK RANDALL CRAWFORD. New Haven, Conn. Yale University Press, 1916. Cloth and boards, pp. 370. $2.50. 相似文献
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The objective of this study was to examine systematically the variance in earned credit rates (percent of students earning A, B, C, or D) in an urban community college system. An ANOVA design was employed to estimate the independent effects of four independent variables: college, department, course, and teacher (nested within college by department). The results of the analysis indicate significant effects on earned credit rates due to college, department, and teacher. Differences between colleges and between teachers within departments in colleges account for the preponderance of the variance. This paper contains a discussion of departmental staff development tactics. 相似文献
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His interest is economics of education, adult-literacy promotion, evaluation methodologies. Recent publications are on post-literacy programming and consumption benefits of primary schooling. 相似文献
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Pablo A. Domene Hannah J. Moir Elizabeth Pummell Allan Knox Chris Easton 《Journal of sports sciences》2016,34(15):1396-1404
The purpose of this study was to gain a holistic understanding of the efficacy of Zumba® fitness in a community-recruited cohort of overweight and physically inactive women by evaluating (i) its physiological effects on cardiovascular risk factors and inflammatory biomarkers and (ii) its mental health-enhancing effects on factors of health-related quality of life (HRQoL). Participants were randomly assigned to either engagement in one to two 1 h classes of Zumba® fitness weekly (intervention group; n = 10) or maintenance of habitual activity (control group; n = 10). Laboratory assessments were conducted pre- (week 0) and post-intervention (week 8) with anthropometric, physiological, inflammatory and HRQoL data collected. In the intervention group, maximal oxygen uptake significantly increased (P < 0.05; partial η2 = 0.56) by 3.1 mL · kg?1 · min?1, per cent body fat significantly decreased (P < 0.05; partial η2 = 0.42) by –1.2%, and interleukin-6 and white blood cell (WBC) count both significantly decreased (P < 0.01) by –0.4 pg · mL?1 (partial η2 = 0.96) and –2.1 × 109 cells · L?1 (partial η2 = 0.87), respectively. Large magnitude enhancements were observed in the HRQoL factors of physical functioning, general health, energy/fatigue and emotional well-being. When interpreted in a community-based physical activity and psychosocial health promotion context, our data suggest that Zumba® fitness is indeed an efficacious health-enhancing activity for adults. 相似文献