Exploring Online and Blended Course Delivery in Social Group Work     

Irene Carter  Thecla Damianakis  Sharon Munro  Hannah Skinner  Sumaiya Matin  Tanya Nash Andrews 《Journal of Teaching in Social Work》2013,33(5):486-503

Agency group work has increased, but opportunities for social work group practice in educational settings have not kept pace. One option in response is technology-based learning, and students appear to have positive perceptions of online group project work. Online courses appear to have outcomes comparable to those that occur with in-person groups but require careful monitoring of group processes and group-based technologies. The authors discuss the factors involved in developing and implementing online and blended course delivery in teaching group work.  相似文献   

Differences in Competence and Beliefs About Autism Among Teacher Education Students     

Tasneem L. Talib  Sharon E. Paulson 《The Teacher Educator》2013,48(4):240-256

Students with autism often are placed in general education classrooms, indicating general education teachers should be prepared to meet these students' needs. This survey study of teacher education students examined differences in educational training, beliefs about autism, and competence working with students with autism, according to college level and major area of study. Results showed that teacher education students held accurate beliefs about most aspects of autism, but they demonstrated misconceptions about special, gifted abilities. Secondary teacher education students were less likely to demonstrate accurate beliefs about the social emotional features of autism over the course of their training. General education teachers reported a lack of competence working with students with autism and believed additional training was needed. Findings suggested ongoing preservice training is needed to foster accurate beliefs about autism and competence working with students with autism.  相似文献   

From ‘evil influence’ to social facilitator: representations of youth smoking,drinking, and citizenship in Canadian health textbooks, 1890–1960     

Sharon Anne Cook 《课程研究杂志》2013,45(6):771-802

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Representing 30 years of higher education change: UK universities and the Times Higher     

Sharon Gewirtz  Alan Cribb 《Journal of educational administration and history》2013,45(1):58-83

This paper argues that the Times Higher provides a powerful tool for understanding the changing character of UK higher education (HE) and can usefully be seen as representative, and in some ways constitutive, of that changing character. Drawing on an analysis of a sample of stories from the Times Higher, it documents the changing policy climate of UK HE from 1979 to 2010. It offers a broadly chronological account of themes that have emerged as prominent at different times during this period, pointing, inter alia, to fears about threats to the humanities, the rise of various forms of instrumentalism and the incorporation of HE institutions and agencies into a common mindset characterised by a preoccupation with marketing and corporate success. The last of these is embodied in the changing format of the newspaper itself and in its own activities as a key player in the HE sector, notably as a sponsor of university rankings and awards. Whilst being sensitive to countervailing tendencies, the authors suggest that the growing instrumentalisation of HE and related cultural shifts represent a changed ‘structure of feeling’ in UK HE. They conclude that the university rankings, awards and other image commodities that are a key part of this changed structure of feeling now play such a substantial role in the cultural life of universities that the norms of both rationality and professional ethics which tended to prevail in deliberations about university strategy 30 years ago may no longer be taken for granted.  相似文献   

Using Multidimensional Scaling and Unfolding to Explore Teacher Perceptual Biases for Selected Special Education Referral Categories     

Michael R. Vitale  Paul B. Williams  Jenci J. Kocsis  Michael B. Medland  Sharon Kosinski 《Journal of Experimental Education》2013,81(3):134-141

Multidimensional scaling (POLYCON) and unfolding (PREFMAP) algorithms developed by Young (24) and Carroll (3), respectively, were used to explore teacher perceptions of special education labels (e.g., emotional disturbance) in terms of a reference set of 28 student behaviors (e.g., withdrawn, short attention span) across two context variables: student gender and student ethnicity. The resulting two-dimensional scaling solution revealed teacher perceptual distinctions between student acting-out and passive behaviors, and between student intellectual impairment and specific behavior problems. In addition, scaling analyses also suggested teacher perceptual biases that required both males and minority (i.e., black) students to behave more extremely before being seen by teachers as having either learning or emotional problems.  相似文献   

Can an Advance Organizer Technique Compensate for Poor Reading Conditions?     

Shellie L. Stallings  Sharon J. Derry 《Journal of Experimental Education》2013,81(4):217-222

In Experiment 1, 201 college students read both a literary and a technical text either in an advance organizer condition or a non-organizer control condition. Results failed to support the hypothesis that an organizing schema would help subjects with good reasoning skills compensate for poor memory skills or information overload caused by speeded reading conditions. In Experiment 2, data from a sample of 189 college subjects demonstrated that real-world distractions do cause significant learning decrements but failed to support predictions that an organizer would aid distractible students and would compensate for distracting study conditions. Findings suggest that the organizer technique does not help compensate for processing deficits related to information overload or distracting study conditions.  相似文献   

Competition     

Sharon Taylor-Hall 《Quest (Human Kinetics)》2013,65(2):124-125

This paper develops specific recommendations for improving research that relates exercise and self-esteem. Investigators are encouraged to regard selfesteem as a multidimensional variable and to delimit research to more molecular aspects of self-conception. A review of selected research supports and illustrates recommendations made in this paper.  相似文献   

CHRISTIAN PARTICULARITY DOES NOT DEPEND ON EXCLUSIVE TRUTH CLAIMS: TEACHING ENTHUSIASTIC WITNESS IN A PLURALISTIC WORLD     

Sharon Peebles Burch 《Religious education (Chicago, Ill.)》2013,108(3):299-307

To educate for deep and responsible religious particularism, while at the same time laying a foundation for commitment to religious pluralism, means dealing with the nature of truth claims. Jesus Christ is an incomparable gift to the world, and the Truth revealed by him is of infinite value. It is a universal truth, and to educate for religious particularism means to proclaim that proudly, clearly, and convincingly. This fact should not, however, be reduced to an exclusive truth claim. To educate for pluralism is to be convinced that one has something of value that needs to be shared, but not to impose one system of truth on others because, without it, they are lost or damned.  相似文献   

Practical Guidelines for Evaluating Educational Software     

Sharon K. McDonough  Dara D. Padgett 《Clearing house (Menasha, Wis.)》2013,86(6):345-348

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Just the Facts? The Separation of Sex Education from Moral Education     

Sharon Lamb 《Educational theory》2013,63(5):443-460

In this essay Sharon Lamb considers how progressives have begun to win the longstanding battle to shape sex education and what they have had to give up in the process. After framing the battle in historical context, Lamb uses discourse analysis to explore the hidden values in the “evidence‐based” (EB) curricula that progressives currently favor and that pass for neutral today. As her analysis reveals, EB curricula privilege three discourses — a discourse of science, a discourse of healthy choices (with an emphasis on individuals), and a discourse of efficacy — all of which are grounded in ideology and serve to legitimize certain kinds of knowledge while undermining other kinds. Lamb concludes by proposing eight tenets for the future of sexuality education, which are intended to displace the eight tenets codified by proponents of abstinence‐only‐until‐marriage sexuality education.  相似文献