Twenty Years of Science Education in English Primary Schools     

Tina Jarvis 《Studies in Science Education》2013,49(1):157-161

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‘Look,think and act’: facilitating learning with people who have mental illness     

Tina Koch 《Educational Action Research》2013,21(3):393-412

This project responded to the concerns of experienced community health workers who worked with people who had mental illness and resided in Supported Residential Facilities (SRFs) in South Australia. They had identified that urinary and faecal incontinence was common for this group of people and yet it was an issue that had not previously been addressed. The aim of the research was to develop continence promotion strategies specifically for community dwelling people who have mental illness. The aim of this article is to articulate the authors' reflections of the way learning was facilitated by collaboratively researching with people who have debilitating and enduring mental illness. The authors facilitated 10 Participatory Action Research (PAR) group meetings with people with mental illness and who experienced incontinence during 2002. Using a collaborative research process, participants were facilitated to ‘look, think and act’. That was to look at possible reasons for incontinence, identify self–management strategies and to take action to achieve self-selected goals. In this way, participants sought practical strategies for lifestyle modification and awareness raising, with a strong chance of successful uptake.  相似文献   

Celebrating,interrogating and critiquing action research: theories and practices across continents,countries and contexts     

Tina Cook 《Educational Action Research》2013,21(5):661-665

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High-School Teachers’ Attempts to Promote Self-Regulated Learning: “I may learn from you, yet how do I do it?”     

Sam Miller  Tina Heafner  Dixie Massey 《The Urban Review》2009,41(2):121-140

This study examined how urban high-school students responded to increased academic expectations. The intervention included increased expectations for reading and writing, collaboration, and the completion of multi-day assignments. Twenty-four students (8 lower, 8 average, and 8 higher performers) from 4 classrooms were interviewed across a 9-week period to evaluate their reactions to the increased expectations. While students approached lessons with learning versus performance orientations, they were unsuccessful because they could not transfer classroom successes to their outside of school studying efforts. Their difficulties were related to a lack of strategies, a failure to manage distractions, or an inability to monitor studying behaviors. Discussion focuses on the difficulties among students based on performance levels and on the challenges of increasing academic expectations within a climate of high-stakes testing.  相似文献   

Learning from multimedia presentations: Facilitation function of animations and spatial abilities     

Stefan Münzer  Tina Seufert  Roland Brünken 《Learning and individual differences》2009,19(4):481-485

Animations may facilitate learning by providing external support for visual–spatial mental processing. Facilitation is challenged by findings that demonstrate involvement of spatial abilities in learning from animations, because this involvement indicates active internal visual–spatial processing. In the present study, learners attended to a system-paced multimedia presentation in which a verbal–auditory explanation was concurrently synchronized either with animation, with static core pictures, or with enriched static pictures that showed additional intermediate steps and arrows indicating motion. Results demonstrated better learning success with animations and with enriched static pictures than with static pictures. Spatial abilities were not substantively related to learning success with animations or with static pictures, but they played a crucial role for learning success with enriched static pictures. It is concluded that active visual–spatial processing was recruited with enriched static pictures. With animations, learning was truly facilitated by external support for visual–spatial mental processing.  相似文献   

A cultural approach to patriotism     

Marcus J. Coleman  Tina M. Harris  Kevin L Bryant  Carrie Reif-Stice 《Journal of International and Intercultural Communication》2018,11(3):173-191

This study explores an under-researched phenomenon of how African Americans communicate about patriotism via ordinary political conversation. We conducted two studies that offer a critical-qualitative analysis of how patriotism is colloquially articulated among African Americans. In study one, focus group interviews were conducted, transcribed, and analyzed using constant comparative method. In study two, we conducted a quantitative content analysis. The findings from study one revealed that there are three relational conceptualizations that help characterize one’s orientation to their nation (i.e., community: subordinate, guardian, and tumultuous). Participants expressed having an attachment to, identification with, and commitment to their communities.  相似文献   

Relationship of College Students' Current Attachment to Appraisals of Parental Conflict     

Christopher J. McCarthy  Greg Brack  Catherine J. Brack  Hsin-tine Tina Liu  Michele Hill Carlson 《Journal of College Counseling》1998,1(2):135-153

This study assessed the relationship of parental attachment and gender to appraisals of conflict with parents in an effort to clarify the psychological mechanisms that mediate the relationship between attachment and psychological well-being. Appraisals of conflict with parents were found to be related to level of attachment and gender.  相似文献   

Teachers’ perceptions of the benefits of online instruction for students with special educational needs     

Tina Marteney  Carianne Bernadowski 《British Journal of Special Education》2016,43(2):178-194

This article discusses the perceptions of ‘virtual’ teachers with regard to the benefits of online education for students with special educational needs. Surveys were distributed to teachers from one educational management company about their experiences of teaching in asynchronous (self‐paced) virtual school classrooms. The survey responses revealed the following findings: online education has made it easier for students with limitations to access learning activities; improvements have been made in student academic performance; students have had success with asynchronous (self‐paced) education; student motivation has increased; and more individualised support has been available. Even though these results focused on positive outcomes, some negative perceptions were also recorded. These included discrepancies related to cyber‐bullying in asynchronous learning programmes, matters related to student accommodations, and problems associated with student use of online classroom resources.  相似文献   

你好，米奇     

Tina 《中学生(作文版)》2017,(1):6-7

“我只希望人们不要忘记一件事，那就是一切都始于一只老鼠。”——华特·迪士尼1928年11月侣日，米奇在首部有声动画片《威利号汽船》中登场，这是米奇的银幕首秀，此后，它主演了120余部动画片，成为了最受欢迎的迪士尼明星。  相似文献   

When Names and Schools Collide: Critically Analyzing Depictions of Culturally and Linguistically Diverse Children Negotiating Their Names in Picture Books     

Tina Keller  Judith K. Franzak 《Children‘s Literature in Education》2016,47(2):177-190

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