New Perspectives on Piaget's Philosophy     

James Marshall  Michael Peters 《Educational theory》1986,36(2):125-136

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What's in a name? A comparison of methods for classifying predominant type of maltreatment     

Lau AS  Leeb RT  English D  Graham JC  Briggs EC  Brody KE  Marshall JM 《Child abuse & neglect》2005,29(5):533-551

OBJECTIVE: The primary aim of the study was to identify a classification scheme, for determining the predominant type of maltreatment in a child's history that best predicts differences in developmental outcomes. METHOD: Three different predominant type classification schemes were examined in a sample of 519 children with a history of alleged maltreatment. Cases were classified into predominant maltreatment types according to three different schemes: Hierarchical regression analyses examined whether the HT, SFT, and EHT type classifications contributed to prediction of child behavior problems, trauma symptoms and adaptive functioning. RESULTS: After controlling for demographic factors, the HT definitions predicted four outcomes, while the SFT definitions predicted three, and the EHT classifications contributed to the prediction of five child outcomes. The co-occurrence of multiple types of maltreatment was robustly related to outcomes. However, the HT and SFT classifications predicted outcomes even after accounting for the co-occurrence of multiple maltreatment subtypes. CONCLUSION: A classification scheme that differentiates between type combinations and single maltreatment types may have the greatest predictive validity. Over and above knowing about co-occurrence of maltreatment sub-types, it is important to understand what type, or constellation of types, of maltreatment have been alleged in a child's history.  相似文献   

Using Cognitive Interventions With Counseling Practicum Students During Group Supervision     

Trey J. Fitch  Jennifer L. Marshall 《Counselor Education & Supervision》2002,41(4):335-342

The authors argue that students in counseling practicum courses experience many self‐defeating thoughts and anxieties. These worries can impede their performance as new counselors and can have a negative impact on the supervision process. The authors outline innovative methods used by cognitive therapists to address this anxiety. In addition, a model is presented for counselor educators to use cognitive restructuring techniques as a supervision tool. Summary Throughout their studies, counseling graduate students face many possible fears and anxieties that arise from their classroom experiences. The greatest fears and anxieties seem to be related to the counseling practicum experience. This experience is one in which students may feel incompetent, vulnerable, and unskilled as they begin to put their classroom knowledge and experiences into practice. If these fears and anxieties persist, students have a hard time making progress in the area of the counseling relationship and skill building. We have examined how practicum students' fears and anxieties might be addressed, using cognitive interventions. Such interventions allow students to take irrational thoughts and change them to rational thought patterns. This is accomplished by asking students to state their fears verbally, to think about the effects of the fears and the consequences, to think about intervening beliefs and thoughts, and to restate the fears in a rational manner. Our experience suggests that cognitive interventions are useful strategies to help practicum students combat fears and anxieties. Further research might examine the use of other behavioral interventions to address these fears. For example, does role‐playing a counseling technique in supervision make a student less anxious about applying it in a real counseling session? In summary, fear and anxiety can impede the preparation of counselors during their practicum experiences. Understanding the underlying thoughts that cause these fears can help students overcome self‐defeating thought patterns. Cognitive restructuring techniques have been shown to reduce tension and can be used with counseling practicum students to help relieve performance and supervision anxiety.  相似文献   

Varieties of Neo-liberalism: a Foucaultian perspective¹     

James D.  Marshall 《Educational Philosophy and Theory》2001,33(3-4):293-304

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Editorial     

Sue Ralph  Julie Marshall  Juliet Goldbart 《Journal of Research in Special Educational Needs》2009,9(2):64-65

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University teacher approaches to design and teaching and concepts of learning technologies     

Robert A. Ellis  Jane Hughes  Mark Weyers  Phil Riding 《Teaching and Teacher Education》2009

This study investigates the experience of teaching of 19 teachers who are teaching on university courses involving face-to-face and on-line learning. The teachers are asked about how they think about learning technologies and how they approach the design and teaching of their courses across these two contexts. Results show that there are qualitatively different ways of thinking about learning technologies that relate logically and positively to qualitatively different ways of designing and teaching using learning technologies. The results have implications for teachers and those interested in maximising the likelihood of learning for university students when teachers teach with learning technologies.  相似文献   

Gavin Kitching's The Trouble with Theory: The educational costs of postmodernism     

James D.  Marshall 《Educational Philosophy and Theory》2009,41(3):244-248

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一个标准能适合所有的项目吗:开放教育的选择     

约翰·罗比森  洛娜·坎贝尔  菲尔·巴克  袁莉  希拉·麦克尼尔 《开放教育研究》2010,16(5)

基于支持全英开放教育资源项目(英国开放教育资源项目,简称UKOER项目)的经验,本文将探讨该项目开展过程中所涌现出的各种不同的开放教育资源描述方法,及其对资源共享、工作流程计划、资源聚集观的影响.由于UKOUER项目包括个人层面的项目、学科层面的项目和院校层面的项目,而这三种类型的项目又有各自不同的特点,显然难以用一种技术或者描述性的解决方案来适合所有的项目.因此,目前这些项目只提供有限的描述性信息,包括项目标签、作者、题目、日期、链接地址、文件格式、文件大小、权限,以及一些附加信息,包括语言、学科分类、关键词、标签、评论和描述.所有项目可以自由选择编码、存储和分享上述信息的方法.本文通过大量的例证介绍了项目的描述方法,其中还包括工作流程和所作出的尝试.我们将考虑所选择的工具(资源库、Web2.0应用、虚拟学习环境)与标准选择的关系,以及本地需求和更广泛社区需求之间的关系.我们会考虑这些选择对资源传播和发现的影响,例如,资源描述对大量开放教育资源的发现服务的影响.  相似文献   

Contrasting concepts of learning and contrasting research methodologies: Affinities and bias   总被引：1，自引：0，他引：1  

Phil Hodkinson  Flora Macleod 《British Educational Research Journal》2010,36(2):173-189

This paper analyses the conceptual significance of different methods of researching learning. Based largely upon our own experiences, we briefly compare the use of mini‐ethnography, life history, cross‐sectional surveys and existing panel survey data. We argue that there are strong affinities between each of these methods and significantly different ways of understanding the nature of learning: mini‐ethnographies with learning as participation, life history with learning as construction and both types of survey with learning as acquisition. Three things follow. The first is that decisions about how to research learning are related to decisions about how to conceptualise and theorise learning. The second is that there is no foolproof empirical way to adjudicate between different conceptualisations of learning, though empirical evidence can and should play a significant part in informing such decisions. The third is that though mixing methods (including mixing more than one different qualitative approach) can bring advantages, the integration of the findings of mixed methods in relation to learning requires careful and sometimes difficult conceptual work.  相似文献   

Effectiveness of peers in delivering programs or motivating older people to increase their participation in physical activity: Systematic review and meta-analysis     

Elissa Burton  Kaela Farrier  Keith D. Hill  Jim Codde  Phil Airey  Anne-Marie Hill 《Journal of sports sciences》2018,36(6):666-678

The objective of this systematic review and meta-analysis was to evaluate the effectiveness of peers to deliver programs or encourage older people to be physically active and improve physical outcomes. Peer reviewed articles published in English between January 1976 and June 2016, retrieved from six databases according to the predefined inclusion criteria were included. Where possible results were pooled and meta-analyses conducted. Eighteen articles were included in the review, a total of 3,492 intervention participants, average age 66.5 years and 67.1% were female. Overall, study quality was medium to high. Interventions mainly included resistance, flexibility and cardiovascular training, however there was one aquatic exercise group. Eight studies were delivered by peers and five utilised peer support, which included advice and being positive but was not directly linked to an exercise intervention. While 16 of the 18 studies reported improvement in levels of physical activity and/or noted physical benefits by peer involvement, the meta-analyses findings supported the control groups for the six-minute-walk-test and the timed-up-and-go test. Findings from this review suggest exercise programs involving peers can promote and maintain adherence to exercise programs. However, results were inconclusive as to whether peers have a positive effect on improving older people’s physical function.  相似文献