John Wilson on the Necessity of Punishment[1]     

James D. Marshall 《Journal of Philosophy of Education》1984,18(1):97-104

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Brent's Transcendental Arguments for the Forms of Knowledge     

James D. Marshall  Michael Peters  Miles Shepheard 《Journal of Philosophy of Education》1981,15(2):267-277

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Audited key performance indicators: The western Australian university experience     

Dennis C. Ham  Alan C. Marshall 《Tertiary Education and Management》2013,19(4):255-262

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Analysing the professional development of teaching and learning from a political ethics of care perspective     

Vivienne Grace Bozalek  Wendy McMillan  Delia E. Marshall  Melvyn November  Andre Daniels  Toni Sylvester 《Teaching in Higher Education》2013,18(5):447-458

This paper uses Tronto's political ethics of care as a normative framework to evaluate a model of teaching and learning professional development. This framework identifies five integrated moral elements of care – attentiveness, responsibility, competence, responsiveness and trust. This paper explicates on each of these elements to evaluate the piloting and implementation of a teaching and learning professional development model at a South African higher education institution. The political ethics of care was found to be a useful normative framework for a group of higher educators to reflect on the process of engaging in teaching and learning professional development in that it revealed the importance of differential power relations, the importance of working collaboratively and being attentive to the needs of both caregivers and care receivers.  相似文献   

College Women Mentoring Adolescent Girls: The Relationship between Mentor Peer Support and Mentee Outcomes     

Jenna H. Marshall  Edith C. Lawrence  James Peugh 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):444-462

In this study, we examined the effectiveness of peer support for college women mentors who engaged in one-to-one and group mentoring with at-risk adolescent girls. Using data from 162 mentoring pairs, results suggested that mentor support positively predicted mentees’ self-reported improvement after a year of mentoring. An examination of mentees’ self-esteem outcomes revealed that mentor peer support was associated with higher outcomes only for those mentees who had higher pre-program scores; for those with below average pre-scores, mentor support was associated with lower self-esteem. Taken together, these results indicate that mentor support may serve as an important function beyond ongoing training, though its effectiveness may vary based on mentee characteristics. Implications are discussed.  相似文献   

Situated Self-Regulation: Modeling the Interrelationships Among Instruction,Assessment, Learning Strategies and Academic Performance     

Margaret E. Ross  Jill D. Salisbury-Glennon  Anthony Guarino  Cynthia J. Reed  Mark Marshall 《Educational Research and Evaluation》2013,19(2):189-209

To succeed academically, college students must actively construct course information, synthesize this information with information from texts and other resources, understand this information so that they can succeed on various forms of assessments and ultimately retain this information for the long term. While the complexity of these demands has been modeled somewhat metaphorically, there has been little ecologically valid research into learning in authentic classroom contexts. The present study examines the interrelationships among student perceptions of the learning context, test complexity, study strategies, and academic performance. Results of a path analysis demonstrated that perceptions of the teaching format and test complexity were positively related to the study strategies reported, and these study strategies were further related to the reported course performance.  相似文献   

Grouping Students for Elementary School Mathematics: A Survey of Principals in 12 States     

DeWayne A. Mason 《Educational Research and Evaluation》2013,19(4):318-346

ABSTRACT

In this study I explored how elementary school students are initially assigned to homeroom classrooms (criteria used and heterogeneous vs. homogeneous grouping), subsequently assigned to mathematics classes (e.g., self‐contained, regrouped, departmentalized), and grouped for mathematics instruction within classes (e.g., whole‐class, two groups, individualized). This three‐dimensional typology of school and classroom organization was used to survey 571 elementary school principals from 12 states. Results showed that students were generally assigned to heterogeneous self‐contained homeroom classes, that they remained in these same classes for mathematics, and that mathematics was usually taught to entire classes (whole class). Within‐class ability grouping, within‐grade regrouping, and departmentalized plans were used increasingly for mathematics at the intermediate grades, but across‐grade or Joplin Plan programs were infrequent.  相似文献   

The “Crime file” drug videotape series     

Ralph O. Marshall 《Journal of Criminal Justice Education》2013,24(2):281-290

Critics and proponents alike have voiced concerns about the difficulties of practicing multiculturalism in today's criminal justice classrooms. In this essay we present strategies for using the lived experiences of students as a tool for discovering diversity inside the classroom, as well as for finding value in it. We then use our students' discourse to talk about the impact these strategies can have. Our experiences, as well as those of our students, suggest that principles of multiculturalism can be achieved without having to sacrifice the core curricula; and that one of the more valuable resources for teaching multiculturally is the lived experiences that students, teachers and guests bring into the classroom.  相似文献   

Learning Together: A Family-Centered Literacy Program     

David W. Sink Jr  Molly A. Parkhill  Rick Marshall  Steve Norwood 《Community College Journal of Research & Practice》2013,37(8):583-590

ABSTRACT

Blue Ridge Community College in Flat Rock, North Carolina serves a rapidly growing Hispanic population through its Family-Centered Literacy Program. The Hispanic population in the region has been increasing at a staggering rate of 50% per year, most of which is in-migration. These newcomers frequently face challenges adjusting to their jobs, schools, and living environment. The Family-Centered Literacy Program is teaching new skills to new residents to minimize the “culture shock”, and to make community immersion a less difficult process. The program offers evening classes 2 nights a week for parents and their children. Parents attend classes in basic and conversational English and General Education Development (GED) preparation; school-age children receive tutoring and help with homework; and preschool children learn from fluency-building games and activities. The college also provides Spanish instruction for school personnel who want to better communicate with Hispanic students and their parents. The program currently operates in 5 elementary schools. Each school has taken on the role of “community center” for Hispanic families.  相似文献   

Practitioners' Perspectives of Collaboration: A Social Validation and Factor Analysis     

Marshall Welch  Beth Tulbert 《Journal of educational and psychological consultation》2013,23(3-4):357-378

This investigation was designed to socially validate the characterization and operational definitions of collaboration as described in the professional literature and quantitatively identify salient features of collaboration. The study was conducted in two phases. The first phase employed an adelphi methodology asking practitioners to define and describe the collaborative process. Open-ended surveys were sent to teachers, special education teachers, administrators, and related service providers at the building, district, and state levels in 3 states representing distinct national regions. A content analysis team identified 35 thematic units that were used to create a second instrument for the second phase of the study, a factor analysis. Surveys were sent to teachers, special educators, administrators, and related service providers at the building, district, and state levels in 7 states. A factor analysis revealed 4 factors as salient components of collaboration. Results of the investigation socially validated most concepts of collaboration articulated in the literature. Overall, practitioners have a pragmatic view of the process of collaboration coupled with an emphasis on the collaborative ethic. Each identified factor is described and discussed. This article concludes with implications of these findings for professional preparation programs.  相似文献