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A major feature of education in the twenty-first century is assessment. Forensic educators should heighten the importance of learning outcomes and utilize assessment efforts to directly measure how forensic programs develop educational foundations for students. This article focuses on the use of tournaments and noncompetitive educational outcomes, such as engagement within academic communities, service-learning, and the promotion of the value of forensics, to connect the educational benefits of the activity to help define the mission of forensics in the twenty-first century. 相似文献
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Erica Rosenfeld Halverson Damiana Gibbons Shelby Copeland Alon Andrews Belen Hernando Llorens Michelle B. Bass 《Learning, Media and Technology》2014,39(3):386-403
In this article, we explore how youth audiences evaluate the quality of youth-produced films. Our interest stems from a dearth of ways to measure the quality of what youth produce in artistic production processes. As a result, making art in formal learning settings devolves into either romanticized creativity or instrumental work to improve skills in core content areas. We conducted focus groups with 38 youth participants where they viewed four different films produced by the same youth media arts organization that works with young people to produce short-form, autobiographical documentaries. We found that youth focused their evaluations on identifying the films' genre and content and on assessing how well the filmmakers' creative decisions fit with identifications of genre and content. Evaluations were mediated by audiences' expectations and seemed to inform judgments of quality and creativity. We hope that our work can inform the design of formal learning spaces where young people are producing narrative art. 相似文献
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Guided by the emotional security hypothesis, this study reports on the development of a new self-report measure that assesses children's strategies for preserving emotional security in the context of interparental conflict. Participants were 924 sixth, seventh, and eighth graders and a subset of their mothers, fathers, and teachers. Exploratory and confirmatory factor analyses of the Security in the Interparental Subsystem (SIS) Scale supported a seven-factor solution, corresponding well to the three component processes (i.e., emotional reactivity, regulation of exposure to parent affect, and internal representations) outlined in the emotional security hypothesis. The SIS subscales demonstrated satisfactory internal consistency and test-retest reliability. Support for the validity of the SIS Scale is evidenced by its significant links with parent reports of children's overt reactivity to conflict, children's responses to interparental conflict simulations 6 months later, and children's psychological maladjustment and experiential histories with interparental conflict across multiple informants (i.e., child, mother, father, and teacher). Results are discussed in the context of developing recommendations for use of the SIS and advancing the emotional security hypothesis. 相似文献
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Ian C. Copeland 《Educational studies》1994,20(2):237-250
There is an analysis of a sample of secondary school prospectuses with a focus upon special educational needs [SEN]. The background context is the Parent's Charter which promises information and choice, and the official governmental regulations for the content of the prospectus. The general analysis examines the prospectus in terms of its methodological status, quality of production, school policies, rules, uniform, extra‐curricular activities, examination results and staff qualifications. The SEN section first addresses the absence of school policy statements and explores the depiction of approaches, the nature of the SEN pupil, the pupil with physical disabilities, a textual analysis of schools’ SEN terminology and strategies for SEN. 相似文献
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Stewart Fraser Richard W. Boyce R. C. Paxson J. Isaac Copeland Clifton L. Hall Lawrence S. Wrightsman 《Peabody Journal of Education》2013,88(2):120-128
Behind the Iron Curtain. Joseph S. Roucek and Kenneth V. Lottich. (Caldwell, Idaho: The Caxton Printers, 1964. Pp. 631. $8.95.) Year‐Round Education. Clarence A. Schoenfield and Neil Schmitz. (Madison, Wisconsin: Dembar Educational Research Services, 1964. Pp. 111. $3.00, paper.) The University of Kentucky: The Maturing Years. Charles Gano Talbert. (Lexington, Kentucky: University of Kentucky Press, 1965. Pp. 208. $5.00.) Montessori for Parents. Dorothy Canfield Fisher. (Cambridge, Mass.: Robert Bentley, Inc., 1965. Pp. 240. $5.95.) The Montessori Manual for Teachers and Parents. Dorothy Canfield Fisher. (Cambridge, Mass.: Robert Bentley, Inc., 1965. Pp. 126. $5.00.) The Montessori Elementary Material. Maria Montessori. (Cambridge, Mass.: Robert Bentley, Inc., 1964. Pp. 464. $8.50.) The Montessori Method. Maria Montessori. (Cambridge, Mass.: Robert Bentley, Inc., 1964. Pp. 377. $6.50.) Spontaneous Activity in Education. Maria Montessori. (Cambridge, Mass.: Robert Bentley, Inc., 1964. Pp. 355. $6.50.) The Concepts of Over‐and‐Underachievement. Robert L. Thorndike. (New York: Bureau of Publications, Teachers College, Columbia University, 1963. Pp. 79. $3.25.) Handbook of Research on Teaching. N. S. Gage, editor. (Chicago: Rand McNally, 1963. Pp. 1218. $15.00.) 相似文献
6.
Kristopher Michael Goodrich Richard Q. Shin Lance C. Smith 《International journal for the advancement of counseling》2011,33(3):184-195
The doctorate in Counselor Education and Supervision is the terminal degree in the field of counselor education within the
U.S. The authors surveyed CACREP-accredited doctoral programs to assess department characteristics, clinical experience and
credentials, research experience, and the admission, retention, and evaluation of students. Results indicated that the PhD
was a preferable degree to other degree offerings. Programs were found to be diverse in their policies and procedures relating
to admissions and retention, time to complete the program, and student expectations. International students and faculty representation
was found to be sparse in CACREP-doctoral programs. Implications for future research and practice are offered. 相似文献
7.
Ian C. Copeland 《Cambridge Journal of Education》1997,27(1):77-92
The aims are, firstly, to explore the origins of the Code of Practice for special educational needs (SEN) and the establishment of the appeals Tribunal and, secondly, to assess the likely impact of each. The concept of quasi‐market is introduced as the general background to developments in education. The origins of the Code are posited ultimately in the Warnock Report's recommendations and subsequently in the recorded trends in SEN following the Education Act, 1981. The origins of the Tribunal are also located in these latter and in particular the difficulties surrounding the increased volume of litigation and appeals. There concludes a prediction of little change for SEN from the introduction of the Code but an increased activity for the Tribunal. 相似文献
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Mediation is one concept that has shaped numerous theories. The list of problems associated with mediation models, however, has been growing. Mediation models based on cross-sectional data can produce unexpected estimates, so much so that making longitudinal or causal inferences is inadvisable. Even longitudinal mediation models have faults, as parameter estimates produced by these models are specific to the lag between observations, leading to much debate over appropriate lag selection. Using continuous time models (CTMs) rather than commonly employed discrete time models, one can estimate lag-independent parameters. We demonstrate methodology that allows for continuous time mediation analyses, with attention to concepts such as indirect and direct effects, partial mediation, the effect of lag, and the lags at which relations become maximal. A simulation compares common longitudinal mediation methods with CTMs. Reanalysis of a published covariance matrix demonstrates that CTMs can be fit to data used in longitudinal mediation studies. 相似文献
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