Holistic Media Education: An Assessment of the Effectiveness of a College Course in Media Literacy     

Robert L. Duran  Bill Yousman  Kaitlin M. Walsh  Melanie A. Longshore 《Communication quarterly》2013,61(1):49-68

The general purpose of this study was to test the effectiveness of a college course in media literacy. Specifically, the course took a holistic approach to media literacy and was designed to heighten college students' awareness of media structures, content, and impact, as well as to encourage students to become more critical/informed participants in the media environment. A pre-test, post-test, control group post-test only, quasi-experimental design was employed to assess the effectiveness of this approach to media literacy education. Overall, students' responses produced significant differences between the control group and the experimental groups' post-test scores on most (but not all) dependent measures. The implications of these results and suggestions for future research were discussed.  相似文献   

“Stop and Go”: In search of new ecology and dynamics in group counselling for employees in transition     

Anita Keskinen  Timo Spangar 《International Journal for Educational and Vocational Guidance》2013,13(3):233-245

“Stop and Go” (SG) is a group counselling concept developed for employees in transition. The SG approach has its main roots in relational psychology. This article explores the ecology and the dynamics of the SG process including the simultaneous presence of societal and social (‘meso’) factors, as well as the individual assessment of the group counselling process as a restructuring of the social level. The SG dynamics create a mediating dialogical space, based on peer dialogue, of connecting, affording participants the opportunity to relate differently to the world of work.  相似文献   

Promoting assessment efficacy through an integrated system for online clinical assessment of practical skills     

Peter J. Hay  Craig Engstrom  Anita Green  Peter Friis  Sue Dickens  Doune Macdonald 《Assessment & Evaluation in Higher Education》2013,38(5):520-535

This paper presents evaluation outcomes from an externally funded research project involving the online clinical assessment of practical skills (eCAPS) using web-based video technologies within a university medical programme. eCAPS was implemented to trial this web-based approach for promoting the efficacy of practical skills assessment in knee joint examinations for a pre-clinical cohort of second year medical students. eCAPS involves a progressive organisation of online video experiences and task expectations for formative and summative assessments of selected competencies. Data are presented from semi-structured interviews with the medical students (N?=?40). eCAPS successfully supported students’ skill development in knee joint examinations on fellow students and allowed remote assessment of candidates’ performances by clinicians experienced in musculoskeletal examinations. An ‘indicative standard’ paradigm, involving formative assessment of one randomly selected performance from the submission of all students’ responses within a small group, offered an efficient and efficacious avenue for providing consolidated feedback to students and promoted desirable learning behaviours. Overall, there was evidence of reciprocal learning benefits to the ‘blending’ of an online learning and assessment approach with an existing face-to-face environment. The medical students were able to successfully engage online with high quality and consistent practical skill-based materials in a flexible, independent and individual manner.  相似文献   

Unpacking child-centredness: A history of meanings     

Shunah Chung  Daniel J. Walsh 《课程研究杂志》2013,45(2):215-234

This paper examines the historical development of the term 'child-centred' in the discourse of early schooling in America. The discussion begins with the founder of the kindergarten, Friedrich Froebel, and traces the development of the kindergarten in the US until the 1930s. We explore how underlying meanings of the term child-centredness have changed - which were lost and which survived by tracing the educational and philosophical currents of each historical context. The term balances on many layers of complex and sometimes contradictory meanings that have been forged over the years by competing interest groups, each appropriating the term and, adding to and taking away from the existing meaning, moulding it to their own purposes. In the process, some underlying meanings were lost, others were added. Meanings were changed and then shared within and sometimes across groups. The term has masked complex and contradictory underlying assumptions about children and their learning and development that should be addressed.  相似文献   

Creating the effective school : The role of evaluation     

Anita Prunty 《Irish Educational Studies》2013,32(1):23-44

The concept of children's rights evolved during the 1980s giving prominence to the role of children as active participants in the construction of their lives. The rhetoric of children's rights has emerged as an important consideration in all policy and practice relating to children. Implementation of children's rights in practice is necessary to maximise their potential to improve the lives of children. This paper presents an argument for the importance of giving meaning to the implementation of children's rights in the Individual Education Plan (IEP) process for pupils with autistic spectrum disorder (ASD) in Ireland. The study, on which this paper is based, was conducted in two stages using both qualitative and quantitative approaches. The first stage focused on the development of a set of indicators for the IEP process based on a children's rights framework and informed by the perspectives of children, parents and teachers, alongside the literature on best practice on IEPs. In the second stage, a survey questionnaire was designed, based on the children's rights indicators, to evaluate current IEP practice in Ireland for pupils with autistic spectrum disorder. This article outlines the development of a set of indicators for the IEP process. It also presents findings of the survey which evaluates current practice in relation to the IEP process for pupils with ASD in Ireland. The article focuses specifically on Article 3(1) of the United Nations Convention on the Rights of the Child (UNCRC) which stipulates that in all actions concerning children, ‘the best interests of the child shall be a primary consideration’.  相似文献   

A quiet revolution – International influence,domestic elites and the transformation of higher technical education in Ireland 1959–72     

John Walsh 《Irish Educational Studies》2013,32(3):365-381

The upgrading of higher technical education which began in the 1960s marked the most influential intervention by the Irish government in the third-level sector since the establishment of the independent Irish state. A series of reforming initiatives extended educational opportunity and transformed the status of technical education at higher level. International pressures undoubtedly proved influential in stimulating policy change. The Organisation for Economic Co-operation and Development (OECD) encouraged far-reaching reforms through its critical evaluation of educational facilities for technical training in Ireland. But educational reform was not imposed by international agencies on a reluctant corps of national politicians and officials. International influences dovetailed with changing attitudes toward technical education within the Irish political and official elite. Leading politicians and public officials showed an increasing awareness that the previous neglect of technical education was untenable in an era of economic development and educational expansion. It was a timely combination of international scrutiny and domestic political re-appraisal, which triggered a radical restructuring and expansion of higher technical education in Ireland.  相似文献   

Reenacted Case Scenarios for Undergraduate Healthcare Students to Illustrate Person-Centered Care in Dementia     

Sandra L. Bradley  Anita De Bellis  Pauline Guerin  Bonnie Walters  Alison Wotherspoon  Maggie Cecchin 《Educational gerontology》2013,39(9):809-823

Healthcare practitioners have suggested that interpreting person-centered care for people who have dementia to undergraduate students requires guidance in practical application. This article describes the production of a written and digital interdisciplinary educational resource for tertiary students. It uses real-life case scenarios provided by healthcare practitioners to illustrate person-centered care in practice with people who have dementia. The resource provides students with the theoretical underpinning of person-centered care and dementia as well as reflective questions that relate to the reenacted case scenarios to guide their application of this theory in practice.  相似文献   

Evolutionary Essentialism     

Walsh  Denis 《The British journal for the philosophy of science》2006,57(2):425-448

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Reviews     

Phil Dowe  William Demopoulos  Nessy Allen  Martin Rudwick  F. John Clendinnen  Rachel A. Ankeny  Dorinda Outram  John Forge  William Sarjeant  Keith Campbell  Paul Sheldon Davies  Ketil Gjølme Andersen  Adrian J. Walsh  Wendy Varney  Robert E. Kahn 《Metascience》2000,9(1):108-163

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An Interview with Kathy Schrock About Teaching and Technology     

Susan Walsh Veronikas  Michael F. Shaughnessy 《TechTrends》2006,50(3):8-11

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