From Ethics in Research to Ethics in Writing: Not entirely separate matters     

Anne McMaugh  Jennifer Sumsion  Colin Symes  David Saltmarsh 《Asia-Pacific Journal of Teacher Education》2006,34(1):1-3

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Students’ evaluations about climate change     

Doug Lombardi  Carol B. Brandt  Elliot S. Bickel  Colin Burg 《International Journal of Science Education》2016,38(8):1392-1414

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Is the Door-in-the-Face a Concession?     

Thomas Feeley  Ashley E. Fico  Allison Zorzie Shaw  Seyoung Lee  Darrin J. Griffin 《Communication quarterly》2017,65(1):97-123

The Door-in-the-Face (DITF) sequential message strategy was investigated in a three-study analysis of existing experimental findings. The current study predicted there would be a positive relationship between concession size and compliance rates in DITF studies. Study 1 included 25 comparisons where size of concession was quantifiable as measured by percentage reduction from initial to target request in the DITF condition. Study 2 data relied on a panel of undergraduate students to provide an index of concession size in 12 additional observations. A third study validated the panel procedure of rating concession size and also provided 9 additional independent observations from the pool of published studies on DITF. Results from each study indicated a positive relationship between concession size and effect size (r = 0.35, 0.55, 0.68, respectively). Study findings provide support for reciprocal concessions explanation for DITF effects.  相似文献   

Learning outdoors and living well? Conceptual prospects for enhancing curriculum planning and pedagogical practices     

Malcolm Thorburn  Peter Allison 《Cambridge Journal of Education》2017,47(1):103-115

In aiming to support school-based outdoor learning opportunities, this paper critiques the extent to which Deweyan and neo-Aristotelian theorising is helpful in highlighting how personal growth and practical wisdom gains can be realised. Such critique is necessary, as there are signs of an implementation gap between practice and policy, which is made worse by a lack of conceptual clarity about how educational aspirations can be dependably achieved. Dewey’s habit-forming social constructivist emphasis on learning and problem-solving is reviewed and the prospects of a neo-Aristotelian conception of human flourishing, which recognises that virtues are nurtured as moral sensitivities, are then considered. Concerns that Dewey’s writings are often vague on how ideas can be operationalised and criticisms that Aristotle’s educational thoughts rather over-privilege cognition relative to emotions are also addressed. The article concludes by teasing out suggestions on how Deweyan and neo-Aristotelian ideas on learning might coherently inform curriculum planning and pedagogical practices.  相似文献   

An Emotion-Based Prevention Program for Head Start Children     

Carroll E. Izard  Christopher J. Trentacosta  Kristen A. King  Allison J. Mostow 《Early education and development》2004,15(4):407-422

Empirical research shows that poor emotional competence is an early risk factor for the development of psychopathology. Numerous school-based prevention programs have been developed with the goal of decreasing behavior problems. Several of these programs include a discrete emotions component, but none of them are solely or primarily guided by emotion theory for their design and implementation. The prevention program described in this paper, the emotions course (EC), is a theoretically-coherent program based on differential emotions theory and is designed to be implemented by teachers in Head Start classrooms. Children participating in a pilot implementation of EC showed larger increases in emotion knowledge and less growth in negative emotion expression than their peers in control classrooms. These findings provide initial support for EC. Future implementations of the program need increased monitoring of implementation fidelity as well as additional methods to assess the success of the program.  相似文献   

AN APPROACH TO THE EVALUATION OF TEACHING COMPANY PROGRAMMES     

Colin A. Carnall  Ray Wild 《Assessment & Evaluation in Higher Education》1981,6(3):249-262

In this paper we consider the problems associated with the evaluation of Teaching Company Programmes. These programmes involve Universities and Colleges, together with manufacturing companies, in efforts to improve manufacturing methods and to develop graduates for careers in manufacturing industry. We introduce a framework for the evaluation of these programmes and apply it to one in which the authors have been involved. The paper reports a number of results from the Teaching Company Programme involving Molins Ltd., Brunel University and Henley, the Management College.  相似文献   

Preschool children's exposure to story grammar elements during parent–child book reading          下载免费PDF全文

Allison Breit‐Smith  Anne van Kleeck  Jo‐Anne Prendeville  Wei Pan 《Journal of Research in Reading》2017,40(4):345-364

Twenty‐three preschool‐age children, 3;6 (years; months) to 4;1, were videotaped separately with their mothers and fathers while each mother and father read a different unfamiliar storybook to them. The text from the unfamiliar storybooks was parsed and coded into story grammar elements and all parental extratextual utterances were transcribed and coded for (1) their relationship to the story grammar elements found within the storybook, and (2) the natural strategies parents used to direct their children's attention to these elements. Children's overall exposure to story grammar elements during book reading was also explored for its relationship to their language abilities. Results indicated that parents focused significantly more on the resolution, attempt, and consequence compared to the initiating event and plan, and most frequently used the text and pictures as strategies for recruiting their children's attention to the story grammar elements within the book. In addition, the frequency of parental utterances related to story grammar elements was negatively correlated with children's language abilities. This study did not examine the complexity or depth of parental utterances related to story grammar elements. These findings provide initial evidence that children may derive their understanding of story grammar at least in part through their parents' extratextual discussions during parent–child book reading.  相似文献   

Non-linear relationships between measures of classroom environments and outcomes     

Colin Power  Royce Sadler 《Research in Science Education》1976,6(1):77-88

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Student beliefs and cognitive structure   总被引：1，自引：0，他引：1  

Colin Gauld 《Research in Science Education》1987,17(1):87-93

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Training needs of rural school council members     

Colin R Boylan 《The Australian Educational Researcher》2005,32(2):49-63

School councils have operated successfully in non-government schools for many years. By contrast, the establishment of school councils in the government school sector has had a much shorter history. In New South Wales, school council members are elected representatives of the broader school community. This study focused on government schools in rural areas of southern New South Wales and specifically examined the professional development and training needs of these school council members. The findings indicated that school council members expressed concern about their inexperience as council members. Further, they identified the following areas within which they should specifically seek professional development and training: i) identifying and analysing the educational needs of the school and its community; ii) enhancing and facilitating better communication between the school and its community; iii) assisting the principal to understand local community politics; and iv) promoting public education within the local community. These priority training needs have relevance for policy makers and professional development leaders at the systemic or departmental level.  相似文献