Defects of questioning as an interview technique     

J. T. Dillon 《Psychology in the schools》1979,16(4):575-580

Asking questions is the most common but perhaps not most effective technique for interviewing students. Frequent use of questions may foil the interview by reducing student expressiveness and increasing a sense of defensiveness and caution. Selected clinical views and empirical evidence are reviewed from personnel interviewing, counseling and psychotherapy, linguistics and education to illustrate these drawbacks and to suggest a reexamination of practice. School practitioners can reflect on the frequency of their questioning and the adequacy of student responding. Alternatives to questioning are noted.  相似文献   

Net generation at social software: Challenging assumptions,clarifying relationships and raising implications for learning   总被引：1，自引：0，他引：1  

Teemu Valtonen  Patrick Dillon  Stina Hacklin  Pertti Väisänen 《International Journal of Educational Research》2010,49(6):210-219

This paper takes as its starting point assumptions about use of information and communication technology (ICT) by people born after 1983, the so called net generation. The focus of the paper is on social networking. A questionnaire survey was carried out with 1070 students from schools in Eastern Finland. Data are presented on students’ ICT-skills generally; their access to the Internet; their use of social software; and time spent on the Internet compared to watching television. Results show that whereas there are some general characteristics of ICT use that can be applied to net generation students, when it comes to social networking there are differences in the way they use software. A critique is offered of generalisations about the net generation and some implications for learning arising from the findings are discussed.  相似文献   

HIGH ASPIRATIONS BUT LOW PROGRESSION: THE SCIENCE ASPIRATIONS�CCAREERS PARADOX AMONGST MINORITY ETHNIC STUDENTS     

Jennifer DeWitt  Louise Archer  Jonathan Osborne  Justin Dillon  Beatrice Willis  Billy Wong 《International Journal of Science and Mathematics Education》2011,9(2):243-271

Students’ interest in studying science and their aspirations to pursue science-related careers is a topic of global concern. In this paper, a set of data gathered for the initial phase of the 5-year study of Science Aspirations and Careers: Age 10–14 (the ASPIRES project) is presented. In the initial phase of this project, a questionnaire exploring students’ aspirations was developed, validated and trialled with nearly 300 primary school students. Principal component analyses and Cronbach’s alpha revealed that the questionnaire was comprised of a number of unidimensional components and that reliability was acceptable. Further multivariate analyses indicated that students’ aspirations in science were most strongly predicted by parental attitudes to science, attitudes towards school science, self-concept in science, images of scientists and engagement in science-related activities outside of school. Moreover, ‘Asian’ students appeared to exhibit a highly positive set of attitudes towards science and aspirations in science, particularly when compared with White students. Reasons for this observed difference are also explored.  相似文献   

Guest editorial     

Connie Dillon  Daniel Granger 《The American journal of distance education》2013,27(1):2-6

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New Organizational and Operational Strategies     

Roy B. Dillon 《College Teaching》2013,61(2)

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Finding for teacher development     

Deborah Dillon 《The Teacher Educator》2013,48(1):4-5

Dr. Jones urges that we respond to the challenge of the times by making education more meaningful to children, by honoring creativity more than conformity.  相似文献   

Science,society and sustainability: education and empowerment for an uncertain world     

Justin Dillon 《Environmental Education Research》2012,18(5):727-731

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Teaching: Faculty rewards and instructional telecommunications: A view from the telecourse faculty 1     

Connie Dillon 《The American journal of distance education》2013,27(2):35-43

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Learner support: The critical link in distance education     

Connie L. Dillon  Charlotte N. Gunawardena  Robert Parker 《Distance Education》1992,13(1):29-45

This study evaluates the OklahomaTelevised Instruction System, through an analysis of the student support services to include the resources available to the learner, the communications process characterized by the co‐ordination services provided among the on‐campus and distance sites, and the communication process characterized by the mechanical and electronic transfer of information. The study also compares the attitudes and performance of the participating on‐campus and distance students.  相似文献   

Phonological awareness, reading skills, and vocabulary knowledge in children who use cochlear implants     

Dillon CM  de Jong K  Pisoni DB 《Journal of deaf studies and deaf education》2012,17(2):205-226

In hearing children, reading skills have been found to be closely related to phonological awareness. We used several standardized tests to investigate the reading and phonological awareness skills of 27 deaf school-age children who were experienced cochlear implant users. Approximately two-thirds of the children performed at or above the level of their hearing peers on the phonological awareness and reading tasks. Reading scores were found to be strongly correlated with measures of phonological awareness. These correlations remained the same when we statistically controlled for potentially confounding demographic variables such as age at testing and speech perception skills. However, these correlations decreased even after we statistically controlled for vocabulary size. This finding suggests that lexicon size is a mediating factor in the relationship between the children's phonological awareness and reading skills, a finding that has also been reported for typically developing hearing children.  相似文献