Radical enquiry     

Doug Ogilvie 《The Australian Educational Researcher》1991,18(3):37-42

A radical reconceptualisation of the human self and the relevant context is proposed as a subject for educational enquiry in the 1990s.  相似文献   

Instructional procedures for teaching reversible passive voice and clause constructions to three mildly handicapped children     

Ed Kameenui  Doug Carnine  Alex Maggs 《International Journal of Disability, Development & Education》1980,27(1):29-40

Previous behavioural research in the language domain has been largely concerned with the effects of consequent events on the comprehension and production of relatively simple language forms. The present study investigated the application of systematic instructional procedures in simplifying complex sentence forms (reversible passives and clause constructions). A multiple baseline was employed to assess treatment effects across three subjects. The conditions were screening, baseline, prepassage and passage training, and passage training only. In addition, two maintenance measures were taken. The findings indicate that applied behavioural analysis focusing on antecedent events of comprehension training can teach subjects to comprehend reversible passive and clause constructions.  相似文献   

Understanding the impact of guiding inquiry: the relationship between directive support,student attributes,and transfer of knowledge,attitudes, and behaviours in inquiry learning     

Ido Roll  Deborah Butler  Nikki Yee  Ashley Welsh  Sarah Perez  Adriana Briseno  Katherine Perkins  Doug Bonn 《Instructional Science》2018,46(1):77-104

Guiding inquiry learning has been shown to increase knowledge gains. Yet, little is known about the effect of guidance on attitudes and behaviours, its interaction with student attributes, and transfer of impact once guidance is removed. We address these gaps in the context of an interactive Physics simulation on electric circuits (https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc). 49 students in the Non-Directive condition received a set of goals to focus their inquiry, in addition to implicit support built into the simulation. 48 students in the Directive condition received, in addition to these, also detailed directions and prompts. Log-file analysis found that directive support led to more formal testing and less exploration. Clustering identified two groups of learners: one with higher incoming knowledge (Higher Knowledge), the other with higher incoming perceptions of competence and control (Higher PoCC). Working with the simulation improved knowledge and attitudes across cluster groups, so that prior differences all but disappeared. With regard to guidance, adding directive support improved knowledge gains for the Higher Knowledge group, yet suppressed their attitudinal growth. The same support had no effect on knowledge gains for the Higher PoCC group, yet it boosted their attitudinal growth. A transfer activity, where directive support was no longer available, found that impact on attitudes carried forward, yet impacts on behaviours and knowledge were short-lived. Overall, the study highlights the complex interaction between guidance and student attributes. For some, supporting short-term knowledge gains may inadvertenly lead to longer term negative impact on attitudes towards inquiry.  相似文献   

So you want to be a teacher educator? The job advertisement as a construction of teacher education in Canada     

Anne Hales  Anthony Clarke 《Asia-Pacific Journal of Teacher Education》2016,44(4):320-332

This article contributes a Canadian perspective to a growing body of international research investigating teacher education, specifically as a category of academic work exemplified in employment advertisements. By investigating how Canadian employment advertisements in teacher education are constructed as mediating artefacts in the relationship between potential candidates and their goal of gaining an academic position, we attempt to identify contradictions inherent to systems of human activity, and surface institutional priorities regarding faculty hiring policies and the staffing practices within Canadian teacher education programs. Our study surfaces both similarities and differences with concurrent WoTE (Work of Teacher Education) investigations in the United Kingdom, Australia and New Zealand regarding the teacher education as a form of academic labour, echoing their characterisation of the increasingly “precarious space” occupied by teacher education in post-secondary institutions.  相似文献   

Second Life     

Xi Zhang  Zhenjiao Chen  Doug Vogel  Zhongyun Zhou 《TechTrends》2008,52(1):5-6

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Understanding what is possible across a career: professional identity development beyond transition to teaching     

Vahid Mahmoudi-Gahrouei  Mansoor Tavakoli  Doug Hamman 《Asia Pacific Education Review》2016,17(4):581-597

Professional identity surfaces repeatedly as an important underlying factor in teacher development. A sequential explanatory mixed methods design was used to investigate identity development in terms of teachers’ expected and feared possible selves. Teachers (n = 120) representing three career groups (prospect, new, and experienced) participated. The findings reveal differences in possible selves which are detectable based on career group. New teachers exhibited a greater focus on task self-concepts; prospective teachers expressed both task and quality possible selves; and experienced teachers expressed identities more concerned about the quality-focused ones. Our findings also reveal a potential transition path in professional identity development.  相似文献   

Episodic and semantic memories of a residential environmental education program     

Doug Knapp  Gregory M. Benton 《Environmental Education Research》2006,12(2):165-177

This study used a phenomenological approach to investigate the recollections of participants of an environmental education (EE) residential program. Ten students who participated in a residential EE program in the fall of 2001 were interviewed in the fall of 2002. Three major themes relating to the participants’ long‐term memory of the residential EE program were identified: (a) recollections were highly influenced by actions taken by the students; (b) program content/subject matter was retained by all of the students to varying degrees; and (c) emotional reactions to the experience were present. The results seem to support the notion that active experiences have an important role in episodic recall. Results also suggest semantic memory was achieved. The authors offer a potential model of learning for residential EE programs that is structured on episodic/semantic memory systems and is reflective of the results of this study as well as current research in cognitive sciences.  相似文献   

Examining the impact of an online social media challenge on participant physical activity and body weight in the United States     

Sarah B. Hales  Breănna Grant  Daheia J. Barr-Anderson  Gabrielle M. Turner-McGrievy 《Sport in Society》2016,19(10):1690-1702

This study examined use of an online social media physical activity (PA) challenge to encourage participants to complete at least 13 races in the year 2013. Following the challenge, researchers recruited participants through the Facebook group. Using the #13in2013 Twitter hashtag, participants completed an online survey. Survey participants reported completing a significantly greater mean total number of races during the challenge (17.5 ± 6.9 races) than the previous year (8.6 ± 7.4 races, p = .001) and 93% (n = 56) reported completing at least 13 races. Participants completed a mean of 1.4 ± 2.1 virtual races. Mean reported number of total miles ran/walked during the challenge was significantly greater (718.4 ± 465.0 miles) than the previous year (462.1 ± 436.5 miles, p = .002). Mean reported participant body weight post-challenge (68.2 ± 13.1 kg) was significantly lower than reported weight pre-challenge (69.7 ± 14.4 kg, p = .012). This study demonstrated that a social media PA challenge has the potential to present a scalable way to motivate individuals to participate in PA and decrease body weight.  相似文献   

Father gander nursery rhymes     

Doug Larche 《Early Childhood Education Journal》1988,15(4):36-36

These rhymes are excerpted from the book Father Gander Nursery Rhymes.It may be ordered by sending a check for $14.45 (includes postage and handling) to Advocacy Press, P.O. Box 236 Dept. RP, Santa Barbara, CA 93102. Proceeds from Father Gander Nursery Rhymeshelp to support The Girls Club of Santa Barbara.  相似文献   

Editorial: International Research     

John Smith  Doug Boughton 《The International Journal of Art & Design Education》1997,16(3):207-210

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