Integrating technologies in distance education     

Margaret A. Koble 《Open Learning》2013,28(3):41-44

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Playing for position: education policy,Physical Education and nationalism in Wales     

John Evans  Brian Davies    Dawn Penney 《教育政策杂志》2013,28(4):285-302

This paper explores the connections between Physical Education, nationalism and citizenship in England and Wales focusing upon how education legislation, in particular the National Curriculum (NC) and Local Management of Schools (LMS), are implicated in the cultural production of ideational differences between and amongst the peoples of England and Wales. As our previous research has centred heavily on the making and implementation of education policy and PE in England, we take this opportunity to adjust our gaze and focus squarely on issues of cultural production in Wales, particularly relationships between the construction of images of Welsh identity and education policy and practice relating to PE and sport in schools. The analysis highlights that tendencies towards a narrow, conservative, cultural restoration are as evident in Wales as they are in England and obstruct progression towards more innovative and progressive ideals.  相似文献   

Misconceptions about traumatic brain injury among students preparing to be special education professionals     

Karen Hux  Erin Bush  Kelli Evans  Gina Simanek 《Support for Learning》2013,28(3):109-114

The researchers performed a survey study to determine the effectiveness of collegiate programmes in dispelling common misconceptions about traumatic brain injury (TBI) while preparing undergraduate and graduate students for special education (SpEd) careers. Respondents included 136 undergraduate and 147 graduate SpEd students in their final semesters before obtaining degrees. Each completed an 18‐item true/false survey about TBI and the associated recovery process. Results were compared with survey responses from 318 lay public respondents who participated in a previous study. Two major findings emerged: (a) no significant differences existed in misconception endorsement between SpEd students completing Bachelor's versus Master's degrees; and (b) graduating students in SpEd teacher preparation programmes endorsed similar misconceptions as lay public respondents; hence, these programmes do not appear effective in dispelling common TBI misconceptions. Improving academic preparation for special educators regarding TBI is imperative for effectively identifying, assessing and serving student survivors.  相似文献   

“Are you married?”: Examining heteronormativity in schools     

Kate Evans 《Multicultural Perspectives》2013,15(3):7-13

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Developing an Integrated Theory of Recall of Spot News Stories     

Margaret H. DeFleur 《Mass Communication and Society》2013,16(3-4):123-145

In this article, a theory of the recall of spot news stories is developed from a large literature on psychological attention sets, principles of perception, cognitive processing, and patterns of distortion in recall and retelling. The theory consists of a set of 6 linked assumptions and a final inferred proposition. It describes the general nature of patterns of recall to be expected among individuals who attend to and retell a typical spot news story: Stories will be shortened, central and dramatic details will be retained, and in some cases, extraneous information will be incorporated. Previously unreported findings from an earlier experimental study of news recall are reviewed and offer support for the theory.  相似文献   

A Survey to Determine the Status of Soccer for Women in Colleges and Universities of the South,Combined with a Survey of Methods of Teaching Soccer     

Elisebeth Conn  Helen Pendergast  Margaret McCall Chairman 《Research quarterly for exercise and sport》2013,84(4):66-69

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Developing citizenship through supervised play: the Civics Institute of Ireland playgrounds, 1933–75     

Margaret Kernan 《History of education》2013,42(6):675-687

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The Unacclaimed     

Evelyn Betts 《The Educational forum》2013,77(4):429-434

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Uses of history in present-day qualitative studies of schools: The case of the junior high school     

Margaret Placier 《International journal of qualitative studies in education》2013,26(2):303-322

This paper addresses the process of creating a historical context for a qualitative, micro-level study, focusing specifically on the case of the junior high middle school. The author reviews three qualitative junior high middle school studies and evaluates the usefulness and adequacy of the historical contexts the authors created to support their interpretations. In two cases, they relied primarily on historical accounts written by education professors in textbooks about the junior high school, which provided a limited point of view. A survey of historians' treatments of the junior high school provides more varied, complex, and theoretical interpretations. In the third case, the author conducted an original historical study to support his present-day qualitative work and his theoretical framework. However, this kind of effort to create an historical context may not be practical in all qualitative studies. Finally, the paper makes recommendations for the construction of adequate and meaningful historical contexts for qualitative studies.  相似文献   

Power and Authority in Teacher Education     

Margaret McNay 《The Educational forum》2013,77(1):72-81

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