TELEVISION IN TEACHER TRAINING     

M. Cameron Jones  R.J. McCann 《Learning, Media and Technology》1977,3(1):20-22

In recent years the uses of educational television in the training of teachers have achieved widespread, sometimes quite spectacular, currency and applause. Probably the best known and most widely used of these is in microtraining, where the trainee either in teaching (Brown, 1975; Wragg, 1974) or in medicine (Morrison and Cameron‐Jones, 1972) may be shown videotapes of ‘expert’ models displaying a particular professional skill to be mastered by the trainee, and may then go on to see videotape of his own use of the skill in a specially scaled‐down training situation. However, although microtraining seems set almost to become the norm, even the cliche, of the professional training world, other uses of educational television have received much less attention. These other uses include the training of student teachers in the observation and analysis of classroom behaviour, discussed with examples in the following paper  相似文献   

The multiple uses of multiple correlation     

Cameron Fincher 《Research in higher education》1978,8(4):373-376

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The Work of Art in the Postcolonial Imagination     

Cameron McCarthy  Greg Dimitriadis 《Discourse: Studies in the Cultural Politics of Education》2000,21(1):59-74

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In memory of J. Kendrick Noble     

Cameron S. Moseley 《Publishing Research Quarterly》2000,16(2):5-5

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David Meerman Scott and Brian Halligan: Marketing lessons from the Grateful Dead     

Samuel Cameron 《Journal of Cultural Economics》2015,39(3):305-308

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Does skill specialisation influence individual differences in drag flicking speed and accuracy?     

Simon M. Rosalie  Andrew S. McIntyre  Stacey Stockman  Craig King  Cameron Watkins  Catherine Yvette Wild 《Journal of sports sciences》2017,35(6):602-609

Research has revealed that individual soccer goalkeepers respond differently to penalty shots, depending on their specific perceptual and motor capabilities. However, it remains unclear whether analogous differences exist between individual penalty takers, and if specialising in penalty taking affects the occurrence of differences between individuals. The present study examined individual differences in penalty shot speed and accuracy for specialists in penalty taking versus non-specialists. Expert specialist field hockey drag flickers and equivalently skilled non-specialists performed drag flicks towards predetermined targets placed in the face of a standard field hockey goal. Comparisons in shot speed and accuracy were made at a group level (specialists vs. non-specialists) as well as between individuals. Results revealed differences in both speed and accuracy between specialists, but only differences in speed between non-specialists. Specialists generated significantly greater shot speed than non-specialists (P < .001) and were more accurate to some, but not all, targets (top left, P < .006, bottom left P < .001). In addition, it was found that in specialists increasing practice correlated with decreasing accuracy. This may indicate that excessive practice could potentially reduce a specialist’s accuracy in shooting towards specific targets.  相似文献   

Negotiating the challenge of collaborative writing: learning from one writing group's mutiny     

Karen Nairn  Jenny Cameron  Megan Anakin  Adisorn Juntrasook  Rob Wass  Judith Sligo 《高等教育研究与发展》2015,34(3):596-608

With continuing pressure to publish or perish, interventions such as writing groups are increasingly part of the academic landscape. In this paper, we discuss our writing group's experiment with collaborative writing, which came unstuck as simmering concerns led to a mutiny within the group. The mutiny provided insights into tensions that are inevitably present in writing groups and collaborative writing exercises but are seldom written about. We explore these tensions via a collaborative autoethnography, drawing on published literature on writing groups and collaborative writing. The mutiny revealed three key dynamics. Experienced voices can have an important role to play but these voices need to be moderated so that other voices might be recognised and valued. Pleasure and productivity are two necessary components for sustaining writing groups and writing collaborations. Finally, hierarchies in the academic context are inescapable but they can be renegotiated so that more enabling power relations can be generated.  相似文献   

Blinded by the sun: The role of prosumers as niche actors in incumbent firms’ adoption of solar power during sustainability transitions     

Carmen Weigelt  Shaohua Lu  J. Cameron Verhaal 《Research Policy》2021,50(9):104253

While extant research discusses how niche innovations develop in protected market niches and trigger regime shifts along sustainability transition pathways, we know less about the direct role of different niche actors as competitors in affecting regime incumbents’ investments in niche innovations. This study addresses this gap and builds on Strategic Niche Management and the Multi-level Perspective to distinguish two different niche actors: prosumers on the demand-side applying a niche innovation in a disruptive way to regime incumbents’ business model, and new entrants on the supply-side applying the niche innovation symbiotically with the regime. We examine incumbent responses to these different niche actors in different competitive and policy environments. Studying the United States’ electricity industry's sustainability transition toward solar from 2010-2017, we find that as more niche actors enter, regime incumbents are more likely to invest in the niche innovation, but the effect is influenced by policy and competitiveness of the environment. In competitive environments, incumbents are more likely to respond to disruptive niche actors (prosumers), while in traditional monopoly-like markets they are more likely to respond to symbiotic niche actors. We also find that the prosumer effect is stronger when the time that policies in support of the niche innovation have existed is shorter, indicating a potential substituting relationship of niche actors and policy. Our work contributes to the extant literature by demonstrating that the interplay between different niche actors needs to be understood within the context of policy, and that considering policy without accounting for the competitive environment may omit an important aspect of how regime actors become active participants in sustainability transitions.  相似文献   

An examination of teacher–student interactions in inclusive classrooms: teacher interviews and classroom observations     

David Lansing Cameron 《Journal of Research in Special Educational Needs》2014,14(4):264-273

Teacher–student interactions in 17 inclusive classrooms were examined using a mixed‐methods approach that involved quantitative analysis of interactions recorded during classroom observations and follow‐up interviews with seven general educators. Observational findings suggest that classrooms were organised along traditional lines with the vast majority of interactions provided by general educators to the whole class, followed by brief intervals of 1 : 1 interactions directed towards individual students, most frequently children with disabilities. Interview findings suggest that teachers were aware of the greater individual attention devoted to students with disabilities and described a number of ways that they adapt their instruction that are consistent with the research on effective teaching. In addition, participants struggled with the dilemma of balancing their attention between students whom they perceived as needing it most and ensuring that the class as a whole made adequate progress. The analysis of both observational and interview data indicates that paraprofessionals were responsible for a large portion of instruction and curricular decision making for children with severe disabilities in these classrooms.  相似文献   

Comparison of Knowledge and Attitudes Using Computer-based and Face-to-Face Personal Hygiene Training Methods in Food Processing Facilities   总被引：1，自引：1，他引：0  

Ginger D. Fenton  Luke F. LaBorde  Rama B. Radhakrishna  J. Lynne Brown  Catherine N. Cutter 《Journal of Food Science Education》2006,5(3):45-50

ABSTRACT:  Computer-based training is increasingly favored by food companies for training workers due to convenience, self-pacing ability, and ease of use. The objectives of this study were to determine if personal hygiene training, offered through a computer-based method, is as effective as a face-to-face method in knowledge acquisition and improved attitude toward food safety. Employees from four food processing facilities ( n = 94) were randomly assigned to a control group, a face-to-face training group, or a computer-based training group. Evaluation instruments consisted of a pretest and a posttest to measure knowledge gain, a step scale to measure attitude after training and retrospectively before training, and a brief set of interview questions. Results for both treatments and the control group indicated increases in knowledge. Analysis of the posttest scores, when controlling for the pretest scores, indicated the difference was significant ( P ≤ 0.05); however, post hoc analysis did not indicate which treatment was superior. There was a significant increase in attitude scores for both groups using paired t -tests, although the difference between groups was not significant when controlling for attitude scores before training. Issues that may limit application of the technology used in this study include low literacy and language barriers among employees, and time constraints within companies. These and other variables should be taken into account in future research studies addressing comparisons of training methods. This study is the first to demonstrate the effectiveness of computer-based training aimed at food handlers who work in food processing establishments.  相似文献