How can pre-service primary teachers' perspectives contribute to a pedagogy that problematises the ‘practical’ in teacher education?     

Déirdre Ní Chróinín  Ailbhe Kenny  Elaine Murtagh  Elaine Vaughan 《Irish Educational Studies》2013,32(2):251-267

This study examined pre-service primary teachers' perspectives on teaching and learning experiences within college-based courses in ‘practical’ subject areas within a teacher education programme. Following three individual lectures (one each in art, music and physical education), pre-service teachers (n=11) participated in focus group interviews sharing their perspectives on the teaching and learning experiences. These data were analysed thematically and supported by teacher educators' (n=3) planning and reflection documentation. Although the problematic nature of the ‘practical’ suggests appeal and peril of the ‘practical’, the important nature of negotiating the ‘practical’ to enhance student learning is apparent. Students emphasised the value of practical engagement and expressed a strong preference for working in groups to create a safe learning environment to develop confidence and competence. These insights suggest key aspects of a pedagogy of teacher education in these ‘practical’ areas. The importance of being aware of and, in some cases, challenging student perspectives on how they learn best in these curricular areas is discussed.  相似文献   

In memoriam: William W. Brickman     

Abraham J. Tannenbaum 《Roeper Review》2013,35(4)

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A speech re‐education program in a small school system     

Dorithy J. Zeimes 《Quarterly Journal of Speech》2013,99(4):624-629

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Sport,social tone and the seaside resorts of Great Britain,c.1850–1914     

A.J. Durie  M.J. Huggins 《国际体育史杂志》2013,30(1):173-187

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Teaching learning disabled adolescents to think critically using a problem‐solving schema     

Joanna P. Williams  Nancy J. Ellsworth 《Exceptionality》2013,21(2):135-146

Abstract

In this study we describe and examine the effectiveness of an instructional program designed to teach learning disabled adolescents to make better personal decisions. We presented problems in short narratives based on the types of problems these students must solve in their own lives. The program, conducted as part of the students' regular resource room curriculum, incorporated schema‐general questions for problem solving coupled with practice in generating problem‐specific questions to reach an appropriate decision. Participants were 70 resource room students in two large, urban high schools. We employed a pretest‐posttest comparison group design. On the posttest, instructed students performed significantly better on (1) identifying a general schema for making a personal decision and (2) applying the schema to reach appropriate decisions concerning novel problem narratives. The results support the view that application of a general schema to specific problems can be an effective instructional method to improve critical thinking and decision making.  相似文献   

Culture-based development in the USA: culture as a factor for economic welfare and social well-being at a county level     

Annie Tubadji  Brian J. Osoba  Peter Nijkamp 《Journal of Cultural Economics》2015,39(3):277-303

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Time spent on new songs: word-of-mouth and price effects on teenager consumption     

Noémi Berlin  Anna Bernard  Guillaume Fürst 《Journal of Cultural Economics》2015,39(2):205-218

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Right is Wrong: an examination of the effect of right justification on reading     

S J Muncer  B S Gorman  S Gorman  D Bibel 《British journal of educational technology : journal of the Council for Educational Technology》1986,17(1):5-10

Previous attempts to examine the effects of different types of text format on reading have focused on the improvement of reading. The present study investigated the effect of using a text format that might be predicted to disrupt reading. In this study 56 individuals were presented with reading material presented in right-justified format and in'ragged'uneven line format. Subjects performed significantly worse on right-justified material. Subjects who were classified as good readers on the basis of a pretest were more affected than poor readers. It is suggested that this may result from differences in the reading style of good and poor readers.  相似文献   

Identifying students with learning disabilities: the effect of implementing statewide guidelines     

J McLeskey  N L Waldron 《Journal of learning disabilities》1991,24(8):501-506

Methods for identifying students with learning disabilities continue to be an area of controversy. The present investigation examined the impact of implementing statewide guidelines for the identification of these students. Data were collected from multidisciplinary team reports on 718 students with learning disabilities who were referred and labeled during the 1983-84 school year (before implementation of statewide learning disability guidelines) and 790 students who were identified during 1987-88 (after implementation of the guidelines). The results of the study revealed that the statewide guidelines significantly changed the characteristics of students who were identified. After the implementation of the guidelines, students with much more severe academic problems were identified. These students were much more likely to have a severe discrepancy and be chronically failing in the regular classroom. However, even with explicit, widely accepted guidelines, approximately one third of all students identified in 1987-88 failed to meet the stated criteria for identification. The implications of these findings for professional practice and future research are discussed.  相似文献   

Advertising Content and Avoidance,New Media or Old Media,and Media Coverage of Celebrity Suicides     

Hugh J. Martin  Adam D. Rennhoff 《Journal of Media Economics》2016,29(2):49-50

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