Critical Viewing of Television News: the impact of a Dutch schools television project     

Marcel W. Vooijs  Tom H.A. Van Der Voort  Jacqueline Hoogeweij 《Learning, Media and Technology》1995,21(1):23-35

Using a quasi‐experimental pretest‐posttest control group design, the study investigated the educational effects of a six‐programme schools television series designed to teach children aged 10‐12 that television news broadcasts give a selective and thus subjective and incomplete impression of the news. Results indicated that the schools television series led to an increase in children's knowledge of the selection processes involved in the production of news programmes, and an increase in children's proficiency in recognizing the moments of selection in news items. However, the television series did not result in a decrease in the level of credibility children attribute to television news broadcasts. The reason for the latter finding probably is that the series showed that the makers of news programmes are conscious of the selection processes involved in making news programmes and do their utmost to make the choices in the most responsible way possible. As a result, the series may have unintentionally created the impression that the problem of selectivity can be satisfactorily solved.  相似文献   

Lifelong learning and the reform of the teaching practicum in Australia     

Ron Toomey Corresponding author  Judith Chapman  Janet Gaff  Jacqueline McGilp  Maureen Walsh  Elizabeth Warren 《Asia-Pacific Journal of Teacher Education》2005,33(1):23-34

This paper reports the findings of a project—‘Lifelong learning and teacher education’—undertaken by the Centre for Lifelong Learning, Australian Catholic University, under the auspices of the Australian Commonwealth Department of Education, Science and Training. The study was designed to investigate the operationalization of lifelong learning in Australian teacher education. The study revealed that there is a range of existing, innovative practices regarding partnerships between schools and higher and further education that are in keeping with emerging ideas about lifelong learning. Moreover, some of these take the form of collaborative action research projects focused on improving the learning occurring in the partnership schools. This paper describes some current approaches in Australia to collaborative action research by teacher educators' and their partnership schools and shows how they contribute to lifelong learning. The approaches are then analyzed to suggest ways of advancing lifelong learning within Australian Education Faculties thus helping to make lifelong learning more of a reality for all.  相似文献   

Book reviews     

Lennart Cervall  David Hamilton  Jacqueline Lublin  Jindra Kulich 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1990,36(4):495-503

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Text density level as a design variable in instructional displays     

Gary R. Morrison  Steven M. Ross  Jacqueline K. O’Dell 《Educational technology research and development : ETR & D》1988,36(2):103-115

Presenting narrative text in computer-based instruction (CBI) is more difficult than in print lessons due to limited screen resolution and display area. The present research aimed at achieving a more compatible match between lesson content and the attributes of the presentation media. Subjects received either a print or CBI statistics lesson containing low-density (concise) narrative text, high-density (conventional) text, or the density type they preferred (learner-control). Results showed the low-density lesson to reduce completion time relative to the high-density version, while yielding equivalent achievement. Subjects receiving the lesson in the print mode had shorter completion times and higher achievement than their CBI counterparts. Attitude results showed that CBI was favorably regarded, but perceived as longer and slow-moving than print. Implications of results for designing instructional material in accord with CBI attributes and learner characteristics are discussed.  相似文献   

OFSTED's Spiritual Dimension: An analytical audit of inspection reports     

Jacqueline Watson 《Cambridge Journal of Education》2001,31(2):205-219

The Office for Standards in Education (OFSTED) continues to judge schools in England and Wales to be generally unsuccessful in providing opportunities to pupils and students for spiritual development. This article reports on a study of OFSTED inspection reports for Norfolk state secondary schools. The study aimed to understand what was going wrong with spiritual development and how things might be improved. The study noted OFSTED's guidance to its inspectors on spiritual development, but then audited inspectors' assessments of spiritual development as they saw it in the field. After a close analysis of the reports the study concluded that inconsistencies in inspectors' reporting, particularly of spirituality across the broader curriculum, meant that both the mechanisms for assessment and for raising standards were not clear. The article discusses possible reasons for that lack of clarity and suggests that increased dialogue between inspectors and teachers might help raise standards in this area.  相似文献   

Discussion Paper--Creative Partnerships: Public and voluntary services working together     

Joan Baxter 《Educational Psychology in Practice》2002,18(1):63-72

Recent Government initiatives (National Healthy School Standard; Department for Education and Employment, 1999) and Guidance (Promoting Children's Mental Health within Early Years and School Settings; Department for Education and Employment, 2001) are placing increased expectations on schools to promote the emotional well-being of children. However, teachers are unlikely through initial training to have the skills and knowledge required to undertake these responsibilities unassisted. Moreover, the external support available to schools through public sector agencies is insufficiently resourced to meet a significant and sustained rise in demand. Through its Compact (Home Office, 1998), the previous Government acknowledged the contribution currently made to society by the voluntary sector and its potential to provide further support for those in need. Charities supporting children's social/emotional development and mental health may have much to offer. Projects run by the voluntary sector are already supporting schools across the country, and rapid growth is underway. However, schools need help in procuring, monitoring and evaluating this support to assure quality standards and pupil safety. Both schools and Local Education Authorities (LEAs) have a duty of care. Educational psychologists, trained in child development, research and evaluation, and with access to regulatory processes such as Children's Services Planning and Best Value, should be well-placed to assist and guide their LEA, schools and voluntary sector partners.  相似文献   

Forms of constructivism, cognitive development and number learning     

Jacqueline Bideaud 《Prospects》2001,31(2):175-185

Genetic constructivism regards the development of cognitive structures as the prod-uct of interactions among three systems of equilibration relating to phylogenesis, sociogenesis and psychogenesis (Cellérier & Decret, 1992). From this point of view, the study of numbers is of particular interest since it reveals visible interactions between the child, his current forms of cognitive organization and his particular sociocultural environments. It is also worthy of note because the major constructivist theories (the genetic psychology of Piaget, the ‘constructive’ innateness of Gelman and the sociogenesis of Fuson) have taken an interest in numbers, focusing their attention in varying degrees on one of the systems in question. Our purpose here is to show the relevance of the complementarity of these approaches to research in and the teaching of elementary arithmetic.  相似文献   

Reading and spelling acquisition in two different teaching methods: A test of the independence hypothesis     

Jacqueline Leybaert  Alain Content 《Reading and writing》1995,7(1):65-88

The development of word reading and word spelling was examined in French speaking children initially instructed either by a phonic or a whole-word method. Second, fourth and sixth graders were administered to reading and spelling tests in which grapho-phonological regularity, frequency, length and lexicality were manipulated. The results showed that in both curricula, reading and spelling acquisition can be characterized by a parallel increase in the use of sub-lexical correspondences and in the reliance on word-specific information. Contrary to a simple view of lexical development according to which the use of analytical knowledge and the use of word-specific knowledge correspond to two different cognitive processes that develop independently from each other, whole-word children did not appear to rely more on whole-word knowledge. On the contrary, and paradoxically, grade 2 whole-word children tended to use analytical correspondences to a greater extent than their peers. In later development, reading matched phonic and whole-word groups did not differ from each other. It is argued that the results support the hypothesis that the acquisition of sub-lexical correspondences constitutes a necessary step in the acquisition of reading and spelling. We conclude that the analytic comparison of different curricula provides a naturalistic tool for the study of the dynamics of development.  相似文献   

Confirmatory factor analyses comparing parental involvement frameworks with secondary students          下载免费PDF全文

Kristin Duppong Hurley  Matthew C. Lambert  Stacy‐Ann A. January  Jacqueline Huscroft D'Angelo 《Psychology in the schools》2017,54(9):947-964

Given the lack of research on measurement models used to operationalize parental involvement with secondary students, the goal of this research is to examine the measurement properties of the three‐domain conceptualization of parental involvement including school‐based involvement, home‐based involvement, and academic socialization, compared to a more nuanced six domain conceptualization school‐based (1) school/parent communication, (2) attending school activities, home‐based (3) home activities, (4) homework help, academic socialization, (5) parent–child communication about education, and (6) parental aspirations for child's education. When comparing the fit among the models, the six‐factor model had best fit indices and indicated varied correlations among the subdomains. The six‐factor model allowed for more nuanced variations among the subdomains that may be helpful when assessing parental involvement with high school students.  相似文献   

The Role of Sex Hormone Replacement Therapy on Self-Perceived Competence in Adolescents with Delayed Puberty     

Jacqueline Schwab  Howard E. Kulin  Elizabeth J. Susman  Jordan W. Finkelstein  Vernon M. Chinchilli  Susan J. Kunselman  Lynn S. Liben  M. Rose DÂ⊃Arcangelo  & Laurence M. Demers 《Child development》2001,72(5):1439-1450

The objective of the present study was to determine the role of sex steroids in the development of self-perceived competence during adolescence. The Harter Self-Perception Scale was administered to 56 adolescents with delayed puberty who were receiving depo-testosterone (males) or conjugated estrogens (females) administered in 3-month blocks alternating with placebo. Treatment was given at three dose levels approximating early, middle, and late pubertal replacement levels. Hormone treatments had a significant positive effect for both males and females in one subscale domain--perceived job competence. Significant positive hormone effects were also obtained for perceptions of romantic appeal and close friendship in females and perception of athletic abilities in males. It can be inferred from the results of this study that the hormonal changes associated with sexual maturation have targeted influences on specific domains of self-perceived competence and that there are clear gender differences.  相似文献