Inter-Life: a novel,three-dimensional,virtual learning environment for life transition skills learning     

Alison M. Devlin  Vic Lally  Madeleine Sclater  Karla Parussel 《Interactive Learning Environments》2013,21(4):405-424

This paper presents the findings from one of the first empirical research studies which has investigated the impact of Inter-Life; a novel three-dimensional immersive virtual learning environment, on learning and development of social and educational life transition skills in a group of looked after and accommodated children. Drawing on social constructivism in which meaningful learning is related to context and situated in practice, we report on a series of Inter-Life workshops that enabled young people to work together and through the processes of participation in authentic learning activities contributed to the development of life transition skills such as self-confidence, empathy, negotiation and mediation skills, teamwork and active problem-solving skills. The novel affordances of the Inter-Life virtual world which contributed to the development of the learning community included the ability to personalise learner engagement and activities from the outset along with ‘co-presence’ and ‘immersion’ and the flexibility provided by the innovative, technology-enhanced Inter-Life platform. This study presents some empirical evidence to demonstrate the efficacy of new models of learning that are mediated by innovative malleable technologies that can be shaped by the learner in a participatory manner.  相似文献   

History of U.S. Broadcasting     

Irving E. Fang  Judy Fireman  Raymond William Stedman  Madeleine Edmondson  David Rounds 《Communication Booknotes Quarterly》2013,44(5):67-69

Irving E. Fang Those Radio Commentators (Ames: Iowa State University Press, 1977—$14.95)

Judy Fireman TV Book: The Ultimate Television Book (New York: Workman Publishing Co, 1977—$7.95, paper with a hardback also available)

Raymond William Stedman The Serials: Suspense and Drama by Installment (Norman: University of Oklahoma Press, 1977—$12.95)

Madeleine Edmondson and David Rounds From Mary Noble to Mary Hartman: The Complete Soap Opera Book (New York: Jove Books (Harcourt, Brace Jovanovich), 1977— $1.75, paper)  相似文献   

Analysis of Gymnastics Judges' Visual Search     

Chantal Bard  Michelle Fleury  Lise Carrière  Madeleine Hallé 《Research quarterly for exercise and sport》2013,84(2):267-273

Abstract

This study was designed to investigate the visual search patterns of gymnastics judges. The subjects were four national judges (experienced) and three local judges (novice). Three dependent variables were measured: the number and the location of ocular fixations during the evaluation of a gymnast's performance, and the number of errors made by the judges. Ocular fixations were studied by the corneal reflection technique with a NAC Eye-Movement Recorder. There was no statistical difference in the number of fixations for both groups of judges. However, the expert judges had 27% less fixations than the novice judges. A statistical difference was found between expert judges and novice judges for the location of fixations; experts had more fixations on the upper part of the gymnast's body, while novices concentrated their attention on the legs. The type of routine significantly affected the number of fixations; more fixations were found for optional routines. There was no statistical difference in the number of judgment errors made by the two groups of judges. However, novice judges detected only half the gymnast's errors detected by the expert judges.  相似文献   

Student laboratory presentations as a learning tool in anatomy education     

Madeleine B. Chollet  Mark F. Teaford  Evan M. Garofalo  Valerie B. DeLeon 《Anatomical sciences education》2009,2(6):260-264

Previous studies have shown that anatomy students who complete oral laboratory presentations believe they understand the material better and retain it longer than they otherwise would if they only took examinations on the material; however, we have found no studies that empirically test such outcomes. The purpose of this study was to assess the effectiveness of oral presentations through comparisons with other methods of assessment, most notably, examination performance. Specifically, we tested whether students (n = 256) performed better on examination questions on topics covered by their oral presentations than on other topics. Each student completed two graded, 12‐minute laboratory presentations on two different assigned topics during the course and took three examinations, each of which covered a third of the course material. Examination questions were characterized by type (memorization, pathway, analytical, spatial). A two‐way repeated measures analysis of variance revealed that students performed better on topics covered by their presentations than on topics not covered by their presentations (P < 0.005), regardless of presentation grade (P > 0.05) and question type (P > 0.05). These results demonstrate empirically that oral presentations are an effective learning tool. Anat Sci Educ 2: 260–264, 2009. © 2009 American Association of Anatomists.  相似文献   

Gender respect: Empirical insights for (moral) educators about women’s struggles for respect in the Global South     

Madeleine Arnot  Sharlene Swartz 《Journal of moral education》2018,47(4):481-497

Promoting gender respect is essential to the development of both sexes and to gender equality. This article argues for the importance of moral education to support the struggle of girls and women to achieve respect within unequal and complex gender power relations, especially in poverty contexts. Evidence collected from a sequence of in-depth qualitative studies in the Global South highlights the diverse ways that the giving of respect and the struggle to be respected shapes women’s lives. We show that moral education has a role to play in foregrounding female voices in order to: better understand the poverty-gender-education nexus; recognise the contribution of women and mothers as moral educators; acknowledge girls’ struggles to gain self-respect, peer respect and mitigate disrespect; and, ensure sexual respect despite aggressive masculinities. Moral education programmes which encourage respectful relations between the sexes need to address these highly contextualised forms of struggles for ‘gender respect’.  相似文献   

Learning for professional life: Student teachers' and graduated teachers' views of learning,responsibility and collaboration     

Madeleine Abrandt Dahlgren  Eva Hammar Chiriac 《Teaching and Teacher Education》2009

The focus of this study is on how final-semester students and newly-graduated teachers experience the formal objectives of teacher education, with a particular view of the concepts of learning, responsibility and collaboration. The ways of experiencing these concepts varied from conceptions in which only one dimension is discerned from in the student teachers group to conceptions in which several dimensions of the phenomena are discerned in the graduate teachers group.  相似文献   

Transforming British higher education: A view from across the Atlantic     

Madeleine F. Green 《Higher Education》1995,29(3):225-239

This article analyzes the major changes in British Higher Education during the past five years: increasing student numbers, mandated government assessment, linking funding to the assessment exercises, the modularized curriculum and the competency movement, and draws comparisons to the United States. The author then studies the impact of these policy changes on a single campus, the University of Leicester, with attention to the consequences of growth, the impact on decision-making, and challenges for staff development.  相似文献   

School‐based support for children with conduct disorders; a qualitative longitudinal study of high‐need families          下载免费PDF全文

Madeleine Stevens 《British Educational Research Journal》2018,44(5):781-801

Primary school‐aged children with conduct problems are at risk of future antisocial and criminal behaviour, particularly when there are additional family‐level risk factors. However, little is known about how school‐related factors can reduce that risk. This qualitative longitudinal study investigates school‐related influences on changes in the behaviour of at‐risk children in high‐need families over a period of 5 years. Families of 11 children with serious behaviour problems were followed over the transition to secondary school. In‐depth interviews with mothers, and with practitioners who support the child or family, explored school‐related factors which appeared helpful or unhelpful in improving children's behaviour over time. The analysis found that the disjuncture between the nurture experienced at primary school and a lack of nurture later at secondary school was problematic. Children tended to change primary school until they found one prepared to offer them a high level of nurture and supervision. Consistent relationships with supportive adults were important, but were rare after the transfer to secondary school. Literacy problems remained unrecognised or unaddressed for too long, contributing to children's lack of engagement. Inconsistent disciplinary responses to minor behaviour issues tended to escalate problems and most children were eventually excluded from mainstream education. Communication between parents and school staff was often problematic; parents sometimes experienced school contacts as burdensome, ill‐informed and unsupportive. However, good communication could aid development of successful approaches to supporting children with difficult behaviour.  相似文献   

Special issue: professional practice,education and learning: a sociomaterial perspective     

Madeleine Abrandt Dahlgren  Maria Gustavsson  Andreas Fejes 《Studies in Continuing Education》2018,40(3):239-241

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Freedom’s Children: A gender perspective on the education of the learner-citizen     

Madeleine Arnot 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,52(1-2):67-87

Drawing on Ulrich Beck’s theory of “freedom’s children”, the present contribution examines contemporary concerns about educating young people for citizenship as well as educating them about citizenship. Under the first theme, the author focuses on the citizen as learner, highlighting some of the gender- and class-related inequalities that are typically associated with individualisation. Under the second theme, she looks at the learner as citizen in view of the fact that citizenship education courses often prepare learners for a gender-divided world — even though the processes of individualisation have themselves significantly reshaped contemporary gender relations. In light of current challenges facing citizenship education, the study concludes by reflecting on gender-related dimensions of individualisation and their implications for democracy and the learner-citizen.  相似文献