A Community Designs Its School     

Marian K. Magid 《Clearing house (Menasha, Wis.)》2013,86(4):157-159

Teaching with film is a powerful and meaningful instructional strategy. This article discusses five classroom-tested methods for teaching with film: (1) film as a visual textbook, (2) film as a depicter of atmosphere, (3) film as an analogy, (4) film as a historiography, and (5) film as a springboard. Each of the methods discussed includes examples of a variety of films that could be used, along with suggested focus questions and conversation topics. Furthermore, this article discusses relevant legal issues surrounding the use of film in the classroom.  相似文献   

Development and validity of a Dutch version of the Remote Associates Task: An item-response theory approach     

Soghra Akbari Chermahini  Marian Hickendorff  Bernhard Hommel 《Thinking Skills and Creativity》2012,7(3):177-186

The Remote Associates Test (RAT) developed by Mednick and Mednick (1967) is known as a valid measure of creative convergent thinking. We developed a 30-item version of the RAT in Dutch with high internal consistency (Cronbach's alpha = 0.85) and applied both Classical Test Theory and Item Response Theory (IRT) to provide measures of item difficulty and discriminability, construct validity, and reliability. IRT was further used to construct a shorter version of the RAT, which comprises of 22 items but still shows good reliability and validity—as revealed by its relation to Raven's Advanced Progressive Matrices test, another insight-problem test, and Guilford's Alternative Uses Test.  相似文献   

The case of literacy: a response to John Wilson     

Marian Sainsbury 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):137-139

Contemporary theories of academic motivation seek to explain students’ behaviours in academic settings. While each theory seems to possess its own constructs and unique explanations, these theories are actually closely tied together. In this theoretical study of motivation, several theories of motivation were described and an underlying theme of the influence of emotions was used to unify the theories. In these theories, emotions and beliefs are thought to elicit different patterns of behaviour such as pursuit of mastery, failure avoidance, learned helplessness and passive aggression. Implications emerged which focused upon creating classroom contexts that foster feelings of autonomy, competence and meaning as the catalysts for developing adaptive, constructive learning.  相似文献   

Trauma Response and Recovery Certificate Program: Preparing Students for Effective Practice   总被引：1，自引：1，他引：0  

Marian C. Bussey PhD  MSW  LCSW 《Journal of Teaching in Social Work》2013,33(1-2):117-144

This paper describes an innovative approach to preparing MSW students for work with traumatized clients via a trauma certificate program. It explores conceptual and ethical principles of the program and presents results of the formative evaluation done with faculty, field instructors and students from the program's pilot year. Students reported gains in self-ratings of their efficacy in working with trauma in children, adults and communities, as well as articulating what parts of trauma theory were most useful to them in post-graduation. Field instructors were enthusiastic about the knowledge and skills students were building, and suggested further refinements to the program, including increased communication and networking on the topic of trauma.  相似文献   

Viewing the transition to innovative learning environments through the lens of the burke-litwin model for organizational performance and change     

French  Raechel  Mahat  Marian  Kvan  Thomas  Imms  Wesley 《Journal of Educational Change》2022,23(1):115-130

Journal of Educational Change - Recent history has seen many schools shift from their original purpose of standardization and facts to focus on soft skills and global preparedness. The physical...  相似文献   

An adaption of Gagné’s instructional model to increase the teaching effectiveness in the classroom: the impact in Romanian Universities     

Marian D. Ilie 《Educational technology research and development : ETR & D》2014,62(6):767-794

Gagné’s instructional events are more focused on the human internal learning process than on the learning context. This study fills this gap because it presents certain instructional events that are focused on the construction of a positive learning context through the teacher–student relationship. Therefore, it’s proposing an adaption of Gagné’s instructional model to the learning context derived from observation of the instructional activities performed in the Romanian educational system. This paper added two new events (Learning organization and Final appreciation) to Gagné’s original nine instructional events. Out of these eleven, it’s considered that three in particular should be regarded as essential events in every teaching activity. These three particular events are categorised and defined in the first part of this study. The effectiveness of this newly proposed theoretical model was tested on a sample of 894 university teaching activities, using a systematic observational grid. The results indicated a significant correlation between the adapted model and students’ perceptions of the effectiveness of the teaching activity. It is therefore suggested that this proposed model provides operational guidance for the development of instructional approach. The implications and the limitations of these findings are discussed and possible directions for new research are suggested.  相似文献   

Statistical Aspects of Baseline Assessment and its Relationship to End of Key Stage One Assessment     

Ian Schagen  Marian Sainsbury  Steve Strand 《牛津教育评论》2013,39(3):359-367

The current proliferation of baseline assessment schemes for Reception pupils has a number of aims, one of which involves the concept of 'value-added' from Reception to Key Stage 1. This paper looks at results from data collected for three baseline schemes, and investigates what can be said about national levels of performance. It also looks at evidence on relationships between baseline and Key Stage 1 test results, and critically evaluates the extent to which such data can be used for 'value-added' analyses.  相似文献   

Influencing Student Attitudes Toward Older Adults: Results of a Service-Learning Collaboration     

Irene A. Gutheil  Roslyn H. Chernesky  Marian L. Sherratt 《Educational gerontology》2013,39(9):771-784

This article describes a service-learning collaboration between a research center at a graduate school of social work and a community college. While the goal of the collaboration was to conduct a community needs assessment of the older population of Bermuda, the project offered a unique opportunity to connect community service, teaching, and research. Students' classroom experience prepared them to play a critical role as interviewers of older adults. Participation in this project enabled students to contribute to a vital step in the process of community change. Students reported more positive attitudes toward older adults and greater interest in working with older adults as a result of this experience. Service-learning can be an effective means of teaching students about aging.  相似文献   

Enigmatic Variations: Honours Degree Assessment Regulations in the UK     

Mantz Yorke  Harvey Woolf  Marie Stowell  Rick Allen  Chris Haines  Marian Redding  Dave Scurry  Graham Taylor‐Russell  Wayne Turnbull  Lawrie Walker 《Higher Education Quarterly》2008,62(3):157-180

The debate in the UK about the continued existence of the honours degree classification led to a survey of the assessment regulations in 35 varied higher education institutions. This revealed considerable variation in the way in which honours degree classifications are determined, and also in the handling of weak performances by students. Such variability, deriving from a system in which institutional autonomy is to the fore, raises a question about equitability in the treatment of students. A brief allusion is made to the variability in assessment regulations in the US and Australia.  相似文献   

Acknowledgments     

Marian Sigman  & Ellen Ruskin 《Monographs of the Society for Research in Child Development》1999,64(1):114-114

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