Constructing Problems in a Web‐Based Learning Environment     

Shirley Corrent‐Agostinho  Geraldine Lefoe 《Educational Media International》2013,50(3):173-180

Abstract

This article describes how the World Wide Web was implemented in a graduate course. The interactions that took place among the students and between the students and instructor illustrate how problem‐based learning strategies can be supported by the Web. Of particular note, the course content focused on technology‐based learning, thus students were immersed in an authentic learning environment. The article chronicles the various strategies ? that students implemented to facilitate the problem‐solving process and concludes by way of issues to consider when implementing such strategies within Web‐based learning environments  相似文献   

A Participatory Outcome Evaluation on the Impact of BSW Interns on Agencies     

Drew Mallory  Shirley Elizabeth Cox 《Journal of Teaching in Social Work》2013,33(5):502-517

This article reviews the findings of an exploratory study investigating the perceived benefits and costs of BSW interns for host agencies. The qualitative study included surveys from over 100 agency student supervisors, colleagues, and administrative personnel assessing the perceived effects students had on a range of categories. It also included a quantitative assessment of financial savings derived through student contributions. Benefits of using student work included increased quality and quantity of services available to clients as well as generic positive effects on the outlook and attitudes of supervisors and agency staff. Minimal negative effects included student turnover and occasional instances of unprofessional attitudes.  相似文献   

Mapping MSW Research Training     

Nancy Freymond  Marina Morgenshtern  Mark Duffie  Liu Hong  Shirley Bugeja-Freitas  Jesse Eulenberg 《Journal of Teaching in Social Work》2013,33(3):248-268

The surge of interest in evidence-based interventions necessitates MSW graduates who will pursue research activities in the workplace. However, evidence suggests that social workers tend not to use their research skills after graduation. This study examined three constructs that inform students’ relationships to research: (a) confidence in research skills, (b) academic activities that stimulate students’ interest in research, and (c) anticipated outcomes from future involvement in research activities. The findings suggest that MSW programs need to extend research training beyond the classroom by providing holistic research learning environments that clarify the role and purpose of research for the social work profession and provide opportunities for students to transform didactic research training into practical research skills.  相似文献   

Help Your Students to Successful History Day Entries     

Mary E. Haas  Shirley Donnohue  Sam Jennings 《Clearing house (Menasha, Wis.)》2013,86(9):395-398

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Teachers’ Experience of Working with Socio-scientific Issues: A Large Scale and in Depth Study     

Margareta Ekborg  Christina Ottander  Eva Silfver  Shirley Simon 《Research in Science Education》2013,43(2):599-617

The research is an investigation of teachers’ experience of working with socio-scientific issues (SSI). A large group of teachers (55) chose one of six cases with the characteristics of SSI and were free to organize the work as they found appropriate. The research focuses on how teachers chose content, organized their work and experienced the students’ interest and learning. The teachers answered a questionnaire after working with the cases and seven of them were interviewed to provide in-depth understanding of issues raised in the questionnaire. The teachers found the SSI to be current topics with interesting content and relevant tasks and they felt confident about the work. They were quite content with the students’ learning of scientific facts, how to apply scientific knowledge and to search for information. However, they found that the students did not easily formulate questions, critically examine arguments or use media to obtain information about the task. The interviewed teachers did not find this work new, but they organized it as ‘a special event’. They understood SSI work as ‘free’ work and group work was frequent, but only a few of the teachers developed explicit strategies for teaching SSI. They had different ideas about learning but they all talked about knowledge as a set of facts to be taken in by the students. They all included elements of SSI but mostly to introduce the regular science content. However the teachers started to reflect upon the potential of using SSI to cover more goals in the curriculum.  相似文献   

Tackling behaviour in your primary school: a practical handbook for teachers,by Ken Reid and Nicola S. Morgan     

Shirley Hewitt 《Emotional and Behavioural Difficulties》2013,18(2):242-243

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TEACHING SCIENCE IN PUPIL REFERRAL UNITS     

Shirley Agar 《Emotional and Behavioural Difficulties》2013,18(3):19-24

This article considers how the problems I experienced setting up the science in a Pupil Referral Unit (PRU), led to a study of the science provision offered by other PRUs. Using interviews and questionnaires, 26 teachers of science were asked about a number of issues that included; the number of students in the PRU, whether the teacher of science was a qualified science specialist, the methods of accrediting the student's work, the equipment and apparatus that they have available to use, the suitability of their accommodation and the contacts the staff had with other mainstream schools. Issues of isolation were raised by the teachers interviewed.  相似文献   

Special symposium: Reviews of books in applied communication     

William F. Eadie  Cindy L. Griffin  Theodore E. Zorn Jr.  James W. Chesebro  Shirley M. Crawley  Bren Ortega Murphy 《Journal of Applied Communication Research》2013,41(2):110-138

CONDITIONS OF LIBERTY: CIVIL SOCIETY AND ITS RIVALS by Ernest Gellner. New York: Penguin, 1994; $27.95.

LISTEN UP: VOICES FROM THE NEXT FEMINIST GENERATION. Edited by Barbara Findlen. Seattle, Washington: Seal, 1995; pp. xi‐264. $12.95.

“I GOTTA TELL YOU”;: SPEECHES OF LEE IACOCCA. Edited by Matthew W. Seeger. Detroit: Wayne State University Press, 1994. 335 pages. $27.50 (hardcover). $15.00 (paperback).

A IS FOR OX: VIOLENCE, ELECTRONIC MEDIA, AND THE SILENCING OF THE WRITTEN WORD by Barry Sanders; New York: Pantheon Books; 1994; 271 pages, $23.00.

HOW THINGS GOT BETTER: SPEECH, WRITING, PRINTING, AND CULTURAL CHANGE by Henry J. Perkinson; Westport, Connecticut: Bergin & Garvey; 1995; 173 pages; $49.95.

CONCEPTUALIZING SEXUAL HARASSMENT AS DISCURSIVE PRACTICE. Edited by Shereen G. Bingham. Westport, CT: Praeger Publishers, 1994; pp. 206. $55.00

APPLIED COMMUNICATION IN THE 21^st CENTURY; edited by Kenneth N. Cissna; Mahwah, New Jersey: Lawrence Erbaum Associates, 1995; 218 pages, $19.95  相似文献   

Thinking About Children's Experience     

Shirley Burch  Sister Jane Maltby 《Pastoral Care in Education》2013,31(3):194-201

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只想活在你的眼角里     

Shirley 《文化博览》2006,(7):13

园:我一直都在寻找勇气。我清楚,在你收藏世界的匣子里没有我,因为我只是个属于角落的生命。我是个纯物质的人,血液里漾着叛逆的气息。从来都不相信美好,习惯被冷落、被伤害,但我知道要高傲地走下去。从前,我讨厌爱情,她似乎一种虚伪的附属关系,在紊乱的纠缠中变得坚实或是脆弱;现在,我迷恋爱情,她似乎一位狂舞后的女人,有心跳加速的快感,有陶醉的错觉。  相似文献