CHILDREN'S PLAYGROUND BEHAVIOUR ACROSS FIVE YEARS OF BROADCAST TELEVISION: A NATURALISTIC STUDY IN A REMOTE COMMUNITY     

Tony Charlton  Charlie Panting  Ronald Davie  David Coles  Lorraine Whitmarsh 《Emotional and Behavioural Difficulties》2013,18(4):4-12

3‐ to 8‐year‐olds’ free‐play behaviour was video‐recorded in two playgrounds before broadcast TV's availability in the South Atlantic island of St. Helena. Similar aged children's behaviour in the same playgrounds was recorded five years after television's arrival. Recorded behaviours were then coded for pro‐social and anti‐social acts. Out of sixty‐four pre‐lpost‐TV comparisons only nine significant shifts were found. Five revealed decreases in pro‐social behaviour (boys and girls), two showed increases in pro‐social behaviour (boys only), and the remaining two showed decreases in anti‐social behaviour (for boys only). In the discussion, particular environmental factors are highlighted which may help determine whether learned aggression (from TV and elsewhere) is enacted.  相似文献   

TV‐VIOLENCE EFFECTS: EXCEPTIONALLY VULNERABLE VIEWERS?     

Tony Charlton  Barrie Gunter 《Emotional and Behavioural Difficulties》2013,18(1):36-45

From time to time, studies of links between youngsters’ television viewing habits and their social behaviour suggest pointers which may help identify those prone to ill‐effects from exposure to television programming.

This article refers to some of this research, before linking these pointers to the viewing habits of exceptional children (especially those with significant difficulties in their social and emotional behaviour). The article then makes cursory reference to initiatives designed to help safeguard young viewers from deleterious effects of television‐viewing.  相似文献   

Excerpts from Barriers to Excellence: Our Children at Risk     

Harold Howe II  Marion Wright Edelman 《Equity & Excellence in Education》2013,46(4-6):111-114

The following excepts from Barriers to Excellence are reprinted by permission of the National Coalition of Advocates for Students. In this issues's Reviews, Sonia Nieto comments on this book, which, technically speaking, is authored by the Board of Inquiry. Howe and Edelman were the Board's co‐chairs and wrote part of the book.  相似文献   

Making Learning Happen: a guide for post-compulsory education     

Jonathan Wright 《Educational Research and Evaluation》2013,19(4):396-397

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“It's not as if we've been teaching them…” reflective thinking in the outdoor classroom     

Tony Rea 《Journal of Adventure Education & Outdoor Learning》2013,13(2):121-134

Abstract

Research undertaken during a six week mountaineering expedition to Iceland in July 2003 set out to investigate approaches to facilitating the reflective process in 20 participants aged between 14 and 18. A number of models were examined to help determine the educational philosophy underpinning the expedition. The research methods involved documentary searches, observations and semistructured interviews. Findings suggest that the approach of expedition leaders accorded with the ‘mountains speak for themselves’ model as the leadersmade little or no attempt to encourage, facilitate or enable reflection on the part of participants. With few exceptions the participants did, however, engage in reflective thought both about the activities they had been involved in and the holistic benefits of the expedition. The findings suggest that whilst the facilitator/interventionist model and the Kolb cycle do little to explain the pedagogy within this expedition, there was evidence of much reflective learning from the participants.  相似文献   

Kurt Hahn: inspirational,visionary, outdoor and experiential educator     

Tony Rea 《Journal of Adventure Education & Outdoor Learning》2013,13(1):100-101

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Teaching Teachers about Computers     

Peter Wright 《Technology, Pedagogy and Education》2013,22(1):37-52

Abstract

Currently in the United Kingdom there are several major initiatives to encourage the development of information and communications technology (ICT) in schools. However, in the past many significant educational innovations have resulted in disappointing outcomes and limited curriculum change. This article presents a three-phase model that offers guidance on how to facilitate effective curriculum change, particularly in the field of ICT. The model was derived from analysing six contrasting case studies of departmental ICT within a particular secondary school (ages 12-16 years). The article discusses the main issues identified within the case studies that led to the formulation of the model. ‘Issue trees’ were devised as a system for hierarchically grouping and presenting the factors that encouraged and discouraged ICT development across the various departments. Important aspects of the model include: gaining a firm innovative decision from a department, selling the pedagogic benefits of the innovation, the willingness of staff to undergo professional development (particularly pedagogic development), clear and positive communication channels that facilitate responsive management, and a methodical development cycle. The model has proved a useful tool for securing the effective integration of ICT into the curriculum, i.e. teachers effectively deliver appropriate ICT activities which have been adopted by the whole department and integrated into subject work schemes.  相似文献   

Are Integrated Learning Systems Good For Teachers Too?     

Jean Underwood  Sue Cavendish  Tony Lawson 《Technology, Pedagogy and Education》2013,22(3):207-218

ABSTRACT

The formal evaluation of Integrated Learning Systems (ILSs) in United Kingdom schools has raised questions about the professional development of teachers as they worked with pupils using the system. In this paper we will present evidence to show that by encouraging the use of information technology for more effective management of learning, and through the use of diagnostic material provided by the system about students, the use of ILSs can encourage the professional development of individual teachers.  相似文献   

Images of the future for education? Videoconferencing: a literature review     

Tony Lawson  Chris Comber  Jenny Gage  Adrian Cullum‐Hanshaw 《Technology, Pedagogy and Education》2013,22(3):295-314

In the past two decades, as new capabilities for video communication have emerged, their use in educational contexts has steadily increased. Initially located in higher education, the use of videoconferencing for a broad range of learning purposes is now established in many schools. Although a considerable body of literature exists that describes the experience of videoconferencing using traditional pedagogies, much less has been published on the contextual factors that lead to effective learning outcomes and innovative uses of videoconferencing. The purpose of this review is to establish a baseline for researchers interested in the area. In focusing on educational uses in both higher education and mainstream schooling, the review examines the affordances and barriers to effective teaching and learning, with what are increasingly robust and easy‐to‐use technologies. The paper concludes with a call for further research into the more innovative possibilities of videoconferencing.  相似文献   

Internet Pornography and U.S. Women's Sexual Behavior: Results From a National Sample     

Paul J. Wright  Analisa Arroyo 《Mass Communication and Society》2013,16(5):617-638

Representative studies on Internet pornography exposure and women's sexual behavior are needed. National data were utilized to explore the association between 1,077 U.S. women's exposure to Internet pornography and number of sexual partners. Internet pornography exposure and number of sexual partners were positively correlated. This association remained after controlling for age, marital status, ethnicity, education, and religiosity. However, the association was moderated in theoretically predictable ways by women's confidence in media and perceived life dullness.  相似文献