Sally Hernando (1957–2010)     

Tricia Ellis 《Health information and libraries journal》2010,27(2):168-171

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The Effectiveness of Video as a Learning Tool in On‐line Multimedia Modules     

Rachel Ellis  Mark Childs 《Learning, Media and Technology》1999,24(3):217-223

The Broadnet Project produced on‐line interactive multimedia training modules in order to support local small and medium sized (SME) businesses. Two of these modules used videos which were incorporated into the modules and were designed to stream over the Broadnet network. These videos were produced by several different contributors to the project. This report examines the producers’ views and SME trainees’ perceptions of the effectiveness of the videos as training material. Findings suggests that it is the interactive nature of the videos with the clips and questions, and the use of narrative incorporating the information which these trainees found most useful for learning.  相似文献   

The really big questions     

Brian Ellis  Phil Dowe  Brian Skyrms  John Forge 《Metascience》1999,8(1):63-85

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REGIONAL DATA BANKS AND EDUCATION     

Allan B. Ellis 《Journal of Educational Measurement》1965,2(2):139-143

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EVALUATING “EVALUATION”     

Ellis Batten Page 《Review of Education, Pedagogy & Cultural Studies》2013,35(1):133-140

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Information technology and the accountant     

D. Ellis 《International Journal of Information Management》1986,6(3)

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Building a theory of communication and ethnopolitical conflict     

Donald G. Ellis 《Communication monographs》2019,86(1):68-87

Coherent development of theories of ethnopolitical conflict has been slow and scattered. Moreover, the role of communication has been seriously neglected. I theorize ethnopolitical conflict along two dimensions: the level in which the conflict is entered (macro state-level, mid civil society level, and individual level) and the type of communication most characteristic of the level (bargaining and negotiation, intergroup relations and intercultural communication, identity theories and deliberative processes). Additionally, the article makes the case for a social constructionist perspective on ethnicity, and develops a relationship between communication and ethnopolitical conflict. Finally, theories of communication are posed as mediators of social systems that couple the communication systems of two conflictive groups in order for them to increase commensurability.  相似文献   

Institutional conceptualisations of teacher education as academic work in England   总被引：1，自引：0，他引：1  

Viv Ellis  Jane McNichollAnna Pendry 《Teaching and Teacher Education》2012

Through an analysis of job recruitment texts, and interviews with academic leaders, this article shows how the university-based teacher educator is produced as a category of academic worker in England. Focussing on the discursive processes of categorisation provides insights into how English universities conceptualise teacher education. Variations in conceptualisations are noted within and between institutions, with the teacher educator produced as a hybrid or exceptional category. Often, variations are produced around a practitioner/researcher contradiction. The article concludes by asking whether such variations and potential lack of coherence matter, in the context of national policy and funding constraints, and internationally.  相似文献   

The development of national standards for adult educators in Namibia     

Justin Ellis  Brent H. Richardson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,8(2):375-385

Since gaining independence from South Africa in 1990, Namibia has placed considerable emphasis on education, including adult learning. As a means of improving the quality of adult learning, the Namibian Ministry of Education commissioned the development of national standards in 2010 to express competency requirements for adult educators. Particular attention was paid to the views of adult learners who participated through thirty focus groups. The participatory process revealed that the work of an adult educator is more complex and demanding than had previously been appreciated. The required competencies were categorised under four headings: (1) Knowledge as an adult educator, (2) Practice as an adult educator, (3) Relationships as an adult educator and (4) Ethics and professionalism as an adult educator. The Namibia Qualifications Authority, acting under its legislative mandate of setting occupational standards for occupations, jobs, posts and positions, approved the national standards in 2011.  相似文献   

Seeking Shared Practice: A Juxtaposition of the Attributes and Activities of Organized Fossil Groups with Those of Professional Paleontology     

Kent J. Crippen  Shari Ellis  Betty A. Dunckel  Austin J.W. Hendy  Bruce J. MacFadden 《Journal of Science Education and Technology》2016,25(5):731-746

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