Fostering geospatial thinking in science education through a customisable smartphone application     

Sara Price  Paul Davies  William Farr  Carey Jewitt  George Roussos  George Sin 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(1):160-170

Enhanced capabilities of modern smartphones offer the potential to design tools that support new forms of teaching and learning. Increased access to mobile‐networked environments and geospatial systems provide opportunities for developing new educational experiences that support a geospatial approach to science, fostering new ways of thinking about science. However, designing effective innovative educational mobile applications remains a challenge. Applications need to be accessible to teachers that are not tech‐savvy as well as those that are, foster active learning pedagogies, enable flexible and creative use, as well as fit within the curriculum. This paper describes a smartphone application developed together with pre‐service science teachers, designed to be customisable by teachers while supporting a geospatial approach to science education. The design process and trial illustrate application use, how it supports a geospatial approach to science education and raises issues around mobile technologies, teacher pedagogies and adoption.  相似文献   

The dark side of social support: Understanding the role of social support,drinking behaviors and alcohol outlets for child physical abuse     

Bridget Freisthler  Megan R. Holmes  Jennifer Price Wolf 《Child abuse & neglect》2014

The purpose of this study is to examine how parental drinking behavior, drinking locations, alcohol outlet density, and types of social support (tangible, emotional, and social companionship) may place children at greater risk for physical abuse. Data on use of physical abuse, drinking behaviors, types of social support, social networks, and demographic information were collected via telephone interviews with 3,023 parent respondents in 50 cities in California. Data on alcohol outlet density were obtained by the California Department of Alcoholic Beverage Control. Multilevel Poisson models were used to analyze data for the drinking levels in the entire sample and dose-response drinking models for drinkers. Social companionship support was related to more frequent use of physical abuse. Having a higher percentage of social companionship support network living within the neighborhood was related to more frequent physical abuse in the full sample. This relationship was moderated by on-premise alcohol outlet density. With regards to drinking behaviors, drinking behaviors from ex-drinkers to frequent heavy drinkers used physically abusive parenting practices more often than lifetime abstainers. The dose-response models show that each additional drinking event at a bar or home/party was related to more frequent use of physical abuse. Practitioners working with parents who abuse their children should be aware that not all social support is beneficial. Findings build evidence that child maltreatment is influenced by the interaction between individual and ecological factors.  相似文献   

Interactive group activity: a socially mediated tool for opening an interpretive space in classroom research     

Barbara Whyte  Deborah Fraser  Viv Aitken  Graham Price 《International journal of qualitative studies in education》2013,26(8):1019-1040

An ongoing challenge in classroom research is to understand children’s perspectives on their learning. While learning is highly individual, it is also significantly social and this raises methodological challenges. An Interactive Group Activity (IGA) is one of several data collection strategies used during the action research phase of the Connecting Curriculum, Connecting Learning project (2010–2011) focusing on arts-based curriculum integration. This article concentrates on the IGA tool as a means of uncovering children’s meaning making following an extended period of learning. Of particular note is the use of an arts pedagogical device to introduce the IGA to children, a device that frames the purpose of the task. In effect, the IGA acts as a group assessment device underlining the socially mediated nature of children’s learning. This article describes how the IGA tool evolved, gives its form and structure, argues for its affordances and suggests possibilities for its wider use.  相似文献   

A New Type of Sunday School Lessons     

Ira M. Price∗ Ph.D. 《Religious education (Chicago, Ill.)》2013,108(1)

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THE THEOLOGICAL SEMINARY AND NEEDS OF THE MODERN CHURCH     

Rev. Orlo J. Price Ph.D. 《Religious education (Chicago, Ill.)》2013,108(5):409-418

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Relational Framing Theory: Utterance Form and Relational Context as Antecedents of Frame Salience     

Rachel M. McLaren  James Price Dillard  Kyle James Tusing  Denise Haunani Solomon 《Communication quarterly》2013,61(5):518-535

Using relational framing theory, this article examines the influence of utterance type and relational context on the salience of relational frames. The authors report the results of two studies that used scenarios to manipulate utterance form and information about the relationship between interactants. Participants rated the relevance of dominance-submissiveness and affiliation-disaffiliation frames to interpreting the hypothetical interactions. Results showed that judgments of dominance-submissiveness frame salience were sensitive to variations in utterance type and relational context, but the results were mixed for the affiliation-disaffiliation frame. The authors discuss the implications for relational framing theory and the possibility of an affiliation bias.  相似文献   

Students’ perceptions of the usefulness of marking guides,grade descriptors and annotated exemplars     

Amani Bell  Rosina Mladenovic  Margaret Price 《Assessment & Evaluation in Higher Education》2013,38(7):769-788

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Relationship of Learning Style to Self-Concept     

Rita Dunn  Gary E. Price  Kenneth Dunn  William Saunders 《Clearing house (Menasha, Wis.)》2013,86(3)

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A MODULAR COURSE APPROACH TO IN‐SERVICE AND PRE‐SERVICE TRAINING IN GERONTOLOGY     

William F. Price  James M. Bellis 《Educational gerontology》2013,39(1):9-24

In order to meet both in‐service and pre‐service training needs in gerontology, North Country Community College has developed an innovative one‐year certificate program. Under the assumption that persons working with the aged in a rural area must have a diverse group of skills to draw upon, the gerontology certificate stresses course work in: communication skills, culture variability, gerontology knowledge, management skills, and service skills. The curriculum approach taken is that of competency based education, with most of the skills courses put into a modular course format. After the first year of the certificate, 53% (N = 65) of the students in the certificate courses are adults or community professionals turning to this community college program to upgrade skills or acquire new ones. This certificate is beginning to meet the training needs in a rural area that were only previously addressed by occasional workshops for the human service practitioner.  相似文献   

Learning to mark: exemplars,dialogue and participation in assessment communities     

Karen Handley  Birgit den Outer  Margaret Price 《高等教育研究与发展》2013,32(6):888-900

The problems of shifting from norm-referenced assessment to criterion-referenced assessment have been identified by several scholars in recent years. These important critiques touch on a number of areas, but neglect a key question about how assessors learn to accomplish what Shay calls a ‘socially situated interpretive act'. Research that does exist tends to focus on salaried, full-time academics. This overlooks the heterogeneity of the academic labour force in higher education and the substantial contribution made by contract (hourly-paid) lecturers, particularly in applied disciplines such as Business and Management. This study explores how nine newcomers to a UK Business School – including salaried and contract staff – attempt to understand local assessment practice. We use a situated learning lens to analyse their diary entries and interviews about their experiences of learning to mark. Drawing on scholars such as Sadler, we examine the suggestion that exemplars are important for newcomers coming to understand local assessment practice. We argue for the fundamental importance of dialogue about exemplars and other aspects of practice, both to develop inter-subject understandings of assessment ‘anchor points' and also to foster among newcomers (and especially contract lecturers) a greater sense of participating in, and being valued by, the local assessment community.  相似文献