Educational implications of the TV medium     

I. Keith Tyler 《Educational technology research and development : ETR & D》1964,12(1):61-74

Conclusion It should be clear that television has much to contribute to education both in extending educational opportunity more widely and in raising the level of quality of what is offered. But to use it effectively it is essential that its characteristics be understood, its potentials be utilized, and its limitations be overcome. Wisely used, television can prove to be a twentieth century answer to some of the century’s most pressing educational problems. On leave from Ohio State University, the husband and wife American specialist team of I. Keith Tyler (long-time director of the Institute for Education by Radio-Television and consultant in educational broadcasting) and Margaret C. Tyler (supervisor of the Ohio School of the Air) spent six and one-half months in the United Arab Republic working with UAR-Television and the Ministry of Education developing an instructional TV series in Arabic literacy and laying the foundations for the extensive use of television in formal education. They followed this with short-term assignments in Manila, Hong Kong, Japan, and Taiwan, lecturing and consulting with leaders in education and television. Educational Implications of the Television Medium was originally presented by Mr. Tyler to representatives of the Ministry of Education in Cairo as basic orientation, and, with minor changes, to educators and broadcasters at Ateneo University in Manila.  相似文献   

MSIs across the globe: laying the foundation for future research     

Tyler Hallmark  Marybeth Gasman 《Higher Education》2018,75(2):287-298

In this paper, we explore the role that Minority Serving Institutions (MSIs) play in democratizing education in the USA and around the world, examining both the institutions and their larger context. We also put forth recommendations for reaching and empowering students attending MSIs and “students at the margins” across the globe.  相似文献   

Effective inclusive education: Equipping education professionals with necessary skills and knowledge     

Deborah Deutsch Smith  Naomi Chowdhuri Tyler 《Prospects》2011,41(3):323-339

As a result of educational reforms, students with disabilities are educated in inclusive settings to a greater degree than ever before. Regrettably, many teachers report that they feel unprepared to work effectively with these students. Because teacher effectiveness is strongly linked to student outcomes, these perceptions of inadequacy are clearly problematic. Improved teacher preparation is a necessity. Yet, teacher educators face their own challenges when trying to keep up with current literature and a rapidly expanding knowledge base. Web-based technology offers solutions to some of these challenges, yet not all Web-based resources are valid or reliable. The IRIS Center for Training Enhancements, funded by the U.S. Department of Education, provides free online resources for those working with struggling learners and students with disabilities. The resources are developed in collaboration with leading educational researchers, are highly rated, and are heavily used in multiple countries to improve the quality of teacher education.  相似文献   

Lifelong learning in later life: a handbook on older adult learning     

Mark A Tyler 《International Journal of Lifelong Education》2018,37(2):273-274

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Understanding,explanation, and intelligibility     

Lawler  Insa 《Metascience》2019,28(1):57-60

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Fundamentals of sports ethics     

Mike Tyler 《体育哲学杂志》2018,45(3):322-325

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Therapist Directiveness and Client Reactance in the Administration of Homework in Therapy with College Students     

William Tyler Branagan  Martin A. Swanbrow Becker 《Journal of College Student Psychotherapy》2018,32(3):251-266

The present study used an analog design with three vignettes portraying homework administrations at three levels of therapist directiveness (low, medium, and high) and the Therapeutic Reactance Scale to measure participant reactance. Participants (N = 436) read the vignettes and completed the Homework Completion Scale (HCS), Counseling Continuation Scale (CCS), Counselor Rating Form-Short (CRF-S) Attractiveness and Expertness subscales. A repeated measures analysis of variance revealed significant differences between low and high reactant groups on the HCS and CCS for the High and Medium directiveness homework administrations. These results suggest that therapist directiveness does interact with client reactance in the administration of homework.  相似文献   

“No one queens it like himself”: Performing Unconventional Boyhood in Historical Shakespearean Fiction     

M. Tyler Sasser 《Children‘s Literature in Education》2016,47(1):50-65

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Is the GED an effective route to postsecondary education for school dropouts?     

John Tyler  Magnus Lofstrom 《Economics of Education Review》2010

We use data from the Texas Schools Microdata Panel (TSMP) to examine the extent to which dropouts use the GED as a route to postsecondary education. Lacking suitable instruments that would allow us to directly address potential biases in estimating the “GED path” to postsecondary education, our approach is to base estimates on a set of academically “at risk” students who are very similar in the 8th grade. We observe that the eventual high school graduates in this group have much better postsecondary education outcomes than do the similar at-risk 8th graders who drop out and obtain a GED. We discuss potential explanations for the observed differences in the postsecondary education outcomes of the two groups.  相似文献   

BOOK REVIEWS     

Ian Lovegrove  Jeff Gold  Otmar Donnenberg  Lutz von Rosenstiel  John Lawler  Eugene Sadler-Smith 《Action Learning: Research and Practice》2009,6(2):177-195

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