Credit for Bible Study in Admission to College     

William Marshall Warren∗ Ph. D. 《Religious education (Chicago, Ill.)》2013,108(4):249-252

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Sunday‐school Hymns and Religious Education∗     

William P. Merrill D.D. 《Religious education (Chicago, Ill.)》2013,108(2):60-63

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Adult learning in the context of African‐American women's voluntary organizations‡     

Jovita M. Ross‐Gordon  William D. Dowling 《International Journal of Lifelong Education》2013,32(4):306-319

The purpose of this research was to examine non‐formal adult education and informal learning within contemporary African‐American women's voluntary organizations. Face‐to‐face interviews were conducted with 28 women who were members of six different organizations. A semi‐structured interview process was used to elicit their perceptions regarding their (1) involvement in the education of others, (2) learning within the context of performing group membership roles and projects, (3) learning needs, and (4) comparisons of learning in this context with that in more formal educational settings. The findings of the research are discussed in relation to other research on learning in voluntary associations and the workplace. As with other studies of the voluntary association context, respondents did not seem to have given a great deal of prior thought to the nature of their learning within the context, having been more focused on the successful performance of their leadership and service roles than on what is learned from that work. They were none the less able to report numerous examples of how their work helped educate others and how they learned through their experiences. While instances of more systematic non‐formal education (e.g. orientation sessions, lectures and leadership training) were reported, the learning experiences reported more frequently and identified as most valuable seemed to reflect more informal, frequently incidental learning. This significant learning often reflected a perceived change in skills and abilities related to interacting with and working with others toward common goals, or a changing sense of self, in terms of growing self‐confidence and/or sense of connectedness to group members and the community which they sought to serve. Respondents who were quite well educated as a group, nevertheless generally indicated their preferences for the kind of interactive, experiential and situated learning that occurred as an outgrowth of group participation over the more abstract, teacher‐controlled learning they associated with formal education. These findings are discussed in terms of their importance to our understanding of informal learning, particularly that which occurs within the voluntary sector. Exploring this learning in a context specific to African‐American women is also seen as a way of moving beyond the culturally biased sampling often criticized in adult learning research.

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Perceptual scales for assessing audience response to social problem information campaigns     

William J. McEwen  Gary B. Wilson 《Journal of Applied Communication Research》2013,41(2):77-84

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Annual bibliography of publications on the history of sport 1986/7/8     

Richard William Cox 《国际体育史杂志》2013,30(3):343-348

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'A Fraught Path'-education as a basis for developing improved community relations in Northern Ireland     

Seamus Dunn  Valerie Morgan 《牛津教育评论》2013,39(1-2):141-153

The outbreak of violence in Northern Ireland in the late 1960s led to critical examination of the possible role of the denominationally divided education system in creating and sustaining community division. Since the early 1970s there have been a number of attempts to bring children from Catholic and Protestant backgrounds together. These have followed two major tracks, either the establishment of programmes which can operate within the denominationally segregated system (Education for Mutual Understanding) or the setting up of new integrated schools. Both approaches have moved though a number of phases but by the late 1980s both had become linked to official government policy. During the last 5 years the interaction of educational initiatives and political developments has led to considerable controversy and the resulting problems have created an uncertain future for both Education for Mutual Understanding and the planned integrated schools movement.  相似文献   

School Choice May Not Be a Shangri-La     

William H. Jeynes 《Religious education (Chicago, Ill.)》2017,112(5):517-528

For the past half century, the American public school system has been on the receiving end of a considerable amount of criticism. People of faith have often been at the forefront of expressing that criticism. Attached to their criticism religious people have often called for school choice programs that include faith-based schools as the centerpiece of their ideas for reform. However, this article asserts that these reform ideas are often prepounded with little regard for the possible diadvantages of school choice. The author calls for a more balanced approach to assessing the costs and benefits of potential school choice programs.  相似文献   

Reconceptualizing Motivational Climate in Physical Education and Sport Coaching: An Interdisciplinary Perspective     

Kevin Morgan 《Quest (Human Kinetics)》2017,69(1):95-112

The purpose of this article is to re-conceptualize the phenomenon of motivational climate in Physical Education and sport coaching as a concept that is not purely psychological in nature, but also highly dependent upon pedagogical and sociological theories. In doing so, an interdisciplinary perspective is promoted where the three aforementioned disciplines combine and intersect in order to enrich teachers’ and coaches’ understanding of motivational climate. The ultimate aim is to assist practitioners in fostering an effective and stimulating learning environment. The pre-existing TARGET acronym (task, authority, recognition, grouping, evaluation and time) is used to structure the paper. These TARGET structures are further developed with links to relevant pedagogical and sociological theory to enrich them. Further, a strong emphasis is placed on ‘relationships,’ which have not previously been featured in the TARGET literature. It is anticipated that inter-disciplinary research on motivational climate will emerge from the ideas presented.  相似文献   

Achievements and challenges: Implementing a 1:1 program in a secondary school     

Therese Keane  William Keane 《Education and Information Technologies》2017,22(3):1025-1041

This longitudinal study explores one secondary school’s approach towards implementing a one computer to one student (1:1) program, which commenced in 2011. Prior to 2011, the school was not very technologically advanced, mainly due to financial constraints which impacted on infrastructure, procurement of hardware and software, the availability of computers to students and learning and teaching. This study considers the perceptions of student and teachers about the integration of the 1:1 program across the School. A mixed methodology was employed comprising qualitative interview data and questionnaires to provide quantitative responses. This enabled an exploration of the effect of the 1:1 program as reported by teachers and the students themselves, as well as the examination of a range of related issues, such as the use of the devices, as well as issues about the implementation of the program. The findings are presented in a thematic style and provide insight into how the 1:1 program was deployed each year through the lens of students and teachers. The paper concludes with recommendations for the successful implementation of a 1:1 program.  相似文献   

Learners' epistemic criteria for good scientific models     

William J. Pluta  Clark A. Chinn  Ravit Golan Duncan 《科学教学研究杂志》2011,48(5):486-511

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