The Role of Storytelling in Understanding Children's Moral/Ethic Decision-Making     

Cheryl Hunter  Donna Eder 《Multicultural Perspectives》2013,15(4):223-228

As students advance in their education, the use of stories and specifically the process of storytelling often wane from the central mode of learning to be replaced with more didactic methods and content-driven applications. However, the use of stories has remained a central component of moral/ethics education and continues to be used as a foundation for values instruction. The process of storytelling can be seen as a central component to understanding how students comprehend and reason out ethical ambiguities. This study examined the storytelling event as it related to the process of ethical deliberation for upper elementary students. The findings reveal how storytelling offers a distinct child-referenced perspective, presenting an opportunity for teachers to better understand the complexity of the particular child's ethical world. Likewise, data show youth challenging simplistic moral understandings, revealing the complexity of their daily ethical decision making.  相似文献   

Decision-making performance in a production environment. The effect of academic discipline     

Donald L. Davis  Donna F. Davis 《Performance Improvement》1985,24(9):18-21

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Adolescents' perception of support during labor          下载免费PDF全文

Sauls DJ 《The Journal of perinatal education》2004,13(4):36-42

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The effects of physical exertion on decision-making performance of Australian football umpires     

Kasey Paradis  Paul Larkin  Donna O’Connor 《Journal of sports sciences》2016,34(16):1535-1541

Decision-making is a key component of an umpire’s in-game performance, with each decision potentially having a direct impact on the result of the game. Additionally, umpires have to be physically fit to ensure they keep up with the gameplay. While research has identified the decision-making demands and running demands of umpires separately, few have explored the relationship between them. The aim of this investigation was to examine the relationship between physical exertion and decision-making performance of Australian football umpires at the sub-elite and junior levels. A total of 18 Australian football umpires (sub-elite, n = 10; junior n = 8) performed 10 × 300 m runs, with each repetition immediately followed by a video-based decision-making test, then 1 min of recovery. A Mann–Whitney U assessment indicated a significant difference between the sub-elite and junior level umpires for decision-making accuracy (U = 13.00, z = ?2.43, P = 0.016, r = ?0.5). However, there was no significant difference in response time (U = 28.00, z = ?1.07, P = 0.315, r = ?0.25). The sub-elite umpires completed the running efforts in significantly less time than the junior umpires (P < 0.05). Further, there was no significant correlation between decision-making performance and running times for either skill level (P > 0.05). This suggests decision-making performance may not be affected by physical exertion. Therefore, it may be suggested coaches of football umpires allocate more time to the decision-making development of their umpires instead of focusing largely on the physical fitness side, as is currently the trend.  相似文献   

Professional versus academic values: cultural ambivalence in university professional school in Australia     

K. M. Harman 《Higher Education》1989,18(5):491-509

University staff who teach and research in professional schools inhabit an ambivalent cultural world. Their dual mandate requires commitment to traditional academic norms and scholarship through the disciplines on the one hand, and commitment to the transmission of distinctly vocational skills and attitudes on the other. Tensions created by these two intersecting roles both within professional schools and between professional school staff and their colleagues in non-professional fields, and the implications of these for the functioning of a university are explored. Findings suggest that university leaders who understand more fully the bases of tension between the two and develop strategies to minimise symbolic separation, are more likely to ensure the survival and growth of both the academic-scholarly and practice-oriented cultures.  相似文献   

Discourses about a teacher's self-initiated change in praxis: Storylines of care and support     

Stephen M. Ritchie  Donna L. Rigano 《International Journal of Science Education》2013,35(10):1079-1094

At the foreground of this article is an account of an experienced science teacher's self-initiated change in praxis within an inquiry community. From classroom observation and interviews, data interpretations are made about the discursive practices of the teacher and his colleagues. In particular, the teacher's change in praxis is attributed to his dissatisfaction with previous practice, realization that alternatives were likely to provide better outcomes for his students, commitment to improving his practice, and a supportive school community in which teachers felt comfortable taking personal risks and engaging in professional discussions. The collaborative culture of the study site was characterized by the teachers' caring ethic for their students.  相似文献   

A Needs Assessment for the Introduction of a Food Science Program at The Univ. of Guyana     

Donna Morrison 《Journal of Food Science Education》2012,11(4):52-58

Abstract: This research describes the outcome of a needs assessment to determine whether the Univ. of Guyana should introduce a Food Science program. The research design utilized interviews and questionnaires to large manufacturing organizations and agroprocessors to determine if the required skills are available for the manufacturing process. Results revealed that the lack of skills, particularly in food processing, is one factor that has negatively impacted value‐added production in large manufacturing companies; as well as in the micro, small and medium enterprises, limiting the range of products produced by these entities. Based on this, it was established that the university should introduce a program in food science and be the focus for formal training to satisfy the demands of the food manufacturing industry.  相似文献   

The office for civil rights and non‐discriminatory testing,policies, and procedures: Implications for gifted education     

Donna Y. Ford  Michelle Frazier Trotman 《Roeper Review》2013,35(2):109-112

The purpose of this study is to examine the social and self-perceptions of twice-exceptional students, those students who meet criteria for being identified as both gifted and learning disabled. In particular, we focus on how twice-exceptional students are similar to, or different from, students with only a learning disability or who are only identified as gifted. Using data collected from the National Longitudinal Study of Adolescent Health, we identified a group of 90 twice-exceptional adolescents as well as three matched comparison groups. Overall, twice-exceptional adolescents had less positive perceptions of maternal relationships and self-concept than did gifted or nonidentified adolescents. Further, perceptions of maternal relationships mediated and moderated group differences in self-concept. Implications for adults working with twice-exceptional adolescents are discussed.  相似文献   

Institutional Mergers in Australian Higher Educaiton since 1960     

Grant Harman 《Higher Education Quarterly》2000,54(4):343-366

For the past forty years, institutional mergers have been a major and controversial theme in Australian higher education. Three main phases of major mergers are reviewed with particular attention being paid to reasons for merger, success factors, and longer term results. While merger experiences have often been traumatic for participants and participating institutions, on balance the longer term results have been positive, producing a university system today comprising relatively large and comprehensive institutions, well suited to compete in the new internationally competitive environment.  相似文献   

Girls and Mathematics and Science. An annotated bibliography of British Work (1970–1981)     

Donna M. Kaminski 《Studies in Science Education》2013,49(1):81-108

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