The Images for Teaching Education Project: developing multimedia resources within an integrative educational framework     

Patrick Dillon  Penni Tearle  & Alison Hudson 《British journal of educational technology : journal of the Council for Educational Technology》1999,30(4):359-367

The University of Exeter heads a consortium which has developed multimedia resources primarily for initial teacher education. Amongst a range of resources produced are Critical Encounters in Secondary Education , which deals with critical incidents in the classroom and how to deal with them, Multimedia in the Learning Environment , which deals with both the nature of multimedia and how it may be used in support of a range of approaches to teaching and learning and English Chalklands which deals with interpretational and judgemental responses to landscape. The resources are described and discussed in the context of the educational framework which has been developed to guide their use.  相似文献   

Fundamentals of performance technology: A guide to improving people,process, and performance     

Darlene M. Van Tiem  James L. Moseley  Joan Conway Dessinger  Gretchen Hartke  Yvonne Phillips‐Hudson 《Performance Improvement》2001,40(3):60-63

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Commentary     

Berkley Hudson 《Visual Communication Quarterly》2014,21(1):2-3

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Real Books for Real Readers for Real Purposes     

Jean Hudson 《Literacy》1988,22(2):78-83

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Basic Skills Provision for Offenders on Probation Supervision: Beyond a Rhetoric of Evidence–Based Policy?     

Caroline Hudson 《British Journal of Educational Studies》2003,51(1):64-81

This article draws upon issues within the debate on evidence–based policy raised in the academic literature and in recent government documentation. The article assesses the extent to and ways in which policy development and implementation on adult basic skills (literacy and numeracy) within the National Probation Service (NPS) are evidence–based. It is argued that the albeit limited amount of empirical evidence on adult basic skills, methodological insights gained through empirical research, and expert opinion have shaped the NPS basic skills strategy. To enhance policy implementation, findings from the NPS pathfinder evaluation have been disseminated to practitioners. It is aimed to build research evidence on basic skills in the NPS in a cumulative way and to use findings to shape policy development on an ongoing basis. The lack of a systematic review on adult basic skills is used to explore reasons for gaps in evidence–based policy on basic skills in the NPS. The article concludes that a range of types of evidence has shaped policy development on basic skills in the NPS.  相似文献   

Relations among reading skills and sub-skills and text-level reading proficiency in developing readers     

Roxanne F. Hudson  Joseph K. Torgesen  Holly B. Lane  Stephen J. Turner 《Reading and writing》2012,25(2):483-507

Despite the recent attention to text reading fluency, few studies have studied the construct of oral reading rate and accuracy in connected text in a model that simultaneously examines many of the important variables in a multi-leveled fashion with young readers. Using Structural Equation Modeling, this study examined the measurement and structural relations of the rate and accuracy of variables important in early reading: phonemic blending, letter sounds, phonograms, decoding, single-word reading, reading comprehension, and text reading as well as reading comprehension among second grade readers. The effects from phonemic blending fluency and letter sound fluency to decoding were completely mediated by phonogram fluency, decoding fluency, single-word reading fluency, and reading comprehension had direct effects on the text reading fluency of the second grade students. Understanding the relationship among the many component skills of readers early in their reading development is important because a deficiency in any of the component skills has the potential to affect the development of other skills and, ultimately, the development of the child as a proficient reader.  相似文献   

Balancing Teacher and Student Roles in Elementary Classrooms: Preservice elementary teachers’ learning about the inquiry continuum     

Mandy Biggers  Cory T. Forbes 《International Journal of Science Education》2013,35(14):2205-2229

Using the National Research Council's inquiry continuum framework, we use a multiple-case study research design to investigate the teacher- and student-directedness of elementary preservice teachers’ planned and enacted science lessons and their pedagogical reasoning about science instruction during a semester-long science methods course. Our specific research questions were (1) What ideas do elementary preservice teachers bring to a science teaching methods course about the inquiry continuum? and (2) How do their ideas about the inquiry continuum change over the course of the semester through engaging in planning, enactment, and reflection upon science instruction? Participants’ course artifacts (journals, reflective teaching assignments, and lesson plan rationales), interviews, and field observations of their enacted science lessons served as data for this study. Findings show that although the preservice teachers began the semester defining inquiry as highly student-directed, their ideas and definitions broadened over the course of the semester to include and embrace more teacher-directed forms of inquiry. Their early science lessons were more student-directed but, as they encountered challenges engaging in inquiry-based instruction and increasingly emphasized students’ learning needs, they began to plan and enact lessons that were more teacher-directed. Teacher education programs need to explicitly emphasize these variations of inquiry as a core component of supporting preservice teachers’ learning to teach science as inquiry.  相似文献   

Is contact with people with disabilities a guarantee for positive implicit and explicit attitudes?     

Sascha Hein  Mandy Grumm  Michael Fingerle 《欧洲特需教育杂志》2013,28(4):509-522

In the past 50 years research on attitudes toward people with disabilities has repeatedly revealed negative attitudes by predominantly using self-report measures. The main aim of the present contribution was to develop an Implicit Association Test (IAT) to assess implicit attitudes toward people with disabilities. For this purpose 47 university students majoring in special education (11 male, 36 female) were asked to complete the IAT in addition to self-reported explicit attitudes (affective, cognitive, and behavioural component). Moreover, the students were asked about the amount and perceived quality of their contact experience with people with disabilities. Results showed that participants reported on average most negative explicit attitudes in the affective, followed by the cognitive and the behavioural component. On average, students were more likely to associate the category ‘disabled’ with the attribute ‘unpleasant’ on the IAT. Overall, explicit and implicit attitudes were only weakly correlated. The amount of contact significantly predicted the three components of explicit attitudes, but not implicit attitudes. The results and limitations of this study will be discussed with respect to their implications for the educational context.  相似文献   

Changes in Science Content Knowledge and Attitudes toward Science Teaching of Educators Attending a Zoo-based Neuroscience Professional Development     

John L. Pecore  Mandy L. Kirchgessner  Laura L. Carruth 《Clearing house (Menasha, Wis.)》2013,86(6):238-245

Abstract

Informal learning environments often host teachers for learning opportunities, but little is known about the impact of these experiences on teacher professional development (PD). This article describes a unique collaborative PD experience between zoological park personnel and university faculty, examining the impact on teacher content knowledge, attitudes, and classroom lessons. Our findings suggest that the PD improved science content, but made no impact on already high attitudes toward science. In light of the high level of self-reported satisfaction and high frequency of teacher lesson plan use, we propose that the PD had other positive outcomes such as pedagogical knowledge and authentic learning experiences.  相似文献   

On the Shoulders of Giants by Robert K. Merton. New York: Harcourt Brace Jovanovich,vicennial edition, 1985, 300 pp., hardcover.     

Harriet E. Hudson  David T. Turney 《The Educational forum》2013,77(4):466-469

Abstract

This article describes possibilities afforded by using social media, specifically Twitter, as a way to encourage students to join political conversations across the United States and around the world. In this study, we describe a project in which students used Twitter to share commentary about the state of the 2012 presidential election. The experiences of these students illustrate both the potential strengths and limitations of using social media as a tool for political engagement.  相似文献