Innovation in Times of Regulatory Uncertainty: Responses to the Threat of “Gainful Employment”     

Guilbert C. Hentschke  Shirley C. Parry 《Innovative Higher Education》2015,40(2):97-109

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Writing, the Novel and Genres - an English Perspective     

Shirley Franklin 《English in Education》1998,32(2):25-34

This article shows how the Genre Teaching Methods developed in Australia can be adapted to the study of literature in secondary English classrooms. The theoretical position taken by those in Australia needs to extend beyond the textual focus to take account of the processes and culture of the reader and writer. It will be seen how the genres of Narrating, Describing, Explaining and Arguing can be used to analyse specific features of literature analysis - plot, character, setting, theme and style. Modelling texts and providing scaffolds for pupils' writing are a part of the systemic and structured approach to ensure progression and understanding in pupils' writing about English literature.  相似文献   

Virtual Reality in Education: Defining Researchable Issues     

John Hedberg  Shirley Alexander 《Educational Media International》2013,50(4):214-220

Abstract

Ever since technologies began offering something to learners and the process of learning, we have been besieged by proponents who claim wonderful advantages for each new technology, praising the superiority of each new form over its precursors. In this environment virtual reality (VR) might be seen as the latest white knight in the arsenal of educational technologies. In this paper, we have sought to reflect on what we want to achieve as educational outcomes and the efficacy of VR for the design of modern learning environments. We have also sought to link current beliefs about learning with the need to experience a world in which the pedagogical assumptions can be embedded into the objects, contexts and relationships from which the user might derive further complex concepts.  相似文献   

Promising Research,Practices and Developments     

Shirley C. Raines 《Journal of Early Childhood Teacher Education》2013,34(3):14-15

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Media Review: Off Track: Classroom Privilege for All     

Shirley Mthethwa-Sommers  Sandra Spickard Prettyman 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3-4):388-393

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The concerns of teachers of gifted youth: Using concerns to improve staff support     

Shirley M. Hord 《Roeper Review》2013,35(2):32-34

A Concerns‐Based Adoption Model (CBAM) is discussed as a technique for training teachers of programs for the gifted.  相似文献   

Academic Learning Time in Elementary School Physical Education (ALT-PE) for Student Subgroups and Instructional Activity Units     

Stephen Silverman  Patt Dodds  Judith Placek  Shirley Shute  Frank Rife 《Research quarterly for exercise and sport》2013,84(4):365-370

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Response to “A Comparison of Reliability Estimation Using Trials-to-Criterion and Sequential Probability Ratio Testing”     

Shirley Darracott 《Research quarterly for exercise and sport》2013,84(3):349-350

The “feel better” effect of exercise has been well established, but the optimal intensity needed to elicit a positive affective response is controversial. In addition, the mechanisms underlying such a response are unclear. To clarify these issues, female undergraduate students were monitored for electroencephalographic (EEG) and self-reported affective responses during the recovery period following rest, low, moderate, and high intensities of treadmill running, each lasting 30 min. Frontal EEG asymmetry and self-reported vigor scores following exercise at all three intensities were significantly elevated compared to those observed following rest. The results suggest that steady-state aerobic exercise bouts executed at varying intensities induce a similar affective response during the recovery period when assessed at both the behavioral and psychophysiological levels.  相似文献   

Screening for Teaching     

Shirley Ullman Wedeen 《College Teaching》2013,61(2)

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Examining variation among compulsive communicators in classroom settings     

Danette E. Ifert  Kathleen M. Long  Shirley D. Fortney 《Communication Research Reports》2013,30(4):426-435

The present study investigates variance among compulsive communicators on the traits of communication apprehension, verbal aggressiveness and argumentativeness and the relationship between these three communication traits and self‐perceived competence. Results confirmed a positive relationship between self‐perceived communication competence (SPCC) and argumentativeness and a negative relationship between SPCC and communication apprehension. The hypothesized relationship between SPCC and verbal aggressiveness was not confirmed within the sample studied. These results suggest that compulsive communicators are not a monolithic group but possess a range of competence.  相似文献