Working with children in college: an evaluation of an exploratory it module with undergraduate primary student teachers     

Richard Bennett  Carole Naylor  Tony Pickford 《Technology, Pedagogy and Education》2013,22(3):285-303

Abstract

Since 1991 all undergraduate primary student teachers at Chester have followed a Technology course. The distinctive pattern of our approach to Design & Technology has been acknowledged to be successful, but classroom use of Information Technology (IT) has not been as evident. This paper describes a small scale project which set out to replicate the essential elements of our approaches to Design & Technology and to apply them to Information Technology elements of the course. The outcome of the qualitative and quantitative research methods to monitor the effectiveness of the approaches are evaluated and discussed. Our tentative findings highlight the importance of students working with children using computers. Until the students had gained first hand experience of working with children in the classroom with IT, their concerns were more equipment-related than pedagogical. It would appear that students perceive issues of teaching and learning to be more important than concerns with their own IT capability after working with children. The integration of IT into students' professional coursework is identified as being influential in the development of their appreciation of the contribution IT can make to children's learning.  相似文献   

Interpersonal communication motives and perceptions of humor among elders     

Carole A. Barbato  Elizabeth E. Graham  Elizabeth M. Perse 《Communication Research Reports》2013,30(1):48-57

This study explored the relationship between interpersonal communication motives and perceptions of humor use among elders. Elders (N = 143) ranging in age from 50 to 94 completed questionnaires assessing their interpersonal communication motives (ICM), perceived uses of humor (UHI), and demographics. The hypotheses predicting differential relationships among uses of humor and motives for communicating were supported. Elder men and women differed in their ICM and UHI.  相似文献   

THE CULTURAL LITERACY TEST: A VALIDATION AND FACTOR ANALYSIS     

Joseph F. Pentony  Paul Swank  Carole G. Pentony 《Community College Journal of Research & Practice》2013,37(2):87-96

In his 1987 book, Cultural Literacy, Hirsch presented a provocative theory of the relationships among cultural literacy and reading and writing skills. In addition, Hirsch (1990) developed the 115-item Cultural Literacy Test (CLT), which was designed to measure the construct of cultural literacy. Research has demonstrated the CLT's validity. The study discussed in this article involved 1,343 community college students and found significant relationships among the CLT, grade point average, and first-semester remedial and regular English, history, and government courses, as well as evidence of factorial validity. This study, together with others, emphasizes the clinical usefulness of the CLT. The CLT should be routinely administered to students suspected of experiencing reading problems.  相似文献   

IMPACTS OF 2‐YEAR AND 4‐YEAR COLLEGES ON LEARNING ORIENTATIONS: A PRELIMINARY STUDY     

Ernest Pascarella  Louise Bohr  Amaury Nora  Sam Ranganathan  Mary Desler  Carole Bulakowski 《Community College Journal of Research & Practice》2013,37(6):577-589

This investigation compared the impacts of 2‐year and 4‐year colleges on learning orientations. Controlling for precollege learning orientations, academic aptitude, age, work, place of residence, and enrollment status, this study found no significant differences between 2‐ and 4‐year students in freshman‐year effects on enjoyment of diversity and intellectual challenge, learning for self‐understanding, internal locus of attribution for academic success, and preference for higher order cognitive activities. The findings are consistent with other recent evidence casting doubt on major differences in the net educational effects of 2‐ and 4‐year colleges.  相似文献   

Re/presenting intellectual subjectivity: gender and visual imagery in the field of higher education     

Carole Leathwood 《Gender and education》2013,25(2):133-154

Visual images of students and academics in the UK have traditionally featured men, reflecting the historical predominance of men in these positions. When women were represented, sexist imagery and traditional constructions of femininity were not uncommon. This article explores the ways in which students and academics are constructed in a selection of visual representations in two contemporary UK sources: in two videos aimed at potential students and in the Times Higher Education, a magazine for higher education professionals. Following a discussion of dominant constructions of intellectual subjectivity, I draw upon a feminist post-structuralist approach in the analysis of these visual images. Although women are now entering universities in greater numbers than ever before, I suggest that this visual iconography continues to inscribe culturally dominant constructions of femininity and masculinity, reaffirms a gender binary and reconstructs the serious intellectual subject as a masculine one.  相似文献   

Engaging with commonality and difference: Theoretical tensions in the analysis of working-class women's educational discourses     

Louise Archer  Merryn Hutchings  Carole Leathwood 《International Studies in Sociology of Education》2013,23(1):41-62

In this article the authors contribute to ongoing theoretical debates concerning the conceptualisation of multiple social identities and oppressions. The article begins by briefly tracing the path towards current critical/feminist/sociological positions 'between modernism and postmodernism', in which identities ('race', class, gender, etc.) are conceptualised as socially constructed, fluid, shifting and yet grounded in 'real' inequalities and oppressions. The article then builds upon, and contributes to, current theoretical dialogue by highlighting ongoing tensions and unresolved problematics within the theoretical approach, drawing out the particular implications of these for educational research. Issues are discussed with specific reference to recent work by Brah (1999) and illustrations are provided using examples from the authors' research with inner city, working-class women.  相似文献   

Transformation to Virtual Societies: Forces and Issues     

Carole Agres Dana Edberg Magid Igbaria 《The Information Society》1998,14(2):71-82

This article presents a conceptual research framework for investigating virtual societies. As this subject area is relatively new to the research world, this paper presents a framework for studying virtual societies. To date, much of the relevant research has been in the area of telecommuting or teleworking. But the changes to people's lives that may be a result of the movement to virtual societies encompass far more than alterations to the way we perform work in the future. The framework portrays the driving forces and the issues related to the study of this ensuing societal form. A review of the driving forces and issues of the virtual society stimulated the development of the research framework. It identifies technology as the enabler that is paving the way for society to be transformed into virtual communities, but does not dwell solely on the technology. Our endeavors focus on identifying the critical forces and issues within a global context in order to provide a foundation for future research.  相似文献   

Social Skills Training with Children and Adolescents: a review of the evidence on effectiveness     

Carole M. Ogilvy 《教育心理学》1994,14(1):73-83

Interest has increased recently in the use of social skills training with children and adolescents. A review of the literature shows, however, that the evidence on effectiveness has been mixed. The theoretical and methodological issues involved are discussed in an attempt to identify the features associated with good research and practice. The conclusion reached is that while social skills training may be a necessary component in bringing about real life changes for children lacking in social competence, it may not always be sufficient. Any attempts to improve an individual's social functioning must also take account of contextual factors and a restructuring of the child's social environment may also be required in order to bring about any lasting change.  相似文献   

Civil Society and the State: an analysis of articles on education in the Zimbabwean press,January 1989‐April 1990     

Carole Pearce 《Compare》1991,21(1):27-48

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Cultural differences in children's emotional reactions to difficult situations   总被引：5，自引：0，他引：5  

Cole PM  Bruschi CJ  Tamang BL 《Child development》2002,73(3):983-996

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