PUBLIC BROADCASTING IN AUSTRALIA     

Andrew Bear 《Studies in Continuing Education》2013,35(2):1-20

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Preparing teachers for professional learning: is there a future for teacher education in new teacher induction?     

Ruth G. Kane  Andrew Francis 《Teacher Development》2013,17(3):362-379

Today the quality of teachers is held to be increasingly important yet there continue to be doubts about whether teacher education programs graduate teachers ready to meet the challenges of their initial years of teaching. In some jurisdictions, other agencies (Ministries of Education, school districts, and private providers) are supplementing the work of teacher education through the introduction of new teacher induction programs which have become favoured policy initiatives to enhance new teacher transition, retention and quality. Evidence suggests that induction and mentoring increase teacher retention and ensure more effective socialisation of new teachers into the school culture. In spite of their growing popularity, the degree to which induction programs complement teacher education and/or impact new teacher professional learning remains unclear. In this paper the authors report a secondary analysis of data from an evaluation of the New Teacher Induction Program in Ontario, Canada to consider the implications for the future of teacher education by asking: What are the challenges facing new teachers? In what ways does the induction program support new teacher professional learning? What are the major implications for the future of teacher education?  相似文献   

Gender differences in South African men and women's access to and evaluation of informal sources of sexual and reproductive health (SRH) information     

Erin Stern  Diane Cooper  Andrew Gibbs 《Sex education》2013,13(1):48-63

While much research has documented unsatisfactory sexual and reproductive health (SRH) awareness among young people in South Africa, understanding of gender differences in access to and evaluation of SRH information is limited. This paper concerned itself with men and women's informal sources and content of SRH, and gendered divergences around accessibility, evaluation, and impact of such information. Fifty sexual history narrative interviews and twenty-five narrative interviews with women were conducted with participants purposively sampled from a range of ages, cultural and racial backgrounds, and in urban and rural sites across five provinces in South Africa. Data were analysed using thematic analysis. While young women were more likely to learn about SRH information from family members, they also reported greater regulation concerning their sexuality. This could enhance stigma surrounding women's sexuality and hinder open communication. Men predominantly learned about sex through pornography and peers, which was reported to encourage sexual prowess to the neglect of practising safer sex. Lack of adequate SRH instruction for young people as revealed through the narratives had significant and often negative implications for men and women's early safer sex behaviours. In response to these insights, recommendations are offered to strengthen informal sources of SRH awareness.  相似文献   

Enhancing transfer of learning through post-course reflection     

Sarah I. Leberman  Andrew J. Martin 《Journal of Adventure Education & Outdoor Learning》2013,13(2):173-184

Abstract

This article investigates how a structured post-course follow-up reflection activity affects the depth of reflection and facilitates the transfer of learning. The research is reflective, based on the findings from the Action Learning Management Practicum, a 3^rd year paper at Massey University, New Zealand. The initial reflections at the end of the course generally went no deeper than students “noticing”, or “making sense” of the experiences. With the benefit of distance and time away from the course, the students' reflection was deep and insightful. The findings suggest that the post-course reflection activity enables participants to “make meaning” from their experiences with the benefit of time and distance from the initial post-course reflection, thus enhancing the transfer of learning. The article argues for an extension and adaptation to Kolb's “Experiential Learning Cycle” model in relation to the time of reflection based on the empirical evidence provided.  相似文献   

A critique of neo-Hahnian outdoor education theory. Part one: Challenges to the concept of “character building”     

Andrew Brookes 《Journal of Adventure Education & Outdoor Learning》2013,13(1):49-62

Abstract

Within the diverse and sometimes amorphous outdoor education literature, “neo-Hahnian” (NH) approaches to adventure education are exceptional for their persistence, seeming coherence, and wide acceptance. NH approaches assume that adventure experiences “build character”, or, in modern terminology, “develop persons”, “actualise selves”, or have certain therapeutic effects associated with personal traits. In social psychological terms NH thought is “dispositional”, in that it favours explanations of behaviour in terms of consistent personal traits. In this paper I critically review NH OAE in an historical context, and draw on Ross' and Nisbett's (1991) seminal review of dispositional social psychology to argue that OAE programs do not build character, but may provide situations that elicit certain behaviours. For OAE research and theory, belief in the possibility of “character building” must be seen as a source of bias, not as a foundation. The conceptual analysis I develop provides not only a basis for critique, but also offers a way forward for OAE.  相似文献   

What factors influence the decisions of parents of children with special educational needs when choosing a secondary educational provision for their child at change of phase from primary to secondary education? A review of the literature     

Andrew Byrne 《Journal of Research in Special Educational Needs》2013,13(2):129-141

This review presents the results of a literature scoping exercise looking at the decisions parents of children with special educational needs (SEN) make when choosing a secondary placement to send their child at change of phase. The review reports on studies that were conducted in England and other areas of the UK as well as in Australia and the USA because there has been only a limited amount of research into this area conducted in an English context. In addition, some of the papers do not discuss school choice specifically but cover related themes. The study identifies a number of broad factors that impact on parents' decision‐making: the age of the child, the nature and degree of the SEN; the socio‐economic status of the parents; the child's experience of inclusion in the primary phase; the secondary schools philosophy, capacity and perceived commitment to SEN; beliefs about teacher's skills, knowledge, capacity and attitudes; and the influence of other people, for example family, friends and professionals.  相似文献   

Modeling the impact of wilderness orientation programs on first-year academic success and life purpose     

Andrew W. Bailey  Hyoung-Kil Kang 《Journal of Adventure Education & Outdoor Learning》2013,13(3):209-223

Wilderness orientation programs (WOPs) are becoming a popular method of encouraging college student retention and success. Previous studies have identified outcomes and correlates of participation in these programs, but a cohesive model of impact is lacking. The purpose of this study was to assess the impact of WOPs on first-year student success and sense of purpose. A secondary aim was to elucidate predictors and correlates of WOPs identified in previous research. Participants included 295 students at a liberal arts college. Results indicate that WOP participants demonstrated higher levels of first-semester social engagement and reflection, thus leading to higher grade point average, better retention and a higher sense of life purpose. WOP participation, however, had a negative direct influence on sense of purpose. These findings are discussed in light of previous research, presenting a preliminary model of WOP influence on first-year academic success.  相似文献   

An Exploratory Study of Reality Appeal: Uses and Gratifications of Reality TV Shows     

Zizi Papacharissi Ph.D.  Andrew L. Mendelson Ph.D. 《广播与电子媒介杂志》2013,57(2):355-370

A survey administered to reality TV viewers revealed that the most salient motives for watching reality TV were habitual pass time and reality entertainment. Additional analysis indicated that those who enjoyed reality TV the most for its entertainment and relaxing value also tended to perceive the meticulously edited and frequently preplanned content of reality interaction as realistic. Concurrently those externally controlled, with low mobility and low levels of interpersonal interaction, were more likely to watch reality TV programming to fulfill voyeuristic and companionship needs. Functional alternative uses of reality TV and the appeal of realistic programming were documented.  相似文献   

The Games Through the NBC Lens: Gender,Ethnic, and National Equity in the 2006 Torino Winter Olympics     

Dr. Andrew C. Billings Ph.D.  Chelsea L. Brown  James H. Crout III  Kristen E. McKenna  Bethany A. Rice  Mary Elise Timanus 《广播与电子媒介杂志》2013,57(2):215-230

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The communications revolution and world affairs     

Andrew Gyorgy 《广播与电子媒介杂志》2013,57(3):205-211

This is the condensed text of the keynote address of Boston University's Conference on Enlightened Public Opinion, April 11, 1958. Original title of Dr. Gyorgy's speech was “Public Opinion and World Affairs.”;  相似文献