Concerns of some semiprofessionals working in professionally directed programs     

M J Fitch  R V Cadol  G Martinez  B Montgomery  L Lottie  B Smith 《Exceptional children》1971,37(8):587-591

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Multimedia and Online Video Case Studies for Preservice Teacher Preparation   总被引：2，自引：0，他引：2  

Terence R. Cannings  Sue Talley 《Education and Information Technologies》2002,7(4):359-367

Case studies have been used successfully as a part of teacher education. There are many possibilities in extending the impact of case studies through the use of technology. Video and the Internet could enable demonstration of more examples, dissemination beyond the walls of the classroom, and discussion between geographically dispersed preservice teachers. Several projects are now investigating the possible ways that technology might enhance or extend text case studies. After exploring four existing products, four essential elements for video case studies are proposed. As video case studies move to the Internet, additional issues arise and these are also explored.  相似文献   

A program to improve visual perception skills of preschool deaf children     

J L Fitch  D A Sachs  H R Marshall 《American annals of the deaf》1973,118(3):429-432

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Turning Polemics into Pedagogy: Teaching about Censorship in Art Education          下载免费PDF全文

Sebastien Fitch 《The International Journal of Art & Design Education》2018,37(2):244-252

In recent decades, the field of art education has seen an increasing interest in issues of social justice and social reconstruction which has led to pre‐service art educators often being encouraged to include potentially controversial topics in their pedagogy. Surprisingly, however, there seems to have been little concurrent discussion concerning the inherent risks involved in introducing polemical themes within the classroom. Indeed, despite its obvious importance, the subject of censorship is often given little attention in art education circles, save for when it has already become an active problem, such as when an instructor is accused of censorship by a student, or when forces outside the classroom seek to involve themselves in pedagogical decisions. In this article, I describe my experience creating and implementing an undergraduate pre‐service art education course on the subject of censorship. I begin by examining my students’ reactions to some of the themes explored, and then explain how discussing cases of art censorship and controversy can serve as a platform for introducing students to the key role that context plays in how we perceive, value and react to artworks. Finally, I make the argument that by including censorship as a subject within their curriculum, teachers can help students better to navigate the psychological, moral and ethical complexities of contemporary art making.  相似文献   

The magnetic field intensity near a circular loop carrying an electric current     

A.L. Fitch 《Journal of The Franklin Institute》1932,214(2):215-221

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Theo Jansen project in engineering design course and a design example     

Yucheng Liu  Aaron Artigue  Jeremy Sommers  Terence Chambers 《European Journal of Engineering Education》2011,36(2):187-198

Objectives of a project-oriented mechanical engineering course, Engineering Design, were achieved through a design project, where students designed, built and demonstrated an extreme version of a basic Theo Jansen device. Through this project, junior students in the University of Louisiana fully developed the capability of applying mathematic and kinematic knowledge in the analysis and design of mechanisms. Students also developed oral and written communication skills, which would be used in design environments, through the presentation of results in both oral and written forms. An assessment of the design project indicated that effective teaching and learning spread through the semester, with the junior students acting as project managers and experiencing design practices. An example of a student-designed Theo Jansen device is presented in this paper to show the study results achieved by the students.  相似文献   

The Economics of Mentoring     

Terence Fitch 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):29-33

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Educational Ecology and Educational Reform     

Terence O'Connor 《Review of Education, Pedagogy & Cultural Studies》2013,35(4):271-276

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Persistence of pediatric post traumatic stress disorder after 2 years     

Richard Famularo  Terence Fenton  Marilyn Augustyn  Barry Zuckerman 《Child abuse & neglect》1996,20(12):1245-1248

One-hundred and fifty-six children were randomly evaluated at an inner-city juvenile/family court. These children were removed from their parent's custody subsequent to a finding of severe child maltreatment. From our original sample of 156 children, 62 met strict criteria for Post Traumatic Stress Disorder (PTSD). Fifty-two of these 62 were successfully recruited and participated in the 2 year re-examination. Each PTSD diagnosis was conferred by the Diagnostic Interview for Children and Adolescents (DICA). From our sample of 52 PTSD children re-examined after 2 years, 17 (32.7%) retained the full PTSD diagnosis, while 67.3% did not meet criteria.  相似文献   

Moderators of the interest congruence-occupational outcome relation     

Terence J. G. Tracey 《International Journal for Educational and Vocational Guidance》2007,7(1):37-45

Several reasons for the modest relation between interest congruence and occupational outcomes are discussed, but focus is placed on possible moderators of this relation. Specifically individual differences, environmental differences and time are proposed as potential moderators. Overall, it is important to investigate theoretically driven moderators of the congruence-outcome relation to further our knowledge of this area.  相似文献