Country focus editorial     

Joseph Gibson 《Journal of Adventure Education & Outdoor Learning》2013,13(1)

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“A Black Day Will it Be to Somebody.” Key Stage 3 Shakespeare     

Rex Gibson 《Cambridge Journal of Education》1993,23(1):77-88

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Student,home, and school socio-demographic factors: links to school,home, and community arts participation     

Marianne?Mansour  Andrew?J.?MartinEmail authorView author&#;s OrcID profile  Michael?Anderson  Robyn?Gibson  Gregory?Arief?D.?Liem  David?Sudmalis 《The Australian Educational Researcher》2016,43(2):221-244

This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students’ school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver–child arts interaction), and community (e.g., arts attendance, arts tuition) arts participation. The sample comprised 1172 elementary and secondary school students from 15 schools. Findings revealed that student and home socio-demographic factors were the most salient in predicting arts participation across school, home, and community contexts. Age, gender, and prior achievement were the key student socio-demographic factors, while parent/caregiver education and occupation were also associated with students’ arts participation. Implications for practice and intervention pertinent to young people’s arts participation are discussed.  相似文献   

Youth and culture: A seventeen nation study of perceived problems and coping strategies     

Janice T. Gibson  Marvin J. Westwood  F. Ishu Ishiyama  William A. Borgen  Susan M. Showalter  Qasem Al-Sarraf  Semiha A. Atakan  Isaura R. F. Guimares  A. Lina Guisti-Ortiz  Margaret Robertson  Benjamin Shafrir  Peter De Weerdt  Gundelina A. Velazco  Carol E. Baker  Maria Dikaiou  Tatiana Gabay  Lina Kashyup  Ilona Lee  Maria E. Felce Di Paula  Hillman Ngunangwa  Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216

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Mentoring of Women Faculty: The Role of Organizational Politics and Culture   总被引：1，自引：0，他引：1  

Sharon K. Gibson 《Innovative Higher Education》2006,31(1):63-79

This article reports on a key finding of a phenomenological study on the mentoring experiences of women faculty. The study revealed the political climate of the organization as an essential attribute of this experience. Women faculty identified organizational culture and gender issues that affected the mentoring they received. This study suggests the need for human resource and organization development initiatives to facilitate the provision of academic mentoring for women faculty—individually, departmentally, and culturally—as a means to foster transformation and change in academic institutions.Sharon K. Gibson is an Assistant Professor of organization learning and development at the University of St. Thomas. She received her Ph.D. in adult education from the University of Minnesota. She holds an M.S.W. degree and graduate certificate in labor and industrial relations from the University of Michigan and a B.S. from Cornell University. Her research interests focus on developmental relationships including mentoring and coaching, strategic human resource and organization development, and adult learning.  相似文献   

African American Children and Families in Child Welfare: Cultural Adaptation of Services,by Ramona W. Denby and Carla M. Curtis     

Priscilla A. Gibson 《Journal of Teaching in Social Work》2013,33(3):348-350

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Toward an understanding of academic self‐concept in distance education     

Chère Campbell Gibson 《The American journal of distance education》2013,27(1):23-36

Abstract

Academic self‐concept has been demonstrated to influence student success in distance education. The purpose of this study was to examine the nature of academic self‐concept in distance education and to determine its enhancers and detractors. It was determined that this construct is dynamic and multi‐faceted: the process of both learning as an adult and learning at a distance, as well as the content studied, influences academic self‐concept. Implications for both practice and further research are discussed.  相似文献   

A two-year experience teaching computer literacy to first-year medical students using skill-based cohorts     

Gibson KE  Silverberg M 《Bulletin of the Medical Library Association》2000,88(2):157-164

Because it is widely accepted that providing information online will play a major role in both the teaching and practice of medicine in the near future, a short formal course of instruction in computer skills was proposed for the incoming class of students entering medical school at the State University of New York at Stony Brook. The syllabus was developed on the basis of a set of expected outcomes, which was accepted by the dean of medicine and the curriculum committee for classes beginning in the fall of 1997. Prior to their arrival, students were asked to complete a self-assessment survey designed to elucidate their initial skill base; the returned surveys showed students to have computer skills ranging from complete novice to that of a systems engineer. The classes were taught during the first three weeks of the semester to groups of students separated on the basis of their knowledge of and comfort with computers. Areas covered included computer basics, e-mail management, MEDLINE, and Internet search tools. Each student received seven hours of hands-on training followed by a test. The syllabus and emphasis of the classes were tailored to the initial skill base but the final test was given at the same level to all students. Student participation, test scores, and course evaluations indicated that this noncredit program was successful in achieving an acceptable level of comfort in using a computer for almost all of the student body.  相似文献   

Learning by Interest: Experiences and Commitments in Lives with Dance and Crafts     

Ann-Marie Laginder  Jorun M. Sten?ien 《Vocations and Learning》2011,4(2):151-167

In this article we intend to contribute to the understanding of interest-driven learning which occurs when people find and choose an interest of their own. This engagement continues over a long time and includes development and learning. The empirical material consists of 14 learning stories written by experienced and skilled informants in folk dance and different crafts. The purpose is to illuminate the diversity and complexity of learning and meaning the informants assign to dance or crafts. This is what we consider to be the perspective of learning by interest. We also argue for the importance of understanding learning by interest as embedded in cultural heritage and social and cultural changes. Theoretically, we draw on John Dewey (1913/2009; 1934/2005). Learning folk dance or crafts is largely a question of learning by doing, which makes experience important. The interest and effort involved can in our interpretation be understood as experiences where expressions of commitment are embedded. The empirical analysis highlights three emphases in this illumination of the learning process. The first considers the individual development of skill in relation to broadened learning of collective tasks. The second perspective focuses on the interplay between learning in a life course and significant learning experiences. The third concerns the interplay between personal meaning and craftsmanship. In sum, this paper contributes to the understanding of learning by interest as a useful concept. In the final discussion we expand our perspective since the contrast is obvious between learning by interest and interpretations of the contemporary society, where individualization and lack of commitment is stressed.  相似文献   

Papier‐mach(in)e: Thinking with “sticky” paper in the cloud          下载免费PDF全文

Judith Enriquez‐Gibson 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1354-1366

There is nothing less about paper and its use when it comes to academic study as we experience increasingly converging media spaces and functionalities of online applications within the screens of our laptops, mobile phones and tablet devices. The paper persists, and the paperless office, classroom and pedagogy become nothing but pure rhetoric. Hence, it is most pertinent to focus on paper and its “stickiness” in maintaining educational structures and practices. Usually hidden from view or neglected in educational technology studies is a consideration on how we think and interact not only with our mind but also with our heads and limbs. This paper will argue that paper has a composite place or bearing, a kind of stickiness to our technologised bodies, digital mobilities and hybrid practices in what I have coined here as papier‐mach(in)e. This claim will be supported by evidence that demonstrates how we simply think both practically and pathically and that our mobilities in media and physical spaces are in one form or another meshed with paper. In fact, a drive towards a paperless classroom or pedagogy is without much foundation when it comes to mobilising a sustainable agenda for technology‐enhanced learning.  相似文献