Supporting the information gathering practices of academically advanced college-bound students     

Melanie S. Meyer  Jeff Cranmore 《Psychology in the schools》2020,57(7):1057-1076

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The historian activist and the Gift to the Nation project: preserving the records of the Australian Red Cross     

Melanie Oppenheimer 《档案与原稿》2020,48(2):171-185

ABSTRACT

In 2014, as part of their centenary celebrations, the Australian Red Cross initiated a project in which it transferred archives to various national, state and territory institutions across Australia including the University of Melbourne Archives and the State Library of New South Wales. The transfer of this voluminous (but not complete) collection built on earlier transfers of archives to the State Library of South Australia and the Australian War Memorial. This paper charts the origins of the plan to donate the records to public repositories. It interrogates the societal provenance of those collections, recognising that the pluralising of records is an historical process, in which the agency of archivists, historians and administrators must be understood. An investigation of Red Cross records in Australia exposes that process in its contingency, inertia and, ultimately, enthusiasm. The paper also reveals the challenges faced by voluntary organisations in preserving their records, and how historians and archivists both can benefit from assisting such organisations. Finally, this paper argues that the ‘Gift to the Nation’ project, with its national and international significance, reflects a shift in our understanding of the First World War to a transnational paradigm that recognises the important role of voluntary organisations.  相似文献   

Opinion Versus Knowledge: The Influence of Testimony Format on Children’s Judgments in Morally Relevant Contexts     

Jee Young Noh  Laura Marie Elenbaas  Kyung Ja Park  Young Sun Chung  Melanie Killen 《Early education and development》2017,28(2):240-254

Research Findings: To test children’s use of testimony of others, 3 – 9 years (N = 227) made judgments about a potential peer transgression in which the intentions of the protagonist were ambiguous, after hearing two different forms of testimony. The 2 forms of testimony were (a) opposing opinion-based testimony from an adult authority versus a peer consensus group and (b) knowledge-based testimony (eyewitness testimony) that was counter to the participants’ initial judgments. Findings revealed that when testimony was presented in an opinion-based format, children were likely to side with the opinion that reflected their own interpretation of the peer encounter, regardless of whether the opinion came from a peer consensus or an adult authority. However, when knowledge-based testimony was introduced in support of the opposite of children’s initial interpretation of the ambiguous peer encounter, children most often changed their initial judgment to align with the new testimony. That is, children used knowledge-based testimony but not opinion-based testimony to evaluate a potential transgression. Practice or Policy: These findings demonstrate that the way in which testimony is delivered to children has a direct influence on their decision making about peer interactions and has relevance for teacher–student discourse in the classroom.  相似文献   

Preschool Teachers' Perceptions about Conflict Resolution, Autonomy, and the Group in Four Countries: United States, Colombia, El Salvador, and Taiwan     

Melanie Killen  Alicia Ardila-Rey  Marlene Barakkatz  Pei-Lin Wang 《Early education and development》2000,11(1):73-92

Preschool teachers (N = 160) in four countries (U.S., Colombia, El Salvador, and Taiwan) were surveyed about their views of conflict resolutions for moral and social-conventional conflicts, providing choice in the classroom (autonomy), maintaining a sense of the group, and general pedagogical aims of early childhood education. The findings revealed cultural similarities regarding conflict resolution intervention techniques and providing choice in the classroom. Cultural differences were found for maintaining the group and encouraging traditional group values. The items regarding the general pedagogical aims revealed a mixture of cultural differences and similarities. The results have implications for formulating generalizable goals for facilitating social and moral development in early childhood development and education.  相似文献   

Sustainable assessment for lifelong learning     

Tham T.H. Nguyen  Melanie Walker 《Assessment & Evaluation in Higher Education》2016,41(1):97-111

This paper explores the alignment of assessment practices in universities and lifelong learning as a key process and outcome for expansive student development. It outlines Boud’s approach to assessment, operationalises this to analyse practices in two contrasting national contexts: the sociology departments of the Midlands University in the UK and Nam Du University in Vietnam, and reframes this framework as a guide to improving practices and better-supporting lifelong learning. The paper thus contributes to recent debates about sustainable assessment and how to change assessment to better support students for lifelong learning in different countries. The findings suggest that although more elements were found at Midlands University than Nam Du University, assessment in both cases was an imperfect realisation of this framework. Nonetheless, the paper argues that the framework can offer guidance for changes to align assessment practices with lifelong learning, but to do this it should be adapted to the education context and also expanded to include explicit social commitments to others for expansive lifelong learning.  相似文献   

Principals’ perceptions and experiences of the role parents play in school governing bodies in rural areas     

Cycil Hartell  Hanlie Dippenaar  Melanie Moen  Themba Dladla 《Africa Education Review》2016,13(1):120-134

This study investigated the perceptions and experiences of rural school principals in South Africa of the role that parents in the school governing bodies (SGBs) play in improving school management and governance. The study reports on a literature review as well as on the empirical investigation, which was based on a qualitative research paradigm. Semi-structured interviews with the principals of three different rural schools were employed to collect data. The literature findings revealed that including parents as part of the SGB is seen as an essential component for the successful functioning of the school. The empirical study also emphasised the importance of including parents. However, the principals were concerned about the fact that many members of the SGB are illiterate and uncertain of the role they play in school governance. The principals emphasised the need for training of the members of SGBs as regards their working knowledge of school governance activities.  相似文献   

The cues we don't question     

Melanie Booth-Butterfield 《Early Childhood Education Journal》1981,8(4):20-22

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CHALLENGING A DUAL-PROCESS APPROACH TO MORAL REASONING: ADOLESCENTS AND ADULTS EVALUATIONS OF TROLLEY CAR SITUATIONS     

Melanie Killen  Kelly Lynn Mulvey 《Monographs of the Society for Research in Child Development》2018,83(3):110-123

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Thoughts on the Potential of Action Research in South African Schools     

Melanie Walker 《Cambridge Journal of Education》1988,18(2):147-154

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Mission to Planet Markle: Problem-Based Learning for Teaching Elementary Students Difficult Content and Practices     

Peffer  Melanie E.  Renken  Maggie  Enderle  Patrick  Cohen  Jonathan 《Research in Science Education》2021,51(5):1365-1389

Research in Science Education - Young children can struggle to learn difficult disciplinary content and important skills for practicing science. Problem-based learning (PBL) may be useful for...  相似文献