Related Multiscreening as a Strategy to Retain Audiences and Increase Persuasion During a Commercial Break     

Claire M. Segijn  Theo Araujo  Hilde A. M. Voorveld  Edith G. Smit 《广播与电子媒介杂志》2020,64(1):41-61

The aim of the study was to deepen our understanding of how related multiscreening affects audience memory and persuasion. A survey was administered after a live television show. The results showed that the higher the perceived relatedness of the multi-screen activity, the more persuasive the message. This effect was mediated by subsequent attention to television content, program involvement, and attention to the commercial break. The model was replicated for three different multiscreen activities: social media use, chatting, and information search. Furthermore, it was found that related multiscreening increased the likelihood of respondents staying tuned to the television after the show.  相似文献   

Interpersonal Teacher Behaviour and Student Outcomes     

Perry den Brok  Mieke Brekelmans  Theo Wubbels 《School Effectiveness & School Improvement》2013,24(3-4):407-442

In this study, the effectiveness of secondary education teachers' interpersonal behaviour is investigated by analysing data from 2 samples: a study on 45 Physics teachers and their 3rd-year classes and a study on 32 English as a Foreign Language (EFL) teachers and their 3rd-year classes. Teacher interpersonal behaviour was studied by means of students' perceptions of this behaviour, collected with the Questionnaire on Teacher Interaction (QTI). These perceptions include 2 important dimensions: Influence and Proximity. Results of multilevel analyses with various covariates indicated that Influence and Proximity were positively related to both cognitive and affective outcomes. Interpersonal behaviour explained up to more than half of the variance in student outcomes at the teacher-class level. The outcomes suggest that interpersonal behaviour as perceived by students may be an important variable for educational effectiveness researchers.  相似文献   

Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers     

Inge Bakkenes  Jan D. Vermunt  Theo Wubbels 《Learning and Instruction》2010,20(6):533-548

This longitudinal study was aimed at increasing our understanding of how teachers learn. It was conducted within a national innovation programme in secondary education. During one year 94 teachers reported six learning experiences using digital logs. The learning experiences were content-analysed in terms of learning activities and learning outcomes. The former comprised six main categories, namely experimenting, considering own practice, getting ideas from others, experiencing friction, struggling not to revert to old ways, and avoiding learning—the first two categories being reported most frequently. Reported learning outcomes referred to changes in knowledge and beliefs, emotions, practices, and intentions for practice, with changes in knowledge and beliefs being reported most frequently and changes in teaching practices being reported rarely. Learning activities were associated significantly with all measures of learning outcomes. Type of learning environment was significantly associated with learning activities and learning outcomes. Results are discussed with respect to ways of fostering teacher learning.  相似文献   

A five-dimensional framework for authentic assessment   总被引：1，自引：2，他引：1  

Judith T. M. Gulikers  Theo J. Bastiaens  Paul A. Kirschner 《Educational technology research and development : ETR & D》2004,52(3):67-86

Authenticity is an important element of new modes of assessment. The problem is that what authentic assessment really is, is unspecified. In this article, we first review the literature on authenticity of assessments, along with a five-dimensional framework for designing authentic assessments with professional practice as the starting point. Then, we present the results of a qualitative study to determine if the framework is complete, and what the relative importance of the five dimensions is in the perceptions of students and teachers of a vocational college for nursing. We discuss implications for the framework, along with important issues that need to be considered when designing authentic assessments.  相似文献   

Teacher dilemmas in challenging students in higher education     

Karin Scager  Sanne F. Akkerman  Albert Pilot  Theo Wubbels 《Teaching in Higher Education》2017,22(3):318-335

Students need to be challenged to stimulate their learning. Applying challenge in practice however is not straightforward. Challenging students may conflict with other teacher responsibilities, creating potential dilemmas for teachers. This study discloses dilemmas teachers encounter when challenging students as well as the considerations accompanying their actual choices for action when coping with these dilemmas. Based on interviews with teachers, first, a dilemma analysis instrument was developed. Seven main categories of dilemmas were found. One of the main dilemmas encompassed maximizing challenge versus keeping all students on board. University students differ in their ability, confronting teachers with the feeling that choosing to serve one group could be detrimental to the learning of others. The diversity of choices and considerations brought forward by the teachers indicates that it matters who the teacher is, and what he or she stands for and is able to do.  相似文献   

Teacher-as-researcher: theory-into-practice     

Wang Y  Kretschmer RE  Hartman MC 《American annals of the deaf》2010,155(2):105-109

This introductory article establishes the foundation for a special issue of the American Annals of the Deaf on teacher action research. The authors first introduce the definition of the teacher-as-researcher model, formally known as teacher action research. Four elements of teacher action research are discussed in detail: cyclical, systematic, reflective, and collaborative. Next, the history of teacher action research is discussed. Subsequently, the multi-paradigmatic and multimethodological nature of teacher action research is proposed. Finally, as a means of guiding readers, the scope of the special issue is described. The introduction concludes with the suggestion that in-service and preservice teachers integrate theory into practice and engage in systematic inquiry into their own practice to develop the mindset necessary to cope with the pedagogical challenges they face on a daily basis.  相似文献   

Shakespeare for All? Some Reflections on the Globe Theatre’s Playing Shakespeare with Deutsche Bank Project     

John Yandell  Jane Coles  Theo Bryer 《Changing English: An International Journal of English Teaching》2020,27(2):208-228

ABSTRACT

Every year since 2007, the Globe Theatre has run the Playing Shakespeare project, largely funded by Deutsche Bank. This has three main components: school-based workshops, CPD sessions for teachers and free performances for school students. From 2014 to 2016, we were commissioned to evaluate this project. In what follows, we reflect on the nature of this project and its relation to the versions of Shakespeare that figure so prominently in the terrain of contemporary schooling in England.  相似文献   

A Follow-up Study of Reading Attainment in a Sample of Eleven-year Old Disadvantaged Children     

Theo Cox 《Educational studies》1979,5(1):53-60

Fifty children from culturally and materially disadvantaged home backgrounds and a control group of children from more advantaged backgrounds who had originally been studied at the infant school stage were followed up at the end of their junior school careers. On the three reading tests administered in the follow‐up study the ‘Deprived Group’ children scored significantly lower than their controls and a substantial proportion of them could be regarded as seriously retarded in reading. An analysis of the raw gains made by the children in two reading tests administered at age 7+ and 11+ indicated that the achievement gap in reading between the Control and Deprived Groups, in favour of the former, had widened appreciably during the intervening period. It is argued that results reflect mainly the influence of home background rather than school factors upon the children's reading progress and achievement.  相似文献   

The use of protocol materials as an evaluation instrument     

Nico Verloop  Theo Hendriks 《欧洲师范教育杂志》1979,2(4):187-199

In this article a recent development in the field of teacher education in the U.S.A. is discussed and a proposal is made for the development of an evaluation‐instrument which is based on the insights gained from this development. It concerns the “Protocol Materials Program,” a comprehensive project in which materials are developed to facilitate the integration of theory and practice in teacher education. Student teachers are confronted with a series of video‐episodes. These episodes are arranged in such a way as to form an illustration of relevant theoretical concepts the student teacher has mastered. An example of protocol materials is given, the relevance of this project for teacher education is discussed and a review is given of the research on the effects of these materials up to now. The authors make a plea for the development of student evaluation instruments, based on the principles of the protocol movement: if the student teacher, after having studied a piece of educational theory, is confronted with a number of specially arranged classroom situations on video, he can be asked to relate these situations to the theory he has studied. This procedure can also help the teacher educator to diagnose what his theoretical instruction really “means” to the student teachers, i.e. whether their interpretative abilities are really increased by it.  相似文献   

Fire play: ICCARUS—Intelligent command and control,acquisition and review using simulation*     

James Powell  Theo Wright  Paul Newland  Chris Creed  Brian Logan 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(2):369-389

Is it possible to educate a fire officer to deal intelligently with the command and control of a major fire event he will never have experienced? The authors of this paper believe there is, and present here just one solution to this training challenge. It involves the development of an intelligent simulation based upon computer managed interactive media. The expertise and content underpinning this educational development was provided by the West Midlands Fire Service. Their brief for this training programme was unambiguous and to the point:

• 1 Do not present the trainee with a model answer, because there are no generic fires. Each incident is novel, complex, and often ‘wicked’ in that it changes obstructively as it progresses. Thus firefighting demands that Commanders impose their individual intelligence on each problem to solve it.
• 2 A suitable Educational Simulator should stand alone; operate in real time; emulate as nearly as possible the ‘feel’ of the fireground; present realistic fire progress; incorporate the vast majority of those resources normally present at a real incident; bombard the trainee with information from those sources; provide as few system‐prompts as possible.
• 3 There should also be an interrogable visual debrief which can be used after the exercise to give the trainees a firm understanding of the effects of their actions. This allows them to draw their own conclusions of their command effectiveness. Additionally, such a record of command and control will be an ideal initiator of tutorial discussion.
• 4 The simulation should be realisable on a hardware/software platform of £10 000.
• 5 The overriding importance is that the simulation should ‘emulate as nearly as possible the feelings and stresses of the command role’.

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