DOCSLIB.ORG

Teaching & Learning

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Teaching & Learning ISSN 1812-9129 Volume 20 • Number 2 • 2008 International Journal of Teaching & Learning In Higher Education A Publication of the International Society for Exploring Teaching and Learning Executive Editor Pete Cannell, The Open University in Scotland, UK Peter E. Doolittle, Virginia Tech Megan Chilson, University of Montana-Western, US Mieke Clement, Katholieke Universiteit Leuven, Belgium David Coghlan, University of Dublin, Ireland Senior Associate Editor Peter Daly, EDHEC Business School, France Susan Copeland, Clayton State University Ugur Demiray, Anadolu University, Turkey Tracey Devonport, University of Wolverhampton, UK Associate Editors Terrence Doyle, Ferris State University, USA Stephanie Brooke, Excelsior College, USA Fernanda Duarte, University of Western Sydney, Australia Liz Browne, Oxford Brookes University, UK Anna-May Edwards-Henry, Univ of the West Indies, Trinidad-Tobago Pamela Collins, University of the West Indies, Trinidad-Tobago Nancy Erbe, California State University Dominguez Hills, USA Judith Davis, Hampton University, USA Gail FitzSimons, Monash University, Australia Bob Erlandson, University of Ottawa, Canada Dwedor Ford, Winston Salem State University, USA Danielle Lusk, Virginia Tech, USA Adam Friedman, Wake Forest University, USA Ted McNeilsmith, Adams State College, USA Mike Garant, University of Helsinki, Finland Phyllis Newbill, Radford University, USA Carol Greene, East Carolina University, USA Yoni Ryan, Monash University, Australia Lynne Hammann, Mansfield University, USA Diane Salter, Hong Kong Polytechnic University, China Tony Harland, University of Otago, New Zealand Leigh Ann Spell, Columbia College, USA Orit Hazzan, Technion - Israel Institute of Technology, Israel Krista Terry, Radford University, USA Katherine W Hirsh, HirshWorks, LLC, USA Cheri Toledo, Illinois State University, USA Christine Hockings, University of Wolverhampton, UK Peter Van Petegem, University of Antwerp, Belgium Dennis Humphrey, Premier Academic Solutions, USA Marianne Justus, University of Phoenix, USA Heather Kanuka, University of Alberta, Canada Editorial Board Lenore Kinne, Northern Kentucky University, USA Ilene Alexander, University of Minnesota, USA Ernest Koh, Monash University, Australia Kevin Barry, University of Notre Dame, USA Olabisi Kuboni, University of the West Indies, Trinidad-Tobago Denise Chalmers, University of Queensland, Australia Rita Kumar, University of Cincinnati-Raymond Walters College, USA Edith Cisneros-Cohernour, Universidad Autónoma de Yucatán, Mexico Gulsun Kurubacak, Anadolu University, Turkey Alexander Crispo, Purdue University, USA Paul Lam, Chinese University of Hong Kong, Hong Kong Landy Esquivel Alcocer, Universidad Autónoma de Yucatán, Mexico James Lane, Columbia College, USA Colin Harrison, University of Nottingham, UK Miriam Larson, Virginia Tech, USA David Hicks, Virginia Tech, USA Randy Lee, Columbia College, USA Peter Jamieson, University of Queensland, Australia Steven LeShay, Wilmington University, USA Gordon Joyes, University of Nottingham, UK Yiping Lou, Louisiana State University, USA Kerri-Lee Krause, University of Melbourne, Australia Mary Lundeberg, Michigan State University, USA Carolin Kreber, University of Edinburgh, UK Ken Martin, University of Cincinnati, USA Bruce Larson, University of North Carolina-Asheville, USA Rebecca Mattern, Wilmington University, USA Deirdre Lillis, Institute of Technology-Tralee, Ireland Alexei Matveev, Norfolk State University, USA Colin Mason, University of St. Andrews, UK Sandy McCloy, University of South Carolina, USA Craig McInnis, University of Melbourne, Australia Yadollah Mehralizadeh, University of Shahid Chamran, Iran Carmel McNaught, Chinese University of Hong Kong, China Henry Merrill, Indiana University, USA A.T. Miller, University of Michigan, USA Gina Mollet, Adams State College, USA Jeannetta Molina, University of Buffalo, USA Lin Muilenburg, Consultant, USA Alison Morrison-Shetlar, University of Central Florida, USA Linda Naimi, Purdue University, USA Roger Murphy, University of Nottingham, UK Ramzi Nasser, Qatar University, Qatar Jack Nigro, Ontario Ministry of Education, Canada Lisa Ncube, Purdue University, USA Rosemary Papa, California State University-Sacramento, USA Muiris O Laoire, Institute of Technology, Ireland Anna Reid, Macquarie University, Australia Sandra Pace, Northcentral University, USA Bruce Saulnier, Quinnipiac University, USA Marion Palmer, Dun Laoghaire IADT, Ireland Tom Sherman, Virginia Tech, USA Dev Poling, Ohio University Zanesville, USA Alan Skelton, University of Sheffield, UK Sarah Quinton, Oxford Brookes University, USA Robyn Smyth, University of New England, Australia Colin Ripley, Ryerson University, Canada Belinda Tynan, University of New England, Australia Kay Sambell, Northumbria University, UK Joy Vann-Hamilton, University of Notre Dame, USA Pedro Sanchez-Escobedo, Universidad Autonoma de Yucatan, Mexico Thomas Wilkinson, Virginia Tech, USA Alain Senteni, University of Mauritius, Mauritius Erica Smith, Charles Sturt University, Australia Reviewers for Volume 20, Number 2 Jane Strobino, Marywood University, USA Ali A. Abdi, University of Alberta, Canada Ronald Styron, University of Southern Mississippi, USA Deborah Abowitz, Bucknell University, USA Debra Swoboda, York College/City University of New York, USA Ali Al Musawi, Sultan Qaboos University, Oman Mary Timothy, Appalachian State University, USA Susan Appling, Johns Hopkins University, USA Sharon Valente, Savannah College of Art and Design, USA Nancy Ashton, R. Stockton College of New Jersey, USA Brian Vander Schee, Aurora University, USA Maria D. Avgerinou, Depaul University, USA Daniel Villa, New Mexico State University, USA Zane Berge, University of Maryland-Baltimore County, USA C. Edward Watson, Virginia Tech, USA Margo Bowman, Wayne State University, USA Michele M. Welkener, Ohio State University, USA Gayle Brazeau, School of Pharmacy & Pharmaceutical Sciences, USA Darcelle White, Eastern Michigan University, USA James Brittain, Northeastern State University, USA Jesse Wilkins, Virginia Tech, USA Stephen Burke, Marywood University, USA Carol Wittmeyer, St. Bonaventure University, USA Chris Burkett, Columbia College, USA Frank Wray, University of Cincinnati, USA Celina Byers, Bloomsburg University, USA Aman Yadav, Purdue University, USA Mehtap Cakan, Abant Izzet Baysal University, Turkey Jin Yao, Adams State College, USA Susanna Calkins, Northwestern University, USA International Journal of Teaching & Learning In Higher Education Volume 20 • Number 2 • 2008 Research Articles Technology Lecturer Turned Technology Teacher 79-90 Kerry Lee “Did I Just Share Too Much Information?” Results of a National Survey on Faculty Self-Disclosure 91-97 Kevin Simpson Staff and Student Perceptions of Plagiarism and Cheating 98-105 Jenny Wilkinson Photographic Images as an Interactive Online Teaching Technology: Creating Online Communities 106-115 Beth Perry, Janice Dalton and Margaret Edwards From Face-to-Face to e-Mentoring: Does the “e” Add Any Value for Mentors? 116-124 Celayne Heaton Shrestha, Steve May, Palitha Edirisingha, Linda Burke and Tim Linsey Learner-Driven EFL Curriculum Development at the Classroom Level 125-143 Saad Shawer, Deanna Gilmore and SusanRae Banks-Joseph The Positive Impact of Negative Emotions: Fear, Anxiety, Conflict and Resistance as 144-154 Productive Forces in Academic Study and in the Emergence of Learner Autonomy Jaya Kannan and John Laurence Miller An Inter-Institutional Exploration of the Learning Approaches of Students Studying Accounting 155-167 Marann Byrne, Barbara Flood, and Pauline Willis Assessing the Impact of a Year-Long Faculty Development Program on Faculty Approaches to Teaching 168-181 Greg Light, Susanna Calkins, Melissa Luna, and Denise Drane College Instructors’ Sense of Teaching and Collective Efficacy 182-191 Helenrose Fives and Lisa Looney Reflecting on How to Optimize Tertiary Student Learning Through the Use of 192-197 Work Based Learning Within Inclusive Education Courses Kathleen Tait Teacher Perceptions of Critical Thinking Among Students and its Influence on Higher Education 198-206 S. Chee Choy and Phaik Kin Cheah Involving Adult Service Users with Learning Disability in the Training of Speech and 207-213 Language Therapy Students Celia Harding Teaching Policy Theory and its Application to Practice Using Long, Structured Case Studies: 214-225 An Approach that Deeply Engages Undergraduate Students Christopher Walker Toward a Summative System for the Assessment of Teaching Quality in Higher Education 226-236 Timothy Murphy, Iain MacLaren and Sharon Flynn E-Learning in Malaysia: Success Factors in Implementing E-Learning Program 237-246 Chai Lee Goi, and Poh Yen Ng Instructional Articles Empowering Students to Think Deeply, Discuss Engagingly, and 247-250 Write Definitively in the University Classroom Ann Singleton and Kenneth Newman Simplifying Podcasting 251-261 Prachi Parashar Panday An Intercultural Communication Event via Video Bridge: 262-266 Bringing Russian and American Students Together Tammy Gregersen and Tanya Youdina, Teaching Graduate Students in the Social Sciences Writing for Publication 267-273 Robert Nolan and Tonette Rocco How Service and Learning Came Together To Promote Cura Personalis 274-283 Ann Wright, Nicki Calabrese and Julie Henry Students as Researchers: A Framework for Using Action Research Principles to Improve Instruction 284-291 Linda Rose Service Learning + New Master of Public Health Student = Challenges for the Professor 292-297 Su-I Hou
Load more

Recommended publications
  • Sign Language Typology Series
    SIGN LANGUAGE TYPOLOGY SERIES The Sign Language Typology Series is dedicated to the comparative study of sign languages around the world. Individual or collective works that systematically explore typological variation across sign languages are the focus of this series, with particular emphasis on undocumented, underdescribed and endangered sign languages. The scope of the series primarily includes cross-linguistic studies of grammatical domains across a larger or smaller sample of sign languages, but also encompasses the study of individual sign languages from a typological perspective and comparison between signed and spoken languages in terms of language modality, as well as theoretical and methodological contributions to sign language typology. Interrogative and Negative Constructions in Sign Languages Edited by Ulrike Zeshan Sign Language Typology Series No. 1 / Interrogative and negative constructions in sign languages / Ulrike Zeshan (ed.) / Nijmegen: Ishara Press 2006. ISBN-10: 90-8656-001-6 ISBN-13: 978-90-8656-001-1 © Ishara Press Stichting DEF Wundtlaan 1 6525XD Nijmegen The Netherlands Fax: +31-24-3521213 email: [email protected] http://ishara.def-intl.org Cover design: Sibaji Panda Printed in the Netherlands First published 2006 Catalogue copy of this book available at Depot van Nederlandse Publicaties, Koninklijke Bibliotheek, Den Haag (www.kb.nl/depot) To the deaf pioneers in developing countries who have inspired all my work Contents Preface........................................................................................................10
    [Show full text]
  • Reproduce Poorly.) Pm PS/SCMS/28
    DOCUMENT RESUME ED 078 574 EA 005 249 TITLE Strategies for Curriculum Development in Southeast Asia. A Seminar. Final Report. INSTITUTION Southeast Asian Ministers of Education Organization (Singapore). Regional Center for Education in Science and Mathematics. REPORT NO P5-SCMS-28 PUB DATE Mar 72 NOTE 216p.; Papers presented at SEAMEO Regional Center for Education in Science. and Mathematics Seminar (Glugor, Panang, Malaysia, March 14-20, 1972) EDRS PRICE MF-$0.65 HC-$9.87 DESCRIPTORS *Conference Reports; *Curriculum Design; *Curriculum Development; *Developing Nations; Educational Objectives; *Educational Planning; Educational Problems; Educational Strategies; Elementary School Science; Mathematics Curriculum; Programed Instruction; Science Curriculum; Systems Approach; Teacher Education IDENTIFIERS SEAMEO; *Southeast Asia; Southeast Asian Ministers Education Organisation ABSTRACT The main body of this document consists of papers that were presented at the seminar..The document also includes an outline of the seminar proceedings, a list of participants and staff members, a list of the organizing committee, and several reports of the findings and recommendations of the seminar working groups. Papers. presented by guest speakers and staff cover such topics as the problem of education in Southeast Asia, teacher education, areas of priority in curriculum development, programed instruction, a systems approach to curriculum development, educational goals, teaching science to children, the mathematics curriculum of the future, and curriculum development in the United Kindgom. Papers presented by the delegates to the convention deal with strategies for curriculum development in their respective home countries. These delegates represented Hong Kong, Indonesia, the Khmer Republic, Laos, Malaysia, the Philippines, Singapore, Thailand, and Vietnam..(Photographs may reproduce poorly.) pm PS/SCMS/28 SOUTHEAST ASIAN MINISTERS OF EDUCATION ORGANISATION SEMINAR STRATEGIES FOR CURRICULUM DEVELOPMENT IN SOUTHEAST.
    [Show full text]
  • The Experience of Open University Malaysia
    Managing Quality in an ODL Institution: the Experience of Open University Malaysia Ansary Ahmed* Senior Vice President Open University Malaysia, Kuala Lumpur Email: [email protected] and Hairudin Harun** Professor/Director Centre for Quality Management and Research & Innovation, Open University Malaysia, Kuala Lumpur Email: [email protected] International Seminar on Open and Distance Learning for Sustainable Development Jakarta, Indonesia 2-3 September 2004 *Ansary Ahmed is currently a Professor at the Faculty of Science and Foundation Studies as well as the Senior Vice President, Open University Malaysia. He earned his Doctorate from the University of Manchester, England. He was formerly a Professor at the Faculty of Science, University of Malaya and has held numerous senior management posts including as the Dean of the Institute for Postgraduate and Research. He has been involved in a number of high profile consultancies including with the Science Adviser’s Office of the Prime Minister of Malaysia. ** Hairudin Harun is currently a Professor at the Faculty of Science and Foundation Studies as well as the founder Director of the Centre for Quality Management and Research & Innovation, Open University Malaysia. He earned his B.Sc from the University of Malaya and his Masters and Doctorate degrees from the University of London. He was formerly the Professor of Science and Technology Studies at the Faculty of Science, University of Malaya and has held numerous academic and senior management posts. 1 Managing Quality in an ODL Institution: the Experience of Open University Malaysia ABSTRACT One of the primary objectives of quality management at the Open University Malaysia (OUM) is to ensure that the organization's resources are optimally focused on both the internal and external customers' needs.
    [Show full text]
  • Business Name Business Category Outlet Address State 2 Beradik Sparepart Automotive Kampung Belat, Mukim Rambai, Pendang, Kedah
    Business Name Business Category Outlet Address State 2 beradik sparepart Automotive kampung belat, mukim rambai, Pendang, Kedah, Malaysia Kedah 3 BROS CAR SALOON Automotive Alor Setar Kedah Malaysia Kedah 39 Auto Creative Automotive 39 Auto Creative No 101tingkat bawah 215 Jalan Duku 4 Taman Star 05400 Alor Setar Kedah Malaysia Kedah 4 You Car Tinted Acc Automotive Ground floor Jalan Pandan Indah 1 Taman Pandan Indah Lunas Kedah Kedah A&F FUTURE ENTERPRISE Automotive 马来西亚吉打双溪大年 Kedah AAB MOTOR Automotive AAB MOTOR LOT 613 KG KELIBANG 13 Jalan Pandak Mayah 1 Kuah 07000 Langkawi Kedah Malaysia Kedah Aboo Utara Jdm Enterprise Automotive 248JALAN ZAMRUD 8 BANDAR BARU 08000 SUNGAI PETANI Kedah Ah Kieng Motor Automotive NO 168 POKOK SENA MUKIM PULAI BalingKDH - Kedah Kedah AIS KOOL Automotive KOMPLEKS SUKANNO 20Lebuhraya Sultan Abdul Halim Alor Star Alor Setar Malaysia Kedah Alatalat ganti gee heng Automotive 37F 19 Jalan Gangsa Mergong 2 Taman Pelangi Alor Setar Kedah Kedah Along jebat enterprise Automotive no477, lorong panglima, jalan tungku bendahara , Kedah AR Detailing Enterprise Automotive AR Detailing Enterprise F12 Kg Pmtg Damar Laut Lubok Buntar Bandar Baharu Kedah Malaysia Kedah AS Wira Tyre Car Service Automotive No. 4, Batu 1 1/2, Jalan Kuala KedahKedah Kedah ASSORTED TRADING SDN BHD Automotive No4 Seberang Jalan Putra Jalan Putra Bandar Alor Setar Alor Setar Kedah Malaysia Kedah BENGKEL MOTOR INDAH Automotive BENGKEL MOTOR INDAH 291 292 Lorong Perak 14 Kawasan Perusahaan Mergong Ii Alor Setar Kedah Malaysia Kedah Big Star Aircond Ele Automotive Big Star Aircond Electric No1 2 Jalan Senangin Taman Senangin 05150 Alor Setar Kedah Kedah BOON MOTOR ENTERPRISE Automotive NO85A SEBERANG JAYA PUTRA Alor Setar Kedah Malaysia Kedah CCY AUTOMOBILE Automotive 马来西亚吉打亚罗士打邮政编码: Kedah celaru enterprise Automotive Kampung Dato Syed Nahar 07000 Langkawi Kedah Malaysia Kedah CHAN WOEI JENG ENTERPRISE Automotive 95 Jalan Padang Matsirat Taman Berjaya Langkawi Kedah Malaysia Kedah Cheang Motor Sungai Petani Automotive NO.
    [Show full text]
  • Poon Wai-Ching, Ph
    Curriculum Vitae POON WAI CHING, Ph.D Address: Department of Economics, School of Business, Monash University Malaysia, Jalan Lagoon Selatan, Bandar Sunway, Selangor 46150, Malaysia. Tel: +603 55144908 (Office); +6013-3810266 (h/p) Email: [email protected] or [email protected] Monash profile: https://www.monash.edu.my/business/about/school/academic-staff/economics/associate-professor-poon-wai-ching RESEARCH INTERESTS Financial Economics, Applied Economics, Business Economics, Sustainable Development, Higher Education. EDUCATION BACKGROUND 1. GCHE, Graduate Certificate in Higher Education, Monash University, 2014. 2. Ph.D., Financial Economics, Universiti Putra Malaysia, 2007. 3. M.Ec, Industrial Economics, Universiti Malaya, 2001. 4. B.A.ed (Hons), Economics, University Science Malaysia, 1999. 5. Diploma in Accounting, L.C.C.I . (London Chamber of Commerce and Industry), 1996. ACADEMIC APPOINTMENTS ( ) Associate Professor, Monash University Malaysia (2017 –). Senior Lecturer, Monash University Malaysia (2010 – 2016). Lecturer, Monash University Malaysia (2008 - 2009). Lecturer, Multimedia University (2000 - 2008). Taiwan Fellowship, Academia Sinica, Taiwan (April-June 2017). Visiting scholar, Academia Sinica, Taiwan (15-23 December 2018). Visiting Professor, Soka University, Japan (7 May - 24 July 2016). Visiting Researcher, University of Queensland, Australia (15 March – 15 April 2016). Visiting Researcher, Deakin University, Australia (1-14 March 2016). Visiting Researcher, Monash University, Australia (February 2016). Visiting Professor, Helsinki School of Business, Finland (12-23 Nov 2012; 3-14 June 2013). EDITORIAL Editor, Cogent Economics & Finance (2017 -). Editorial Board, Corporate Governance: An International Review (2018 - ). Editorial Reviewer Board, Corporate Governance: An International Review (2009 -2018). Editorial Review Board, Management and Organization Review (2015 - ). Editorial Board, Water Conservation Science and Engineering, Springer Nature, Switzerland AG (2019 - ).
    [Show full text]
  • Easem White Paper: E-Learning for Lifelong Learning
    e-ASEM White Paper: e-Learning for Lifelong Learning Editor in Chief Bowon Kim Authors Lars Birch Andreasen, Mie Buhl (Denmark) Tsuneo Yamada (Japan) Mansor Fadzil, Latifah Abdol Latif (Malaysia) Alena Pistovcakova, Jaroslava Kovacova (Slovakia) Min Seung Jung, Kyung Ae Choi, Eun Soon Baik (South Korea) Thapanee Thammetar, Supannee Sombuntham (Thailand) Publisher KNOU Press 57 Ihwa-dong, Jongno-gu, Seoul, South Korea, 110-500 http://press.knou.ac.kr Copyright ⓒ 2010 by ASEM Education and Research Hub for Lifelong Learning, Research Network 1 (e-ASEM). All rights reserved. ISBN 978-89-20-00574-9 93370 ISBN 978-89-20-00575-6 99370 (e-book) PDF version of this work is available under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. (See http://creativecommons.org/licenses/by-nc-nd/3.0/ for more) It can be accessed through the e-ASEM web site at http://easem.knou.ac.kr. Acknowledgements This white paper is a general view of the practices of e-Learning for lifelong learning in six ASEM countries: Denmark, Japan, Malaysia, Slovakia, South Korea and Thailand. All of them are key members of the research network 1 (e-ASEM) of the ASEM Education and Research Hub for Lifelong Learning, and I am delighted to see the first visible outcome of their cooperative research since its inception. The idea of publishing this white paper was proposed in the network meeting held in Bangkok, July 2009. The network members unanimously affirmed the significance of this project and representatives from the above six countries promised to participate. The basic structure of the book was also agreed upon during the meeting: concepts of e-Learning, policies, regulations and funding of e-Learning in lifelong learning, and the status and characteristics of e-Learning for lifelong learning.
    [Show full text]
  • Proceedings of the Sunway Academic Conference 2018 Proceedings of the Sunway Academic Conference 2018
    Proceedings of the Sunway Academic Conference 2018 Proceedings of the Sunway Academic Conference 2018 The 5th Pre-University Conference EDUCATION IN CHALLENGING TIMES ENGAGE . ENRICH . EMPOWER 25 AUGUST 2018 BANDAR SUNWAY To be updated Published by once ISBN is Sunway College Kuala Lumpur obtained. No. 2, Jalan Universiti, Bandar Sunway, 47500 Selangor Darul Ehsan Malaysia. Perpustakaan Negara Malaysia Cataloguing-in-Publication Data Proceedings of the Sunway Academic Conference (2018: Bandar Sunway, Selangor Darul Ehsan, Malaysia) Proceedings of the Sunway Academic Conference 2018: The 5th Pre-University Conference: EDUCATION IN CHALLENGING TIMES: ENGAGE . ENRICH . EMPOWER, 25 AUGUST 2018, BANDAR SUNWAY. ISBN 978-967- 1. Teaching and learning–Congresses. 2. Classroom management–Congresses. 3. Education– Effect of technological innovations on–Congresses. I. Title. 371.33 © Sunway College Kuala Lumpur, 2019 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, whether electronic, mechanical, photocopying, recording, or otherwise without prior permission of the publishers. The Proceedings of the Sunway Academic Conference is a series of publications detailing papers presented in conferences organised by the staff of Sunway College or in collaboration with staff of other organisations. The Proceedings provide a platform for academic staff to share their research findings and stimulate healthy professional discourse on topics of mutual interest. This compilation is based on the acknowledgement received from the presenter to proceed with publication. At the time of printing, some extended abstracts have not been received or have been withdrawn on request by the presenter. The views expressed in the articles are those of the authors alone and in no way reflect the views of Sunway College.
    [Show full text]
  • Downloaded by [New York University] at 06:54 14 August 2016 Classic Case Studies in Psychology
    Downloaded by [New York University] at 06:54 14 August 2016 Classic Case Studies in Psychology The human mind is both extraordinary and compelling. But this is more than a collection of case studies; it is a selection of stories that illustrate some of the most extreme forms of human behaviour. From the leader who convinced his followers to kill themselves to the man who lost his memory; from the boy who was brought up as a girl to the woman with several personalities, Geoff Rolls illustrates some of the most fundamental tenets of psychology. Each case study has provided invaluable insights for scholars and researchers, and amazed the public at large. Several have been the inspiration for works of fiction, for example the story of Kim Peek, the real Rain Man. This new edition features three new case studies, including the story of Charles Decker who was tried for the attempted murder of two people but acquitted on the basis of a neurological condition, and Dorothy Martin, whose persisting belief in an impending alien invasion is an illuminating example of cognitive dissonance. In addition, each case study is contextualized with more typical behaviour, while the latest thinking in each sub-field is also discussed. Classic Case Studies in Psychology is accessibly written and requires no prior knowledge of psychology, but simply an interest in the human condition. It is a book that will amaze, sometimes disturb, but above all enlighten its readers. Downloaded by [New York University] at 06:54 14 August 2016 Geoff Rolls is Head of Psychology at Peter Symonds College in Winchester and formerly a Research Fellow at Southampton University, UK.
    [Show full text]
  • Tutor.Com Response to Foundation for California Community Colleges Rfp # Cb 14-001 Online Tutoring Services to the California Community Colleges System
    TUTOR.COM RESPONSE TO FOUNDATION FOR CALIFORNIA COMMUNITY COLLEGES RFP # CB 14-001 ONLINE TUTORING SERVICES TO THE CALIFORNIA COMMUNITY COLLEGES SYSTEM Tutor.com 555 West 18th Street New York, NY 10011 November 11, 2014 Kevin Donalds, CFO | (646) 619-8248 | [email protected] Response to Foundation for California Community Colleges RFP # CB 14-001 – Online Tutoring Services to the CCC System EXECUTIVE SUMMARY The California Community Colleges (CCC) Online “While searching for an online tutoring Education Initiative (OEI) will pilot online tutoring for program for students we considered many the upcoming 2015 Spring, Summer, and Fall terms potential programs, but none were as across selected C-ID online courses. In this proposal, advanced or provided the level of superior Tutor.com will demonstrate our capabilities to fulfill customer service that Tutor.com all the goals sought by the OEI and to work in demonstrated.” Stephanie Staffey, M.A. partnership with the pilot colleges in this strategic Director of Advising endeavor. And, we will abide by the terms and Post University conditions provided in the RFP. We provide a full understanding of our qualifications and experience to pilot the required Full, Blended, and Buy-In models of online tutoring aligning with the scope of work. Evaluators will learn that Tutor.com is the only learning services partner that helps faculty and administrators tackle students’ challenges in two very critical ways: . By providing students with targeted, personalized tutoring from expert tutors whenever and wherever they need it, and . By providing OEI and administrators, faculty and support staff with actionable, diagnostic data about student challenges so that a college’s student success eco-system can intervene in time to make a difference.
    [Show full text]
  • Southeast Asia Regional Standards for Science Teachers (Sears-St) Introduction
    SOUTHEAST ASIA REGIONAL STANDARDS FOR SCIENCE TEACHERS (SEARS-ST) INTRODUCTION Teachers and their development of teaching must be at the heart of any plan to improve educational systems. The Southeast Asian Ministers of Education Organization (SEAMEO) has uniquely represented the educational systems in the SEAMEO region with the collective aspirations of providing quality education for the next generation of leaders emphasising on science and mathematics education that underpins the agenda human resource needs of the region. Hence a framework and standards to support and improve the quality of science teachers is important for enhancing the standards of science education. Considering this, the SEAMEO Regional Centre for Education in Science and Mathematics (RECSAM) has outlined the Southeast Asia Regional Standards for Science Teachers (SEARS-ST). Standards are statements of expectations of what the teachers should know and be able to do. PURPOSE To set the standards that all science teachers should acquire to improve the quality of teaching and learning in the SEAMEO region. METHODOLOGY Participatory inquiry approach First workshop: 20-22 January 2014 at SEAMEO RECSAM, Penang Plenary presentations: ‘Developing and using standards for beginning, experienced and ‘Developing knowledge, skills and attributes of expert science teachers for continuing personal and professional beginning science teachers’ by Director of the Science development (CPPD)’ by Director of International Programmes and Technology Education Research Lab Mark Windale from the Centre for Science Education, Assoc. Prof. Lindsey Conner from the Sheffield Hallam University, United Kingdom (UK). University of Canterbury, New Zealand (NZ). 24 educators from Indonesia (SEAMEO QITEP Science), Malaysia (Ministry of Education, Teacher Training Institutes, Universities), RECSAM staff (Malaysia, Philippines and Thailand) attended the seminar.
    [Show full text]
  • Guidebook for Parents
    Remote Learning Guidebook for Parents 2020-21 District-Wide Remote Learning Period Protocols 3 Instructional Engagement Time Requirements/Attendance Protocols 4 Synchronous "Live Learning" Opportunities 5 - 6 Synchronous Students and Parent Responsibilities 7 Terminology and Clarifications of Responsibilities 8 Zoom CHAMPS Expectations 10 - 11 Zoom Netiquette 12 Elementary Live Learning Schedules 13 - 16 Middle School Zoom Live Learning Schedule 17 High School Zoom Live Learning Schedule 18 Asynchronous "Self-Paced" Learning Opportunities 19 - 21 Weekly Checklist 21 - 22 Attendance Protocols 23 Asynchronous Students and Parent Responsibilities 24 Strong, Smart Start Resources 25 - 26 Resolving Technical Issues/Dress Code/Cyberbullying 27 Glossary 34 Published by the Beaumont ISD Office of Curriculum & Instruction - August 2020 2 Students will engage in both synchronous and asynchronous learning opportunities throughout the initial remote learning time period: Synchronous learning denotes specific scheduled live opportunities where the class is able to meet together in a platform such as Zoom under the direction of the teacher to review concepts, work collaboratively, and ask questions. A variety of scheduled live opportunities will be offered, but it is not required that students participate in all of them. The district understands challenges parents and students may have with work schedules, daycare setups, and shared devices. We encourage students to participate in as many live learning opportunities as possible to help build their instructional knowledge and alleviate isolation by connecting with their teachers and peers in a learning environmemt. Asynchronous learning is where students will be progressing at their own pace through the content which will be accessed through each teacher's Google Classrom.
    [Show full text]
  • Full and Concise Presentations (In Alphabetical Order of First Author)
    Full and concise presentations (in alphabetical order of first author) Enabling authentic cross-disciplinary learning through a scaffolded assignment in a blended environment Anne Abraham School of Accounting and Finance, University of Wollongong Hazel Jones Centre for Educational Development and Interactive Resources, University of Wollongong This paper reports on the development of a scaffolded learning assignment with blended components in a cross-disciplinary setting. The assignment has been developed in a socio- cultural context, based on a Vygotskian approach and this paper details the design and development of the assignment. The five stages of the assignment have been carefully scaffolded and include elements of individual and group tasks, finishing with an individual reflection on the process. Formative assessment and associated feedback are important elements of the scaffolding and suggestions for further applications for the learning design of the assignment are suggested. Keywords: Scaffolding, blended learning, authentic learning task, formative assessment Spatialities and online teaching: To, from and beyond the academy Reem Al-Mahmood Melbourne Graduate School of Education University of Melbourne AUSTRALIA “Hello! Is anyone out there?” might be the echo of many an online lecturer, but perhaps a louder echo might be in the question “Hello! Where are you in the educational landscape?” For our locations and spatialities are inevitably entangled with who we are and who we might become. We are always emplaced (Malpas, 1999), and so in the changing pedagogical spaces of academe, I argue that spatialities are inextricably linked with identity performances and teaching practices _ these configure and are configured by each other. In the postmodern university, online spaces are changing traditional academic life.
    [Show full text]