Pre-service teachers use e-learning technologies to enhance their learning

The purpose of this study was twofold. The primary purpose was to improve pre-service teacher education by using technology to help pre-service teachers bridge the gap between academic preparation and practice. The secondary, but still important, objective was to familiarize pre-service teachers in the use of technology to support their future pedagogical activities. Therefore, this research sought to develop a method for training undergraduate students in designing, implementing, and evaluating lesson plans to solidify the relationship between research, pedagogy, and teaching practice. Specifically, this study investigated the implementation of e-learning as a method of instruction to help pre-service teachers evaluate and improve upon the implementation of their lesson plans during their real world practicum experiences. The study was guided by the following research questions: 1) What successes, challenges, and benefits do university instructors and pre-service teachers experience in using and analyzing video in teacher education methods coursework? 2) In what ways did the use of e-learning help the pre-service teachers improve their teaching during the practicum experience? Results showed that participants reported improved lesson planning, improved lesson implementation, visual interpretations of best practices, modeling, and peer and university instructor feedback as successes of the e-learning project. Challenges included participants’ frustrations of being overworked and overwhelmed with the technical problems associated with e-learning. Overall participants judged the e-learning project as a very positive aspect of their teacher training

Effects of crop background on populations of brassica aphids and their natural enemies

Imperial Users onl

Assurance of learning : the role of work integrated learning and industry partners

In the partnering with students and industry it is important for universities to recognize and value the nature of knowledge and learning that emanates from work integrated learning experiences is different to formal university based learning. Learning is not a by-product of work rather learning is fundamental to engaging in work practice. Work integrated learning experiences provide unique opportunities for students to integrate theory and practice through the solving of real world problems. This paper reports findings to date of a project that sought to identify key issues and practices faced by academics, industry partners and students engaged in the provision and experience of work integrated learning within an undergraduate creative industries program at a major metropolitan university. In this paper, those findings are focused on some of the particular qualities and issues related to the assessment of learning at and through the work integrated experience. The findings suggest that the assessment strategies needed to better value the knowledges and practices of the Creative Industries. The paper also makes recommendations about how industry partners might best contribute to the assessment of students’ developing capabilities and to continuous reflection on courses and the assurance of learning agenda

The Class Divide in American Culture in the Early Twentieth Century

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Marshall University Music Department Presents a Graduate Recital, Judith L. Smith, Soprano

https://mds.marshall.edu/music_perf/1081/thumbnail.jp

Spire and Tower: The History, Architecture and Art of Two Norfolk, Virginia Churches

While St. Mary of the Immaculate Conception Roman Catholic Church and Epworth Methodist Episcopal Church are dissimilar in origin, religious practices, and architectural style, when taken together, their periods of construction in their respective revival styles span and define an important era in Norfolk, Virginia\u27s urban history. Original research in the sparse records of several Catholic parishes identifies the previously known name of the architect of St. Mary\u27s church. The study also offers additional information on that church\u27s stained glass window. The author presents the heretofore scattered history of Epworth Church in chronological order. The study develops new information concerning one of the church\u27s architects as well as the apparently unacknowledged reuse of Epworth\u27s floor plan in another Tidewater Virginia church. The identity of the studio responsible for one of the previously unattributed stained glass windows is documented. There is also a discussion of the reaction of the two church congregations to the social, economic and demographic problems visited upon downtown Norfolk since the 1960s

“Calypso”—Harry Belafonte (1956)

Harry Belafonte, the Harlem-born son of poor undocumented Jamaican immigrants, an untrained singer whose heart was set on becoming an actor, made music history with “Harry Belafonte: Calypso.” This record was the very first by a solo performer to sell a million copies, holding the top spot on “Billboard’s” pop album charts for an unprecedented 31 weeks (in addition, 58 weeks in the top ten, 99 weeks among the top 100). The higher-ups at RCA had doubted the commercial potential of a thematically unified recording of “island and Calypso songs,” but the “Calypso” record, released at the end of May 1956, quickly soared in sales, knocking Elvis Presley’s first album out of the way to take over the top spot within a few weeks. The “Calypso” album also reached the top of music charts in most of Europe, Asia, Africa, and the Caribbean, and was “covered” via native language recordings in many countries