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1.
Janette R. Hill Denise P. Domizi Nicole D. Collier 《The American journal of distance education》2013,27(2):91-104
Abstract Distance education, particularly online education, is becoming a standard experience in formal learning environments, particularly at the postsecondary level. As more faculty and students have expectations that distance education is a part of the learning experience, we need to build a deeper understanding of how to design effective environments to enhance and extend the learning process. Further, we need to explore how to best facilitate learning in these contexts. This bibliographic essay explores the literature related to design and teaching in distance education as presented in the third section of Moore's (2007a) Handbook of Distance Education (Table 1 provides an overview of all the chapters in the Design and Teaching section of the Handbook). 相似文献
2.
José Dutra de Oliveira Neto Elaine Maria dos Santos 《The American journal of distance education》2013,27(3):119-134
Abstract The objective of this study was to identify the methodological approaches employed in a sample of Brazilian distance education scientific literature and compare with similar publications in the United States. Brazilian sample articles (N = 983) published in several journals and meetings were compared with a sample of articles published in The American Journal of Distance Education (AJDE) from 1987 to 2006. A categorization system based on Gall, Gall, and Borg (2006) and Lee, Driscoll, and Nelson (2007) was used. The methodological approach employed in the Brazilian sample was predominantly qualitative, and this feature remained largely unchanged over the past seven years. The predominant research method continues to be exploratory, followed by case studies. Of note, the most frequent research topic in AJDE articles was evaluation, contrasting with the predominant topic of management in Brazilian publications. 相似文献
3.
Steve Tozer 《Educational Studies A Journal of the American Educational Studies Association》2018,54(1):89-98
I am grateful for this opportunity to reflect on the field of Social Foundations of Education (SFE), in part because it affords an opportunity to advance an historical analysis of the trajectory of the field different from what we provided when my colleagues and I sent to press the Handbook of Research the Social Foundations of Education in 2009 (Tozer, Gallegos, Henry, 2011). I also welcome the opportunity to acknowledge a particular activist tradition established by earlier generations of Social Foundations scholars who have influenced my work. To quote Stuart Hall, these men and women engaged Social Foundations “as a practice which always thinks about its intervention in a world in which it would make some difference, in which it would have some effect” (in Tozer et?al., 2011, p. 11). Finally, this occasion invites a perspective on the equity work in Chicago Public Schools that we have pursued since I introduced it in my AESA Presidential Address in 2006. 相似文献
4.
Guy Trainin Kathleen M. Wilson Malinda Murphy-Yagil Joan L. Rankin-Erickson 《Journal of Education for Students Placed at Risk》2014,19(3-4):183-195
This study compared the impact of 2 types of small-group interventions targeting below-level 3rd-grade students. The study compared WordWork decoding and spelling instruction (Calfee, Miller, Norman, Wilson, &; Trainin, 2006; Calfee &; Patrick, 1995), which includes attention to articulation and metacognition, with a more traditional phonological awareness program (Torgesen &; Bryant, 1993). University education students delivered the interventions with equal instructional time and fidelity, to both groups. Students in both intervention groups engaged in repeated readings of connected text to promote transfer. The impact of training was assessed through decoding, spelling, and oral reading fluency measures. Results indicated that WordWork produced more positive results in decoding, spelling, and fluency, and had significantly fewer treatment resisters. 相似文献
5.
Scott M. Waring 《Educational Research and Evaluation》2013,19(5):437-449
During the past decade, there has been more than an adequate amount of research addressing issues regarding social studies methods courses. However, the apparent void is that there is no clear understanding of what pedagogical content knowledge or understanding of pedagogical approaches teacher candidates bring with them to social studies methods courses or what they expect from their time in social studies methods courses. The purpose of this study is to determine the mentality of the typical social studies methods course student, as he or she enters a social studies methods course. Employing analytic induction (Bogdan & Biklen, 2007; Erikson, 1986; Patton, 2002) and content analysis (Patton, 2002) to analyze and interpret the data, 9 categories for what the students know and 8 for what the students wanted to know were constructed. 相似文献
6.
Service-learning provides community service as well as authentic, curriculum-driven learning experiences (Furco &; Root, 2010) and has been an effective component of teacher education courses (García, Arias, Murri, &; Surna, 2010; Mitton-Kukner, Nelson, &; Descrochers, 2010; Spencer, Cox-Petersen, &; Crawford, 2005). With these authentic experiences, teachers construct conceptions of literacy learning as broader than classroom teaching and learning. This study investigates how 54 preservice elementary teachers (hereafter called teachers) learned about literacy development and cultural responsivity by engaging in a service-learning experience. 相似文献
7.
Linda Crane Mitchell Archana V. Hegde 《Journal of Early Childhood Teacher Education》2013,34(4):353-366
This study examined the beliefs of in-service teachers working in inclusive classrooms regarding developmentally appropriate practices and how those beliefs affected their attitudes toward, knowledge of, and comfort levels regarding working with children with disabilities. A mixed-method approach was utilized and data were collected through the use of three survey instruments: Teacher Belief Scale and Instructional Activities Scale (Hart et al., 1990) and the In-service Teacher Self-Report Survey (Mitchell, 2002). Data were also collected through open-ended questions to assess Teachers' perceived level of preparation for the inclusive classroom. This study also examined whether education or experience levels had an influence on Teachers' perceptions regarding inclusive practices. Results of the study indicate that there is not a significant relationship between in-service Teachers' beliefs regarding developmentally appropriate practices and their attitudes toward, knowledge of, and comfort levels regarding inclusion. Additionally, results indicate that the Teachers' levels of education or experience do not necessarily indicate that they are prepared to meet the needs of the inclusive classroom environment. Implications regarding the preparation of and ongoing training needs of teachers are discussed. 相似文献
8.
This paper reports on research on the attitudes of a differentiated sample of students to Catholic schools in general and religious education in particular. Core Catholic youth are described, following Fulton et al. (2000: Young Catholics at the New Millennium, Dublin, University College Press), as individuals who have an existing connection with the parish community. Some results that emerge from 58 in‐depth interviews with 14‐ and 15‐year‐old core Catholics are that they value their time in Catholic schools, feel that they are in a safe environment and are not well networked with others of a similar background. Attitudes to religious education by core Catholic youth are described as weak positive. Religious education is not unpopular but is not seen as a discipline that helps resolve some of the difficulties that they experience as young Catholics. These difficulties relate to trying to reconcile what they see as the conflict between the scientific and religious view of creation and many supernatural religious claims. 相似文献
9.
Mark Cordano Stephanie Welcomer Robert Scherer Lorena Pradenas Victor Parada 《The Journal of environmental education》2013,44(4):224-238
We surveyed business students in the U. S. (n = 256) and Chile (n = 310). The survey included measures drawn from studies of pro-environmental behavior using Schwartz's norm activation theory (Schwartz, 1977), the theory of reasoned action (Ajzen & Fishbein, 1980), and a values-beliefs-norms model created by Stern, Dietz, Abel, Guagnano, and Kalof (1999). Our results show Chilean business students are more altruistic than business students in the United States and Chilean students felt stronger pressures from their peers to engage in pro-environmental behaviors. Chilean business students also expressed higher levels of awareness of environmental problems, a greater sense of obligation to protect the environment, a stronger willingness to limit property rights, and stronger intentions to engage in pro-environmental behavior. 相似文献
10.
Compositional effects of scholarly culture classroom/school climate on civic knowledge scores of 9th graders in the United States were examined using the International Association for the Evaluation of Educational Achievement (IEA) 1999 Civic Education Study data. Following Evans et al. (2010, 2014), we conceived that the number of books at home, referred to as the home literacy score by IEA, can be an index of scholarly culture of the student's home, and its aggregated average constitutes scholarly culture of the classrooms/schools. The results obtained through multilevel analysis indicated that there were indeed large unique compositional effects and its effect size was comparable to that of mean parent education, individual level scholarly culture, and parent education. Implications of the results in terms of educational policy were discussed. 相似文献
11.
Christopher Worthman 《International Journal of Lifelong Education》2013,32(4):443-462
This article offers a critical analysis of discourses and power structures and the ways they operate in two instructors’ adult education and ESOL classrooms. The instructors defined learner experience in specific ways and subsequently used those definitions and drew on their learners’ experiences to define their curricula and pedagogy. They conceptualized learner experiences in ways that potentially empowered or emancipated learners from existing power structures. The data presented are part of a two‐year study of different lifelong learning and adult education contexts in the north‐eastern and mid‐western USA. Data sources included survey, interview, artifact collection, and observation methods. Data analysis was guided by a sociocultural theory of literacy development (The New London Group 1996, Gee 1996, 2003, Barton and Hamilton 1998), Holland et al.'s (1998) theories of figured worlds and identity development, Bakhtin’s (1963, 1975, 1979, 1986) theory of dialogism, and Foucault’s (1963, 1980) conceptualization of power. One instructor offered her learners a chance to empower themselves, that is, to find gratification by learning to appropriate mainstream ways of acting, thinking, believing, and using text. The discourse that promotes such instructional efforts is predominant in lifelong learning and adult education. In this discourse, referred to at the outset as one of coherence, learner experience, as a resource for language and literacy development, is essentialized as dispositional, meaning that correct or proper attitudes and beliefs are necessary for empowerment. The other instructor practised a reverse discourse, or what Gee (1996) referred to as a liberatory literacy. She positioned learners to critique the Discourses they encountered, including those they participated in, as movement toward emancipation, toward communicative competence or a critical stance in the world. In effect, learners reversed the panoptic framework and turned the gaze back upon existing power structures. In this case, learner experience was valued for the experiential positioning it offered learners. 相似文献
12.
Guan-Chyun Lin Zhonglin Wen Herbert W. Marsh Huey-Shyan Lin 《Structural equation modeling》2013,20(3):374-391
The purpose of this investigation is to compare a new (double-mean-centering) strategy to estimating latent interactions in structural equation models with the (single) mean-centering strategy (Marsh, Wen, & Hau, 2004, 2006) and the orthogonalizing strategy (Little, Bovaird, & Widaman, 2006; Marsh et al., 2007). A key benefit of the orthogonalizing strategy is that it eliminated the need to estimate a mean structure as required by the mean-centering strategy, but required a potentially cumbersome 2-step estimation procedure. In contrast, the double-mean-centering strategy eliminates both the need for the mean structure and the cumbersome 2-stage estimation procedure. Furthermore, although the orthogonalizing and double-mean-centering strategies are equivalent when all indicators are normally distributed, the double-mean-centering strategy is superior when this normality assumption is violated. In summary, we recommend that applied researchers wanting to estimate latent interaction effects use the double-mean-centering strategy instead of either the single-mean-centering or orthogonalizing strategies, thus allowing them to ignore the cumbersome mean structure. 相似文献
13.
The purpose of this study was to examine undergraduate and graduate student enrollments, course delivery modes, and curricular trends and issues of CTE programs. Based on findings from 139 program/department coordinators, results emphasized that although CTE programs within institutions of higher education have declined in number (Fletcher, Gordon, Asunda, &; Zirkle, 2015), student enrollments within those programs have remained steady compared to prior studies (Bruening et al., 2001; Lynch, 1990). Even so, CTE program/department administrators have articulated that declining student enrollment is a major challenge within their programs. Additionally, the development of online courses and the impact of state/national educational reform initiatives were identified as major curricular trends for CTE programs. Recommendations include the need for CTE faculty to embrace online instruction, and for programs to use broader nomenclature of CTE/Workforce Education, instead of names of more traditional subdisciplines within the field to remain more accessible and sustainable in the future. The condition of undergraduate and graduate CTE programs will likely impact the viability and sustainability of CTE teacher preparation programs, recruitment of a talented and diverse CTE teaching force, continuity of the U.S. teaching workforce, and ability of K–12 teachers to maintain high-quality CTE programs. 相似文献
14.
Research on Distance Education: In defense of field experiments 总被引:2,自引:2,他引:0
Philip C. Abrami 《Distance Education》2006,27(1):5-26
15.
Mary F. Lamar Dr. Jennifer Anne Wilhelm Merryn Cole 《The Journal of educational research》2018,111(1):108-123
The authors compare three teachers' adaptations and implementation of a lunar modeling lesson to explain marked differences in student learning outcomes on a spatial-scientific lunar assessment. They used a modified version of the Practices of Science Observation Protocol (P-SOP; Forbes, Biggers, &; Zangori, 2013) to identify ways in which features of inquiry were emphasized in each classroom. Additionally, classroom communities of practice were categorized as task-based or practice-based (Riel &; Polin, 2004). The authors found that student learning outcomes were related to the fidelity with which the teachers implemented the lesson. Teachers with higher P-SOP scores fostered more of a practice-based learning community than task-based one, which also paralleled greater student learning gains. Although the students' scores did not differ by teacher on the preassessment, they did differ significantly on the postassessment, indicating that the curricular choices and learning communities developed by the teachers impacted what students were able to learn. 相似文献
16.
《Journal of Further & Higher Education》2012,36(3):371-381
The PhD viva has been described as mysterious (Burnham 1994; Morley et al. 2002), unpredictable (Rugg & Petre 2004) and potentially frightening for students (Delamont et al. 2004), with its form and duration a function of the predilections of individual examiners as well as a function of differences across disciplines. Despite its myriad manifestations, the PhD viva voce (live voice), as oral examination of the doctoral thesis, constitutes the final ‘test’ of the PhD endeavour. In the UK, this is a private event, though in some countries such as Belgium and the Netherlands, for example, the viva is conducted in a public arena (Delamont et al. 2004). Although there is no standard or prescribed format, students across all disciplines can expect to defend their thesis through a process involving questioning, clarification and discussion of key elements. This critical commentary discusses a number of issues that inform the preparation of students, focusing on the role of the internal and external examiner, the viva voce process, guidance for students and some practical suggestions for supervisors and students, particularly the value of full role-play in building students’ confidence. The extent to which the doctoral viva, in its current ‘secret’ form, can be seen as a fully accountable and independently rigorous process is taken up in the conclusion that highlights the phenomenon of ‘cosy’ reciprocal examining arrangements, the spectre of litigation when things go wrong and the need to consider a fundamental review of both the purpose and conduct of the viva. 相似文献
17.
This paper explores the social justice implications of two, ‘linked’, governance developments which have been instrumental in reshaping many education systems throughout the world: the ‘privatising’ and ‘globalising’ of education (Klees, Stromquist, & Samoff, 2012). We argue that such education governance innovations demand an explicit engagement with social justice theories, both in themselves, and as offering an opportunity to address issues of social justice that go beyond the re/distribution of education inputs and outputs, important though these are, and which take account of the political and accountability issues raised by globalising of education governance activity. To do this we draw upon Iris Marion Young’s concept of ‘the basic structure’ and her ‘social connection model’ of responsibility (Young, 2006a,b) to develop a relational account of justice in education governance frameworks. 相似文献
18.
Julia R. Johnson 《Equity & Excellence in Education》2013,46(2):145-153
Abstract The multiracial people's movement in the United States has expanded significantly in the last 10 years (Douglass, 2003). Historically, community-based education programs have supported social movements in the United States (Collins &; Yeskel, 2000; Sarachild, 1974/1978), yet little has been written about how educational programs might serve the social and political movements of mixed-race people. This case study describes two community-based multiracial education programs by and for mixed-race people and suggests ways that each supports multiracial community organizing. The conclusion offers recommendations for shaping future multiracial education programs for multiracial people. 相似文献
19.
Interrogating global flows in higher education 总被引:2,自引:0,他引:2
The paper critically reviews the concept of ‘global flows’, beginning with the discussions of flows and networks in Appadurai (1996), Castells (2000) and Held et al. (1999). Emphasising the need to embed ‘global flows’ in agency and history, and to explore global connectedness in terms of situated cases, the paper develops an analytical framework for analysing global flows in higher education. It then applies that framework in an examination of global ‘scapes’, impacts, transformations, situatedness and relations of power in two national universities, research leaders in their nations but located in contrasting nations: Universitas Indnesia and the Australian National University. 相似文献
20.
Cheryl D. Seals Kelley Clanton Ravikant Agarwal Felicia Doswell Chippewa M. Thomas 《Educational gerontology》2013,39(12):1055-1069
Senior citizens represent the fastest growing demographic worldwide. As indicated in the Year 2000 U.S. Census, there are 35 million people 65 or older in the United States (U.S.). By 2030, it is estimated that there will be about 70 million older adults in the U.S. alone (Chadwick-Dias, McNulty, & Tullis, 2003). With the older population growing rapidly and being increasingly exposed to computer technology, it is important that they become informed of what computers can do for them, (e.g., e-mail, document creation, games, and access to information via the Internet) (Shapira, Barak, & Gal, 2007; White, McConnell, Clipp, Branch, Sloane et al., 2002). The longitudinal study presented employs a mixed method data collection and analysis approach that includes the use of standardized surveys, measures of physical fitness and physiology, observations in the retirement community, and structured interviews. Drawing upon Auburn University faculty in the College of Engineering, senior citizens participated in workshops designed to develop their skills in computing. The potential significance of the project was to create a valid and reliable model for outreach to retirement and assisted living communities and other centers for senior citizens. 相似文献