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81.
Years of experience, education level, and subject matter expertise are three measures of teacher qualification that are employed widely in contemporary educational policies including tenure, salary, and hiring, despite significant questions about their effectiveness at predicting student performance. These questions reveal a critical gap in the literature, concerning, in particular, the enduring impact of teachers' qualifications on students' educational experiences, and they ways in which related research has traditionally been framed and conducted. Specifically, studies examining these predictors have focused almost exclusively on investigating the role that an individual teacher's qualifications have on students' performance. In schools, however, students are exposed to different teachers every year, and those teachers often have differing qualifications. This study explores the impact of teacher qualification from a cumulative perspective by examining the relationship between cumulative science teachers' qualifications (measured by years of experience, education level, and subject matter expertise) and students' educational success (academic achievement, college enrollment, and decision to major in a Science, Technology, Engineering, or Mathematics field). The study found that students taught by science teachers who—as a group—were cumulatively more highly qualified, tended to have higher achievement, as well as better educational pathways and outcomes in STEM. Given that students are taught by teachers from across a broad spectrum of qualification throughout their schooling, findings from this study could have important implications, not only for research and practice, but also for education policy. 相似文献
82.
Kathy Seddon Keith Postlethwaite Geoff Lee 《Education and Information Technologies》2011,16(4):343-363
This study explored the range of participation taking place in the National College for School Leadership (NCSL) online communities
and focussed on participants who defined themselves as not actively contributing to the online discussion. We called these
non-contributory participants “readers” Whilst we recognised that an individual community member’s degree of participation
might simply reflect their choice, we wanted to ensure that where fuller active participation was sought, there were no system
or personal barriers to prevent it. A literature review with a dual focus was therefore made, the first element being factors
in the online environment that might affect participation, and the second being personal motivation where we drew especially
on dynamic motivation theory. A questionnaire was constructed based on this dual review. This had questions that generated
both numerical and text based responses. After a pilot study, alterations in the questionnaire were made and the revised version
was sent to 2,600 recently active community members. Over 750 replies were received yielding qualitative and quantitative
data. Of these, 587 identified themselves as “readers” and only their responses were analysed for this paper. Analysis produced
a very rich picture of motivational factors affecting participation in online communities. Benefits of various types of online
interaction were put forward and suggestions about barriers to online interaction were made. This paper suggests that online
participation may be seen as a continuum and that non contributory online participants (readers) are a far from homogeneous
group ranging from those who experience technical and personal barriers to those who value and gain much from readership.
Suggestions are made to assist readers who would like to take further scaffolded steps towards the role of contributor 相似文献
83.
The purpose of this pilot study was to examine how one primary school implements Information and Communication Technologies in Education (ICTE). The principal, IT coordinator and two class teachers were interviewed to determine their views of how ICTE was being implemented. Activity theory was used as a means of analysing the data. The findings suggest a range of views about ICTE existed within the school. The implications suggest it is important for schools to recognise the different views of ICTE existing in their communities and to take cognisance of this when, for example, planning professional development. The study also suggests that more sensitive analytical approaches need to be developed to enable more critical evaluations of ICTE's implementation within schools to be made. 相似文献
84.
Jennifer R. A. Nikolai Gregory Bennett Stefan Marks Geoff Gilson 《The International Journal of Art & Design Education》2019,38(1):137-152
This article is an interdisciplinary reflective response to an intensive studio learning and teaching experience involving artists, academics and postgraduate students. The authors of this article teach, research and practise in coding, digital design, dance, and virtual and live performance. As lecturers and students we reflect upon and propose future approaches to art practice in tertiary education informed by live performance, performance capture and studio‐based responses to digital and virtual platforms. We reflect on an innovative contribution to the field of research–teaching nexus as informed by digital and virtual data capture identifying the key element of immediacy in live performance and choreographic improvisation with systems. We reflect on practice‐based inquiry via the Choreographic Coding Lab (CCL) model – a dialogical negotiation between capture technology and interdisciplinary artists in industry and academia. How can we encourage potential studio inquiry as an adapted model in tertiary learning and teaching? Our interdisciplinary voices, presented as authors’ reflections, provide suggestions for future studio‐based, active learning contexts. 相似文献
85.
Geoff Romeo Suzy Edwards Sue McNamara Ian Walker Christopher Ziguras 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(3):329-339
This paper reports on a research project that investigated the use of touchscreens by children in early childhood and junior primary settings by introducing touchscreens in five classrooms in Melbourne. Several methods to obtain information about how children interacted with the touchscreens were used including observation, journals and field notes, and interviews. The research identified five key themes, relating to developmental issues, input device preference, technical issues, individual differences in children's use of the touchscreen and issues of collaboration. 相似文献
86.
87.
The problem of teaching physics to students in the early years of a traditional medical course, while not well covered in the recent literature, is a difficult one. Here we describe one medical school's attempts over a period of more than ten years to do so successfully. The final, successful, attempt is explained in some detail. In the process of investigation it was found that there is a minimal correlation between students' avowed level of interest in a subject and their perceptions of its difficulty (about ‐0.4), but a strong correlation between their perceptions of a subject's relevance to clinical studies and their avowed interest in the subject (about 0.95). Anecdotal evidence and comments written on evaluation questionnaires suggest that this correlation may well reflect a causal chain, a conclusion of considerable importance for course designers 相似文献
88.
89.
This paper explores Basil Bernstein's insights into education and social class, and in particular the relevance of his work for understanding the British middle class. Bernstein is one of the few sociologists of education to recognise and explore differences and tensions within the middle class. We begin by exploring some of the influences of Bernstein's theorisation of social class in general, and outline his main ideas on the relationship between the middle class and education in particular. We then examine the relevance of his work for research on education and middle-class differentiation through drawing on data from our 'Destined for Success' project. This project traced the educational biographies of 300 young men and women from the beginning of their promising educational secondary school career to their mid-twenties. We argue that the distinctive dispositions and orientations of the 'new' and 'old' middle class proposed by Bernstein are evident within parental preferences for types of school, processes of student engagement and, ultimately, differentiated middle-class identities. 相似文献
90.
In this article, the relationship between individual productivity in research, as measured by an index of publications produced, and their preferences and perceptions about research-related issues is explored. A sample of 134 Australian university economists were classified as low, average and high in respect of their publication performance using cluster analysis. Discriminant analysis was then used to see whether membership of these groups was associated with items representing individuals' preferred research approach, their involvement in a range of research-related activities, the things which they felt constrained their research and their perceptions of the benefits of their position which might be conducive to research.Our results show that there was a relationship between these items and group membership, and therefore productivity. Highly productive researchers made deliberate choices about the type of research they undertook in order to enhance their career advancement; they were heavily involved in a number of areas of research activity; they felt relatively few constraints on their research by comparison with low producers; and they enjoyed the freedom and challenge of their positions. These results imply that research performance is more a function of individual motivation than resource support.The authors would like to acknowledge the helpful comments of two anonymous referees. 相似文献