Reconceptualising moderation in asynchronous online discussions using grounded theory

This article reports a grounded theory study of the moderation of asynchronous online discussions, to explore the processes by which tutors in higher education decide when and how to moderate. It aims to construct a theory of e‐moderation based on some key factors which appear to influence e‐moderation. It discusses previous research on the definition and practice of e‐moderation, and then describes the study, which involved four e‐moderators working in two different university contexts. Key themes on e‐moderation, which emerged using a grounded theory approach, are discussed. It proposes a framework for e‐moderation and suggests that as a facilitative activity, it should be sufficiently contained within a ring‐fenced learning arena. Factors outside and inside the ring‐fence that appear to influence e‐moderation and their implications for future theory development and validation are discussed.     

伊纳斯·德·拉:优雅的无限延伸(英文)

Ines de la Fressange,曾经是20世纪80年代最炙手可热的模特儿。她的轻巧自如,她的修长,还有那种如同冒着白色泡沫的啤酒一样的清新味道令她走进超级模特的行列。在世界的眼中,她的一颦一笑是法国式优雅的最佳诠释。     

Community and inquiry: journey of a science teacher

In this case study, we examine a teacher’s journey, including reflections on teaching science, everyday classroom interaction, and their intertwined relationship. The teacher’s reflections include an awareness of being “a White middle-class born and raised teacher teaching other peoples’ children.” This awareness was enacted in the science classroom and emerges through approaches to inquiry. Our interest in Ms. Cook’s journey grew out of discussions, including both informal and semi-structured interviews, in two research projects over a three-year period. Our interest was further piqued as we analyzed videotaped classroom interaction during science lessons and discovered connections between Ms. Cook’s reflections and classroom interaction. In this article, we illustrate ways that her journey emerges as a conscientization. This, at least in part, shapes classroom interaction, which then again shapes her conscientization in a recursive, dynamic relationship. We examine her reflections on her “hegemonic (cultural and socio–economic) practices” and consider how these reflections help her reconsider such practices through analysis of classroom interaction. Analyses lead us to considering the importance of inquiry within this classroom community.

Improving Learning in Year 9: Making use of personal learning plans

This paper takes an evaluative look at an action-planning initiative which aimed to improve pupils' learning in Year 9. The cornerstone of the process was a one-to-one discussion between pupils and tutors, which focused on their short- and long-term goals and identified targets for improvement. After the dialogue, a personal learning plan was written by the pupil. This was used to monitor development and to inform activities related to Records of Achievement in Year 10. Findings suggested that, overall, this age group benefited from action-planning processes. Pupils gained through greater understanding of their own abilities and improved communication and planning skills. However, links between strategies for lifelong learning and the activities in Year 9 had not been made. There were different effects of the initiative for males and females.     

AN INVESTIGATION INTO THE EFFECTS OF THE DES BURSARY SCHEME ON BOTH THE ‘QUALITY’ OF INTAKES TO PRE‐SERVICE TEACHER EDUCATION COURSES AND THE EXTENT OF STUDENT DROP‐OUT FROM THOSE COURSES

The DES bursary aims to attract people onto pre‐service education courses in order to train as physics, mathematics and CDT teachers. Perceptions of the effectiveness of this initiative, and its influence on the comparative quality of entrants to these courses are investigated with the tutors leading bursary courses. Responses in the three subject areas are presented. The drop‐out rate of students from the courses is shown to be in the order of 7%.