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941.
Laura M. Wight 《Public Services Quarterly》2013,9(4):267-268
Open access textbooks (OATs) and educational resources (OERs) are being lauded as a viable alternative to costly print textbooks. Some academic libraries are joining the OER movement by creating guides to open repositories. Others are promoting OATs and OERs, reviewing them, and even helping to create them. This article analyzes how academic libraries are currently engaged in open access textbook and OER initiatives. By drawing on examples of library initiatives across the United States, the author illustrates how libraries are facilitating the adoption and implementation of these affordable resources. 相似文献
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This paper builds on previous work (Black et al., Educational Studies in Mathematics 73(1):55-72, 2010) which developed the notion of a leading identity (derived from Leont’ev’s concept of ‘leading activity’) which, we argued, defined students’ motive for studying during late adolescence. We presented two case studies of students in post-compulsory education (Mary and Lee) and highlighted how the concept of a leading identity might be relevant to understanding motivation in mathematics education and particularly the ‘exchange value’ or ‘use value’ of mathematics for these students. (Lee’s identity was mediated by mathematics’ potential exchange value in becoming a university student, and Mary’s more by its perceived use value to her leading identity as an engineer.) In this paper, we follow up Mary’s story as she progresses to university, and we see how she is now ‘led’ by contradictory motives and identities: Mary’s aspirations and decisions seem to be now as much related to her identity as a Muslim woman as to her identity as an engineer. Therefore, we argue that more than one identity/activity may be considered as ‘leading’ at this point in time—e.g. work versus motherhood/parenting, for instance—and this raises conflicts and tensions. We conclude with a more reflexive account of leading identity which recognises the adolescent’s developing awareness of self—an ongoing process of organisation as they experience contradictions in managing their education, work, domestic, community and other lives. 相似文献
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This article describes the design, development, and successful implementation of a hybrid distance education course on adulthood and aging. The focus is on the pedagogical and technological transitions made in converting a traditional course into an interactive television course (iTV). The course was taught a total of three times, first as a traditional one-site course and twice as an iTV course delivered to three sites. Details are provided on the development of a core team, design of a teaching platform, unexpected challenges and benefits, and implemented changes. Student feedback and lessons learned are also provided. 相似文献
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The turn of the 20th century was a time of major political and economic fluctuation and demographic shifts in American cities. As a result, physical health and physical supremacy became serious concerns. Between 1880 and 1930, the Progressive Era, politicians, doctors, and educators advocated for physical activity with the intent to improve individual living conditions, health, and well-being. Exploring the history of the playground movement provides insights into the impetus for legalizing physical education in American public schools. In this paper, we examine the complexity and multiplicity of competing educational and political discourses emerging from the playground movement at the turn of the century—civilized play and democratic play. Democratic play provides an example for physical education researchers and physical educators about creating and sustaining progressive physical education curricula and adopting pedagogies that “unsettle the body” to subvert the racial and gender order in physical education classes today. 相似文献
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Colette Murphy Laura Lundy Lesley Emerson Karen Kerr 《British Educational Research Journal》2013,39(3):585-606
This study builds on and contributes to work on assessment of children in primary school, particularly in science. Previous research has examined primary science assessment from different standpoints, but no studies have specifically addressed children's perspectives. This article provides additional insight into issues surrounding children's assessment in primary school and how the assessment of science might develop in England after the science SATs (Standard Assessment Tests) were abolished in 2009. Some research suggests that primary science assessment via SATs is a major reason for the observed decline in children's engagement with science in upper primary and lower secondary school. The analytic focus on engaging children as coresearchers to assist in the process of gathering informed views and interpreting findings from a large sample of children's views enables another contribution. The study, based on a survey of 1000 children in primary and secondary schools in England and Wales, reveals that despite being assessed under two different regimes (high‐stakes national tests in England and moderated teacher assessment in Wales), children's views of science assessment are remarkably consistent. Most appreciate the usefulness of science assessment and value frequent, non‐SATs testing for monitoring/improving science progress. There was a largely negative impact, however, of science assessment on children's well‐being, particularly due to stress. The paper demonstrates that children provide an important perspective on assessment and that including their views can improve policy‐making in relation to primary science assessment. 相似文献
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C. Melanie Schuele PhD Laura M. Justice Sonia Q. Cabell Kathy Knighton Beverly Kingery Marvin W. Lee 《Early education and development》2013,24(5):726-752
Research Findings: This study reports on the outcomes of a multisite, two-tiered, response-to-intervention instructional model for delivering phonological awareness instruction and intervention to kindergartners. Fifty-seven kindergartners from 3 classrooms participated in a supplemental phonological awareness program, and 56 kindergartners from 3 classrooms received the prevailing school-adopted literacy curriculum. All children in the supplemental condition received supplemental classroom-based phonological awareness instruction in addition to the adopted literacy curriculum. At mid-year, 6 low literacy achievers were identified in each supplemental classroom (n = 18) to participate in an additional 12-week small-group intervention. The classroom-based supplemental curriculum did not produce statistically significant gains for typically achieving children on measures of letter–sound knowledge, word recognition, or developmental spelling. However, an add-on tier of supplemental instruction exerted a substantial advantage for low-achieving children on a measure of developmental spelling. Practice or Policy: Results suggest that a 2-tiered intervention model provides an effective means for improving the literacy outcomes of low-achieving kindergarten children. 相似文献