Exploring processes and outcomes of wireless internet in higher education: a case study of a university’s early experience

Many universities in the UK have recently started offering their staff and students free wireless Internet access through Wireless Local Area Network (WLAN) technologies, such as Wi‐Fi. Based on a small empirical study of WLAN deployment in a university setting, the article explores adoption processes of the new technology by both the organisation and individuals, and considers factors behind the decision to offer wireless and how students as well as teachers appear to have responded so far. Despite technologists’ enthusiasm for the new learning opportunities created by the technology, wireless availability does not appear to result in, or be linked to, a coherent m‐learning strategy. Furthermore, the findings suggest that too little attention has been paid to understanding students’ social contexts of use and attitudes towards the technology, which are seen as pivotal to the development of wireless pedagogical uses.     

Beyond the DAP versus standards dilemma: Examining the unforgiving complexity of kindergarten teaching in the United States

This article presents findings from a qualitative study of two kindergarten teachers’ responses to the professional demands posed by recent shifts in national and state education policies in the United States. Although the literature has framed the practical challenges resulting from these changing expectations in terms of curricular/instructional tensions between developmentally appropriate practices (DAP) and academic standards, study participants indicated adapting to the changing climate of kindergarten, managing the expectations of their students’ parents, and responding to the demands of the first grade teachers at their school site were their most significant challenges. These findings suggest looking beyond our current framing of the situation to examine the full range of complexities and opportunities facing kindergarten teachers will lead to deeper understandings of the ways in which practitioners experience and respond to the new demands and changing expectations shaping their work.     

The effects of dyad reading and text difficulty on third-graders’ reading achievement

This study replicated, with modifications, previous research of dyad reading using texts at various levels of difficulty (Morgan, 1997). The current project measured the effects of using above–grade-level texts on reading achievement and sought to determine the influences of dyad reading on both lead and assisted readers. Results indicate that weaker readers, using texts at two, three, and four grade levels above their instructional levels with the assistance of lead readers, outscored both proficient and less proficient students in the control group across multiple measures of reading achievement. However, the gains made by assisted readers were not significantly different relative to the various text levels. When all assessments were considered, assisted readers reading texts two grade levels above their instructional levels showed the most robust gains in oral reading fluency and comprehension. Lead readers also benefited from dyad reading and continued their respective reading developmental trajectories across measures.     

The effects of oral repeated reading with and without corrective feedback on middle school struggling readers

This study examines the effects of oral repeated reading, with and without corrective feedback, on the fluency and comprehension skills of 60 struggling readers in 7th Grade. Comparisons were made by group on narrative and expository reading ability and by comprehension question type. Students were randomly assigned to one of two reading groups (oral repeated reading with corrective feedback and oral repeated reading without corrective feedback). Participants in each group were required to repeatedly read a narrative and an expository passage. Statistical analyses (namely, repeated measures ANOVA and ANCOVA) were used to determine the overall effects on fluency and comprehension and differential effects demonstrated by groups on text type and comprehension question type. Results indicated that both forms of intervention improved fluency and comprehension. Limitations and implications for research and practice are discussed.     

Role of health-promoting behaviours for on-campus and distance education students

University students are likely to experience high rates of stress, which has the potential to negatively affect academic performance and their experience of study. Research with on-campus students has found positive benefits of health-promoting behaviours such as stress reduction and academic achievement; yet no research has examined these relationships with distance education students (and in comparison with on-campus students). Distance education students are a growing cohort in Australia higher education and elsewhere. This paper aims to redress this imbalance by comparing the relationships between stress, strain and coping, academic outcomes, and health-promoting behaviours in tertiary students (on-campus and distance education students). The study involved 242 on-campus and 399 distance education students at a regional Australian university. A path model was developed comparing both cohorts, and relationships were found to be similar, indicating no significant difference. Online interventions for distance education students which could be used to enhance coping are discussed.     

A collaborative governance approach to improving tertiary education in Papua New Guinea

Tertiary education in Papua New Guinea (PNG) is in a critical state, as the sector struggles to address increased demand for student places with severely curtailed capacity. Recent thinking about improving public services in PNG has emphasized “whole of sector” or collaborative governance. Such an approach in tertiary education has the potential to improve the sector’s outcomes within its existing resource constraints. This exploratory paper examines the challenges involved in applying a deliberate collaborative governance approach to tertiary education in PNG. In particular, two theoretical models of collaborative governance are employed to gain insight into possible issues through the consideration of four main criteria: power, incentives, history, and leadership. The paper shows that the challenges to introducing collaborative governance to PNG tertiary education are substantive, and that any effective effort will require committed leadership and a carefully measured strategy that acknowledges the country’s particular circumstances.     

心灵深处的音乐

Life...What is it?See it in the colors of autumn,A gentle snowfall in winter,A sudden shower in spring,The radiance of a summer day.Behold it in the laughterOf the young and the old.Know of it in a surge of hope,The blessings that are bountiful.What is li…     

健康信息需求分析及相关网络资源的使用——对达拉斯福和地区华人的调查

本文阐述了一项由全美医学图书馆联盟中南区中心资助的研究项目。其目的是了解北美华人对健康信息的需求及网络健康信息资源的使用状况。本研究回收了101份调查表。研究结果发现调查对象有兴趣了解更多关于乳腺癌、糖尿病、乙型肝炎等疾病的信息,愿意学习如何使用互联网络查找高品质的健康信息资源。语言障碍以及对美国医疗体系知识的缺乏了解是调查对象在获取医疗健康信息中遇到困难的主要原因。面对这些需求和问题, 指出认识语言和文化的差异性,推荐权威性、可靠性、针对性强的高质量的健康信息资源,介绍网络健康信息质量评估方法, 将有助于对华人的医疗健康信息服务。