Beyond transition: a comparison of the employment experiences of American and Canadian adults with LD

With the passage of the Americans with Disabilities Act in the United States and the Canadian Chartre of Rights and Freedoms, there is a new work environment for individuals with learning disabilities (LD) in North America. This qualitative study sought to compare the employment experiences of 25 U.S. adults with LD and 24 Canadian adults with LD. Areas of comparison were job getting, experiences on the job, and job advancement. Remarkably, the U.S. and Canadian adults with LD had nearly the same employment experiences. In essence, each set of data mirrored the other despite marked differences in U.S. and Canadian federal disability legislation.     

INTERGENERATIONAL SHARING SEMINARS: THEIR IMPACT ON YOUNG ADULT COLLEGE STUDENTS AND SENIOR GUEST STUDENTS

A 3‐month intergenerational program was developed on the premise that it is important for young adults, who are in the formative period of career development and direction, to experience the benefits of positive interaction with older persons. Program evaluation findings showed that participation not only influenced the young adults’ interest in gerontology, but also increased their willingness to accept older persons on social and academic levels. Positive changes were documented for the Senior Guest students and included more favorable attitudes toward young adult family members as well as toward the younger generation of college students in general.     

It was a challenge but we did it! Digital worlds in a primary classroom

In this article I explore one day in the life of a primary classroom in which teacher and children are playful social insiders in digital worlds. I argue that this snapshot offers glimmers of unimagined ways forward in teaching in digital worlds. The classroom culture is one of challenge, collective intelligence and reflection. The teacher's own history of participation is significant. She is a reflective teacher educator, children's literature is central to her teaching and her journey into digital worlds is playful social.     

Controversies in Science

Science & Education - Controversies in science are an essential feature of scientific practice: defined here as current problems that are unresolved because there are no accepted procedures by...     

It's All Very Well,in Theory: Theoretical Perspectives and Their Applications in Contemporary Pedagogical Research

Current debates about educational theory are concerned with the relationship between knowledge and power and thereby issues such as who possesses a “truth” and how have they arrived at it, what questions are important to ask, and how should they best be answered. As such, these debates revolve around questions of preferred, appropriate, and useful theoretical perspectives. This paper overviews the key theoretical perspectives that are currently used in physical education pedagogy research and considers how these inform the questions we ask and shapes the conduct of research. It also addresses what is contested with respect to these perspectives. The paper concludes with some “cautions” about allegiances to and use of theories in line with concerns for the applicability of educational research to pressing social issues.     

Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students

Student ratings of satisfaction with feedback are consistently lower than other teaching and learning elements within the UK higher education sector. However, reasons for this dissatisfaction are often unclear to teaching staff, who believe their students are receiving timely, extensive and informative feedback. This study explores possible explanations for this mismatch between staff and students’ perceptions of feedback quality. One hundred and sixty-six first year undergraduate students completed a questionnaire detailing their experiences of feedback on coursework before and throughout their first year at university. Results indicate that whilst procedural elements of feedback (timeliness and legibility) are considered satisfactory, past experiences (pre-university) may influence student expectations of feedback. Some students had a severe, negative emotional response to the feedback provided and few students engaged in self-help (independent learning) behaviours to improve their performance following feedback. We consider how changes in feedback practices could improve students’ use of, and satisfaction with, their feedback.     

PART‐TIME COMMUNITY COLLEGE FACULTY: THEIR NEEDS FOR INSTRUCTION‐RELATED ASSISTANCE

An aura of controversy surrounds the proliferation of part‐time faculty members on community college campuses. The related literature provides evidence that part‐timers have fewer advanced degrees and years of teaching experience than their full‐time counterparts. Nevertheless, the increasing trend toward their employment shows no sign of slowing. As part‐timers comprise a growing proportion of community college faculties, and as they are recruited from nonacademic sources, opportunities should be provided for them to hone their pedagogical skills. The findings of a study undertaken at Arizona State University's Department of Higher and Adult Education reveal part‐timers’ needs for assistance and information in instruction‐related areas such as evaluation, handling paperwork, teaching community college students and community college philosophy. An instructional resource manual developed for part‐time faculty was perceived to be a viable method of providing assistance to part‐timers.     

Perceptions that may affect teachers’ intention to use technology in secondary mathematics classes

Technology is available and accessible in many mathematics classrooms. Adopting technology to support teaching and learning requires teachers to change their teaching practices. This paper reports the responses of a diverse cohort of 92 secondary mathematics teachers who chose to respond to an Australian state-wide survey (Mathematics with Technology Perceptions Survey) developed using a Theory of Planned Behaviour framework. The items discussed in this paper targeted mathematics teachers’ perceptions of possible barriers and enablers to their intention to use technology in their teaching. The responses are varied but, overall, strength of agreement with enablers outweighed agreement with perceived barriers. However, it is clear that despite an overall positive attitude towards the use of technology for teaching mathematics, some perceived barriers to change are notable. It is, therefore, helpful if those responsible for professional development, promoting the use of technology, recognise and address these barriers as well as working to strengthening enablers.