The residual impact of information technology exportation on Thai higher education

Educational technology research and development -     

Teacher as Researcher,Teacher as Scholar,and Teacher as Leader

ABSTRACT

Too often, because of the static nature of schools and the dominant existence of high-stakes testing, professional learning for teachers is determined by administrators or policy and is facilitated by those who are not part of the school community using prepackaged programs. These initiatives run counter to authentic teacher inquiry where teachers enhance their understanding of students and learning and, ideally, develop new teaching practices (Borko, 2004; Cochran-Smith & Lytle, 1999, 2009; Darling-Hammond, 1997). In this article, we focus on how teachers participating in action research begin to position themselves as teacher leaders.     

A Multilevel CFA–MTMM Approach for Multisource Feedback Instruments: Presentation and Application of a New Statistical Model

Multisource feedback instruments are a widely used tool in human resource management. However, comprehensive validation studies remain scarce and there is a lack of statistical models that account appropriately for the complex data structure. Because both peers and subordinates are nested within the target but stem from different populations, the assumption of traditional multilevel structural equation models that the sample on a lower level stems from the same population is violated. We present a multilevel confirmatory factor analysis multitrait–multimethod (ML–CFA–MTMM) model that considers this peculiarity of multisource feedback instruments. The model is applied to 2 scales of the Benchmarks® instrument and it is demonstrated how measures of reliability and of convergent and discriminant validity can be obtained using multilevel structural equation modeling software. We discuss the results as well as some implications and guidelines for the use of the model.     

Home ownership and the emotional and behavioral problems of children and youth

This study examined the impact of home ownership on the emotional-behavioral problems of children and youth ages 4 to 16 years. Data came from two large-scale general population surveys conducted in the province of Ontario in 1983, the Ontario Child Health Study (N = 3,325) and the National Longitudinal Study of Children and Youth (N = 12,592). Results showed an inverse association between home ownership and ratings of emotional-behavioral problems. The net effects of home ownership expressed in standard units dropped from the .20 to .43 range for teacher and parent ratings to the .07 to .17 range, after controlling for socioeconomic variables. Furthermore, the concentration of home ownership in neighborhoods was not associated with ratings of child problem behavior in either study. Projects aimed at supporting home ownership among low-income families may provide a means for improving the emotional and behavioral functioning of disadvantaged children.     

Difficulties in defining mobile learning: analysis,design characteristics,and implications

Educational technology research and development - Mobile learning, or m-learning, has become an umbrella term for the integration of mobile computing devices within teaching and learning. In the...     

Diversity of Students' Beliefs about Biological Evolution

The purpose of this study was to determine the beliefs about biological evolution held by college freshman students in one Catholic university in the Philippines. After 4 weeks of constructivist-inspired instruction, interviews and journal entries revealed that the students have diverse beliefs about the theory of evolution. They posited rejection, acceptance or doubt about the evolutionary theory based on their scientific and theological beliefs, perceptions about the evidence of evolution and misconceptions about evolutionary theory, in particular, human evolution. Based on the results, it is discerned that there indeed is a clear interaction between science and religion in the teaching and learning of science. The authors also conclude that students' current worldviews, in the form of attitudes and beliefs, affect how they understand concepts.     

Once Attained, Can Quality Child Care Be Maintained?

Research Findings: This study was designed to assess whether investments in child care quality were maintained 3 years after public funding for these centers was significantly reduced. An earlier evaluation documented significant improvements in classroom environments, teachers' sensitivity, and teachers' child-centered beliefs following a 15-month state intervention in 24 early care and education programs serving high numbers of children from low-income families. The current study used a quasi-experimental design, with pre- and postdata collected through direct observations and questionnaires in nonrandom treatment and comparison groups. Practice or Policy: Results at the 3-year follow-up showed that the majority (92%) of centers in the intervention group were accredited and that significant improvements in classroom environments were maintained after funding was significantly reduced. However, erosion in more sensitive measures (i.e., teacher sensitivity and child-centered beliefs) during the period of reduced funding suggested some concern that programs serving high concentrations of children from low-income families may require some consistent state support if they are to yield the positive life outcomes desired by economists and policymakers.