ABSTRACTThis article addresses how technology-enhanced learning (TEL) is implemented in higher education institutions. The study is based on data collected from a nationwide survey and semi-structured interviews with academic managers. The findings suggest that: (1) members of the academic management staff have limited knowledge of institutional strategies; (2) there is a gap between what academic managers believe they do to support and implement TEL and what other academic staff perceive them to actually do; and (3) TEL is seldom discussed during performance assessment reviews. In addition, the study reveals that academic managers have different understandings of the use of educational technology. Those differences appear to be closely related to the individual managers’ assessment of TEL’s role in supporting teaching. 相似文献
Children with disability continue to experience disadvantage in their school lives; thus, the question of what makes up an optimal school life, and whether this is different for children with disability, becomes critical. This paper reports on research into parental views about an optimal school life and the usefulness of Social Role Valorization theory as a framework for exploring this issue. Six focus group interviews were used to collect data from 30 parents. Children of a variety of ages, with and without disability, were represented. All groups were similar in the aspects they regarded as optimal in a child’s school life. These fell into five categories: being connected, growth, personhood, basic needs, and happiness. Despite this similarity across groups, there were some notable differences in the detail; for example, parents of children with disability had a stronger focus on children being wanted, high expectations, and being seen as an individual. 相似文献
ABSTRACTToo 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. 相似文献
Claude Steele’s stereotype threat hypothesis posits that when there are negative stereotypes about the intellectual capacity of certain (stigmatised) groups, members of that group suffer aversive consequences; group members who are most strongly identified with the stigmatised domain in question (e.g., intellectual or academic ability) are those most likely to suffer the effects of stereotype threat. In education, it is widely held that personal investment in schooling should lead to more positive outcomes. However, highly‐invested individuals will most keenly experience the negative effects of stigma. Thus those most at risk for withdrawing from school among students of colour (who suffer a stigma of intellectual inferiority) could be those most invested in schooling. This hypothesis was tested by measuring identification with academics among a group of incoming students at a racially diverse inner‐city high school in the Midwest USA. Regardless of race, the students who most strongly identified with academics (they valued and considered academics central to the self) had higher GPAs, lower levels of absenteeism, and fewer behavioural referrals. However, among students of colour the most strongly identified were more likely to withdraw, while identification with academics did not significantly influence the withdrawal of Caucasian students. These results highlight the importance of providing a supportive environment that diffuses stereotype threat for all students, even those who appear to be academically successful. 相似文献
Purpose: This paper argues the rationale for a model of reflective practice in the formation of young agricultural advisors and to use this model to inform a wider discussion on the importance of the different levels of reflection in agricultural extension higher education.
Design/methodology/approach: The paper presents a model of four reflective practice modules conceived as successive building blocks in the professional development of a reflective agricultural advisor and examines the model through the lens of theory and the lens of experience of the first cohort of students to complete the programme.
Findings: Experiential learning with structured critical reflection is shown to support the integration of knowledge gained into new professional identities as agricultural advisors.
Practical Implications: Curricula for higher education in agricultural extension need to be revitalised and refreshed to address the mismatch between the emphasis on the social dimensions of extension in the literature and the general lack of attention to this in the education and formation of agricultural advisors.
Theoretical Implications: The paper presents a model of reflective practice that draws on experiences in other professions that could be applied to early career and continuing professional development for agricultural advisors.
Originality/Value: By presenting a model for reflective practice, the author intends to stimulate a wider discussion on the importance of the different levels of reflection in agricultural extension higher education. 相似文献
The study examines the relative importance of the various organizational effectiveness dimensions in higher education institutions by positing organizational effectiveness as a second-order construct. Based on the findings of a survey administered to university academics in Hong Kong universities, the second-order structure of organizational effectiveness was supported. The findings reflected that the student-related dimensions were not considered as important as the dimensions related to faculty employment and satisfaction and suggested the disproportionate influence of the governing body on universities in Hong Kong. 相似文献