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This longitudinal study explores one secondary school’s approach towards implementing a one computer to one student (1:1) program, which commenced in 2011. Prior to 2011, the school was not very technologically advanced, mainly due to financial constraints which impacted on infrastructure, procurement of hardware and software, the availability of computers to students and learning and teaching. This study considers the perceptions of student and teachers about the integration of the 1:1 program across the School. A mixed methodology was employed comprising qualitative interview data and questionnaires to provide quantitative responses. This enabled an exploration of the effect of the 1:1 program as reported by teachers and the students themselves, as well as the examination of a range of related issues, such as the use of the devices, as well as issues about the implementation of the program. The findings are presented in a thematic style and provide insight into how the 1:1 program was deployed each year through the lens of students and teachers. The paper concludes with recommendations for the successful implementation of a 1:1 program. 相似文献
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This paper discusses expectations, policies and practices that currently underpin education within the New Zealand context. It acknowledges the ongoing failure of this policy framework to positively influence reform for Indigenous Māori students in regular, state-funded schools and highlights the need for extensive change in the positioning and expectations of educators if Māori learners are to realize their true potential. The paper then considers leadership models to reimagine and lead a transformative educational reform that aims to include the aspirations and contributions of all members of the school’s communities, especially those who have historically been marginalized. Finally it considers the implications of this model for international application. 相似文献
23.
Intelligent design: student perceptions of teaching and learning in large social work classes 总被引:2,自引:1,他引:1
Nicole Therese Moulding 《高等教育研究与发展》2010,29(2):151-165
Research into the effects of large classes demonstrates that students are disadvantaged in terms of higher order learning because interactions between teachers and students occur at lower cognitive levels. This has significance for social work education, with its emphasis on the development of critical thinking and problem solving, both higher order cognitive skills. This paper reports on quantitative and qualitative research that explored social work students’ perceptions of different teaching and learning strategies in a large mental health course designed with reference to principles of student‐centred learning and constructive alignment. Findings revealed that well‐integrated design, relevance to the real world and teacher enthusiasm were seen as most useful by students, rather than particular learning strategies per se. Higher satisfaction ratings and grades were also associated with this student‐centred course compared with an earlier traditional lecture‐style course. The paper concludes that design based on the interplay between diverse learning activities, including lecture input, strengthened the student‐centred orientation of learning and recommends further research that compares learning outcomes associated with these contrasting approaches to professional education. 相似文献
24.
Therese N. Hopfenbeck María Teresa Flórez Petour Astrid Tolo 《Assessment in Education: Principles, Policy & Practice》2015,22(1):44-60
This study investigates how different stakeholders in Norway experienced a government-initiated, large-scale policy implementation programme on Assessment for Learning (AfL). Data were collected through 58 interviews with stakeholders in charge of the policy; Ministers of Education and members of the Directorate of Education and Training in Norway, and the main actors such as municipality leaders, teachers, school leaders and students. Successful implementation of AfL processes was found in municipalities where there were dialogue and trust between the municipality level, school leaders, teachers and students and where the programme was adapted to the local context. Implementation was challenged when the policy was interpreted as a way of controlling the schools. Despite the successful implementation in some municipalities, the programme did not have any effect upon students’ learning outcome, as measured on national tests in reading and mathematics. The results are discussed in relation to how local assessment cultures with particular characteristics influence governing, accountability and trust. 相似文献
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Chalmers Christina Keane Therese Boden Marie Williams Monica 《Education and Information Technologies》2022,27(6):7563-7581
Education and Information Technologies - Humanoid robots are being used in some schools, however, research on the use of these robots is relatively new. In this three-year study, humanoid robots... 相似文献
27.
Peer Coaching: Professional Development for Experienced Faculty 总被引:1,自引:0,他引:1
The professoriate, as a whole, is growing older and more experienced; yet institutions often overlook the professional development
needs of mid-career and senior faculty. This article, based on a review of the literature and the development of a peer coaching
project, examines peer coaching as a professional development opportunity for experienced faculty that meets many of their
immediate needs and offers a variety of longer-term benefits to their institution. Six recommendations for creating a peer
coaching program emerge from the literature and the authors’ experience.
Therese A. Huston is the Director of the Center for Excellence in Teaching and Learning at Seattle University. She received her B.A. from Carleton College and her M.S. and Ph.D. in cognitive psychology from Carnegie Mellon University. Her research interests include faculty development and satisfaction, college teaching, diversity and social justice, and student learning. Carol L. Weaver is an associate professor in Adult Education at Seattle University’s College of Education. She received her B.S. Degree from Washington State University. Both her Master’s degree work (Oregon State University) and her Doctorate (The Ohio State University) focused on adult education. Her teaching and research focus on faculty development, course design, and workplace learning. 相似文献
Therese HustonEmail: |
Therese A. Huston is the Director of the Center for Excellence in Teaching and Learning at Seattle University. She received her B.A. from Carleton College and her M.S. and Ph.D. in cognitive psychology from Carnegie Mellon University. Her research interests include faculty development and satisfaction, college teaching, diversity and social justice, and student learning. Carol L. Weaver is an associate professor in Adult Education at Seattle University’s College of Education. She received her B.S. Degree from Washington State University. Both her Master’s degree work (Oregon State University) and her Doctorate (The Ohio State University) focused on adult education. Her teaching and research focus on faculty development, course design, and workplace learning. 相似文献
28.
Geoffrey Lowe Christina Gray Peter Prout Sarah Jefferson Therese Shaw 《Teachers and Teaching》2013,19(4):418-433
ABSTRACTSince the mid-1980s, the working lives of teachers has become an enduring research topic. Much research has focused on early-career teachers and is often reported from deficit positions, i.e. why they leave the profession. However, career trajectory studies have described a small cohort of veteran teachers who remain positive and committed to teaching. This article reports on the creation and piloting of an instrument designed to test whether this positive cohort can be empirically identified within a wider teaching population. Four constructs (experimentation, challenge, comfort and leadership) drawn from Huberman (1993), and Day and Gu (2007) formed the basis for an online pilot survey completed by 145 teachers. Exploratory and confirmatory factor analysis supported three of the four factors (experimentation, comfort, leadership), with challenge loading strongly with experimentation. Initial findings suggest the potential of the instrument in helping identifying positive veteran teachers within systems, as well as the voracity of the research approach. Examining and articulating how these veteran teachers maintain their positive outlook may prove valuable as many countries confront an ageing teaching workforce, increasing student numbers and difficulties in retaining experienced teachers, meaning those who remain will be expected to sustain their commitment for longer. 相似文献
29.
Marie Therese Doherty 《International Journal of Inclusive Education》2013,17(8):791-807
The purpose of the present study is to examine what the concept of inclusion means and how it relates to children who are deaf. The paper begins with a background to deaf education, followed by specific reference to how inclusion is perceived in Northern Ireland and in Sweden. It investigates the experiences and opinions of deaf pupils in Schools for the deaf in both countries where different educational philosophies and forms of instruction prevail. A qualitative approach was adopted in which interviews were conducted with deaf pupils who were in their last school year, had left school recently or were in post-compulsory education. The results indicated that Swedish respondents described their experiences markedly more positively than those in Northern Ireland. The main reason for this was the encouragement of a deaf cultural environment where sign language was used by teachers and pupils for instruction and social interaction throughout the school. Although such a culture was not in evidence in Northern Ireland, positive experiences reported by respondents were associated with sign language and a deaf classroom assistant to facilitate comprehension between teachers and pupils. Implications are drawn for effective, inclusive practice in educational settings of deaf children. 相似文献
30.
Bart Rienties Simon Beausaert Therese Grohnert Susan Niemantsverdriet Piet Kommers 《Higher Education》2012,63(6):685-700
More than 3 million students study outside their home country, primarily at a Western university. A common belief among educators
is that international students are insufficiently adjusted to higher education in their host country, both academically and
socially. Furthermore, several groups of international students experience considerable amounts of stress while adapting to
the culture of the host-institute. Several researchers argue that studies on adaptation of international students should widen
its focus to the underlying mechanisms that leads towards this “misalignment”. In a cross-institutional comparison among 958
students at five business schools in the Netherlands, differences in academic performance between local and international
students were identified by focussing on their levels of academic and social integration. Students’ academic integration was
measured with the Students’ Adaptation to College Questionnaire (SACQ), while students’ social integration was measured with
a newly developed and validated questionnaire. The results indicate that the degree of academic success of international students
is multi-faceted. International students with a (mixed) western ethnic background perform well on both academic and social
integration, and also attained higher study-performance in comparison to domestic students. In contrast, international students
with a non-Western background are less integrated compared to other international students. Nevertheless, they have a similar
study-performance. Finally, academic adjustment is the main predictor of study-performance for Dutch, Western and Mixed-Western
students. Social adjustment was negatively related to study-performance. The lack of fit for predicting long-term study success
of non-Western students indicates that their academic and social integration processes are more complex and non-linear. 相似文献