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921.
We measure the impact of observed teacher characteristics on student math and reading proficiency using a rich dataset from Florida. We expand upon prior work by accounting directly for nonrandom attrition of teachers from the classroom in a sample selection framework. We find evidence that sample selection is present in the estimation of the influence of teacher characteristics, but that failure to account for it does not appear to substantially bias estimation. Further, our procedure produces some evidence that more effective teachers are more likely to exit the classroom. 相似文献
922.
Lisa Emerson Bruce MacKay 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):727-735
To date researchers have had difficulty establishing reliable conclusions in studies comparing traditional forms of learning (eg paper‐based or classroom based) vs online learning in relation to student learning outcomes; no consistent results have emerged, and many studies have not been controlled for factors other than lesson mode. This paper compares the effects of presenting two versions of lessons on punctuation that differed only in their mode of presentation. 59 students completed a pre‐lesson questionnaire, and after the lessons completed another questionnaire plus the NASA‐TLX which tests subjective cognitive workload stress. The results showed that students who sat the lessons on paper performed 24% better than those who sat the lessons online. Reasons for this difference in learning outcomes are considered, but no clear reason is apparent in the data from this study. The study sounds a note of caution in terms of the move by tertiary institutions to online and/or blended learning, and suggests further studies are required which assess learning outcomes in different mode of learning. 相似文献
923.
924.
Sarah M. Greenberger John T. Finnell Bernard P. Chang Nidhi Garg Shawn M. Quinn Steven Bird Deborah B. Diercks Christopher I. Doty Fiona E. Gallahue Maria E. Moreira Megan L. Ranney Loren Rives Chad S. Kessler Bruce Lo Gillian Schmitz 《AEM Education and Training》2020,4(3):244-253
The Accreditation Council for Graduate Medical Education (ACGME), which regulates residency and fellowship training in the United States, recently revised the minimum standards for all training programs. These standards are codified and published as the Common Program Requirements. Recent specific revisions, particularly removing the requirement ensuring protected time for core faculty, are poised to have a substantial impact on emergency medicine training programs. A group of representatives and relevant stakeholders from national emergency medicine (EM) organizations was convened to assess the potential effects of these changes on core faculty and the training of emergency physicians. We reviewed the literature and results of surveys conducted by EM organizations to examine the role of core faculty protected time. Faculty nonclinical activities contribute greatly to the academic missions of EM training programs. Protected time and reduced clinical hours allow core faculty to engage in education and research, which are two of the three core pillars of academic EM. Loss of core faculty protected time is expected to have detrimental impacts on training programs and on EM generally. We provide consensus recommendations regarding EM core faculty clinical work hour limitations to maintain protected time for educational activities and scholarship and preserve the quality of academic EM. 相似文献
925.
Victoria Bruce 《Irish Educational Studies》2013,32(2):141-154
A discourse of marketisation prevails in recent publications on higher education in Ireland. Higher education is urged to heed the call to the markets and to become the driver of Ireland's future economic success, as Ireland seeks to build a knowledge-based economy. This article questions the dominant marketisation discourse in higher education. It explores the arguments for and against a market-led approach to education and argues that there can be no pure markets in education. It suggests that the real discourse is one of urging universities to follow government- or corporate-led agendas. It proposes a wider-encompassing discourse on higher education's role in society rather than one confined to the socially constructed language of performativity. 相似文献
926.
This study investigated the phonological processing skills of 29 children with prelingual, profound hearing loss with 4 years of cochlear implant experience. Results were group matched with regard to word-reading ability and mother's educational level with the performance of 29 hearing children. Results revealed that it is possible to obtain a valid measure of phonological processing (PP) skills in children using CIs. They could complete rhyming tasks and were able to complete sound-based tasks using standard test materials provided by a commercial test distributor. The CI children completed tasks measuring PP, but there were performance differences between the CI users and the hearing children. The process of learning phonological awareness (PA) for the children with CIs was characterized by a longer, more protracted learning phase than their counterparts with hearing. Tests of phonological memory skills indicated that when the tasks were controlled for presentation method and response modality, there were no differences between the performance of children with CIs and their counterparts with hearing. Tests of rapid naming revealed that there were no differences between rapid letter and number naming between the two groups. Results yielded a possible PP test battery for children with CI experience. 相似文献
927.
Madelyn Travis 《Children‘s Literature in Education》2007,38(3):187-194
Scholars have posited various theories as to which sector of society Mary Norton’s Borrowers most closely reflect, from exploitative aristocrats to helpless victims. Through social and literary contextualization, this article highlights the ways in which Norton represents social class in the series and explores the competing ideologies embedded in the texts. Madelyn Travis is Website Features Editor for Booktrust and Associate Editor of The Journal of Children’s Literature Studies. She has contributed to The Horn Book magazine and The Ultimate First Book Guide. She has an MA in children’s literature from Roehampton University and will shortly embark on a PhD at Newcastle University. 相似文献
928.
Bruce Haynes 《Educational Philosophy and Theory》2013,45(1):34-44
The purpose of professional education programs is to prepare aspiring professionals for the challenges of practice within a particular profession. These programs typically seek to ensure the acquisition of necessary knowledge and skills, as well as providing opportunities for their application. While not denying the importance of knowledge and skills, this paper reconfigures professional education as a process of becoming. Learning to become a professional involves not only what we know and can do, but also who we are (becoming). It involves integration of knowing, acting, and being in the form of professional ways of being that unfold over time. When a professional education program focuses on the acquisition and application of knowledge and skills, it falls short of facilitating their integration into professional ways of being. In addition, through such a focus on epistemology (or theory of knowing), ontology (or theory of being) is overlooked. This paper explores what it means to develop professional ways of being where the focus is becoming, not simply knowing as an end in itself. 相似文献
929.
930.
Catherine D. Bruce Tara Flynn Shelley Stagg-Peterson 《Educational Action Research》2013,21(4):433-452
The purpose of this paper is to report on the nature of collaboration in a multi-year, large-scale collaborative action research project in which a teachers’ federation (in Ontario, Canada), university researchers and teachers partnered to investigate teacher-selected topics for inquiry. Over two years, 14 case studies were generated involving six university researchers and 61 teacher researchers. As teacher researchers collected their topic-specific data, university researchers worked in parallel on case studies at the 14 sites in an attempt to gain insights into the types and value of collaboration in collaborative action research. University researchers gathered 20–30 points of data for each case-study site (including teacher researcher final reports as well as journal entries, focus group interviews, field notes, video footage and questionnaires). Through comprehensive cross-case analysis, researchers were able to examine common traits as well as relationships between the nature of the teams, the nature of the projects and their relative success, to highlight conditions that led to robust collaborations. Through pattern matching, hypothesised events were compared with observations to test the claim that a triad of relationships between the team, the team lead and the researchers functioned as a positive collaborative force that propelled teacher team success in a generative ethos, even when faced with substantial challenges. 相似文献