Getting the information and communications technology formula right: access + ability = confident use

Abstract

The author reports on a study investigating the use of information and communications technology (ICT) by academic and nonacademic staff at an independent English secondary school. Three key areas were investigated: access to ICT both in and outside the school, the perceived and desired ICT ability of staff, and the issues preventing increased use of ICT in teaching, learning and administration. Results showed that a major challenge facing the school was not access to ICT resources, but the provision of relevant and supportive training for staff     

Planning a Productive Higher Education System

In the face of continuous changes taking place in the education system, universities have to traverse mode 1 （teaching and knowledge production）, mode 2 （co-production of knowledge with heterogeneous groups）, and mode 3 （encompassing social responsibility）. In this embracing an entrepreneurial and innovation ensuring a quality education combined with context, two aspects begin to gain prominence for universities： （1） ethos integrated with productive societal relationships; and （2） a superior experience for its learners. This paper undertakes a comprehensive meta-analysis of the literature matched with emerging systemic trends to argue the challenges associated with creating a productive higher education system.     

Hacia la enseñanza de lenguas basada en tareas

Se exponen en este artículo los principios que deben regir la programación de tareas en la enseñanza de lenguas extranjeras y se ofrecen vías para su implementación.     

The Challenge to be the Best: Reckless curiosity and mischievous motivation

In recent years, 'being the best' as a teacher has become less of a moral imperative based on a sense of integrity and trust, and more of a dictat from governments intent on imposing their performativity agendas on teachers in the name of raising standards. One consequence of the rise of the so-called school reform agenda is that there has been a demise of teacher renewal. Each of the papers in the present issue has addressed this paradox in one way or another. The present paper suggests that the models of teacher development adopted by policy-makers do not adequately address teachers' learning needs over a career or contribute to enhancing motivation and commitment essential to raising standards in the classroom. It concludes by suggesting that universities themselves have a moral commitment to develop further new kinds of sustained knowledge, creating roles with schools and teachers through which teachers' active professionalism will be enriched.     

Gender,Internal Controls,and Academic Dishonesty: Investigating Mediating and Differential Effects

While research has found that males tend to commit more academically dishonest acts than females, we know little about what accounts for the gender differential or whether the same factors can explain academic dishonesty for males and females. This study assesses how internal controls, i.e., self‐control, shame, embarrassment, and moral beliefs, account for the relationship between gender and cheating behavior. Using a sample of students from a southern university in the United States, this study explores three questions. First, do internal controls vary across males and females? Second, can internal controls account for gender differences in test cheating? Third, do internal controls differentially or similarly predict test cheating for males and females? Results show that (a) gender differences among several internal controls as well as cheating behavior, (b) internal controls reduce the gender gap but cannot completely explain why gender differences exist in cheating, and (c) two internal controls, self‐control and moral beliefs, differentially predict male and female test cheating. We discuss limitations of our findings and how research can expand the investigation of gender differences and explanations for engaging in academically dishonest acts.     

Thinking,talking, and teaching on race: Derrick bell's “the space traders”

More criminal justice students are interested in a career in physical evidence collection. Oftentimes faculty have limited knowledge of the subject, which undermines their efforts to advise students on how to secure such a position. Additionally, because crime scene technicians have traditionally learned the position through “on-the-job” training, few academic programs exist designed to provide this education and training. This paper provides an overview of the development of a college-level degree program that will prepare individuals for careers as crime scene technicians and gives faculty a basis for advising students about this career option.     

Mentoring in academe: Models for facilitating academic development

Mentoring academics is an integral step in aiding their professional development. This commitment to mentoring is discussed by three criminal justice professors, each in a distinct phase of his career. Three distinct mentoring models are discussed: (1) continuing a mentoring relationship with a dissertation advisor or other mentor from graduate school, (2) developing a new mentoring relationship at an academic institution where one receives a position, and (3) developing a new mentoring relationship with an academic in the same field, but at a totally separate institution. The authors describe their advancement in the field of criminal justice as it relates to the existence of a mentoring model, focusing on identifying the strengths of each model.     

Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth Over Three Years

Using artifacts of teachers' practices, classroom observations, and teacher interviews, we explore the development and enactment of 2 novices' pedagogical content knowledge (PCK) for teaching history. We identify and track 4 components of PCK that are relevant to teaching history: representing history, transforming history, attending to students' ideas about history, and framing history. We find that these 2 novices demonstrated different aspects of PCK in different settings at different points in the first 3 years of their careers. Their PCK continued to grow after preservice education, although the pace and substance of this development varied. In particular, attending to students' ideas about history and framing history were more challenging aspects of PCK for these novices. Specific features of the teacher education program, the school context, and the individual teacher's capacity facilitate growth in PCK, including opportunities to practice, alignment within the teacher education program and across learning sites, reflection on practice, and subject matter knowledge.