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Kevin H. Ashford-Rowe Marnie Holt 《美中教育评论》2011,(3):317-322
The "emerging educational institutional decision-making matrix" is developed to allow educational institutions to adopt a rigorous and consistent methodology of determining which of the myriad of emerging educational technologies will be the most compelling for the institution, particularly ensuring that it is the educational or pedagogical but not the technological imperative that drives the technology integration agenda. The matrix is designed to be used after some initial research into an emerging technology. Once a technology is put through the matrix, a member of options are available: (1) shelving the technology; (2) putting the technology on hold and maintaining a watching brief until the technology matures in the market; and (3) researching the product further by conducting a trial or placing in testing sandpit. After further research, the technology can be tested as a pilot to determine how well or otherwise, the technology works within the institution. If an emerging technology has more than one product associated with it, a second and third step in the matrix has been developed, and the second step assigns a rating to each of the categories within the matrix. With many products containing similar features, a third step has been developed to compare products on a feature level. 相似文献
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Findings are presented from a qualitative longitudinal collective case study of 29 teachers newly appointed to rural or remote schools in Western Australia. All participants experienced stress and articulated coping strategies in response: direct-action, palliative and avoidant strategies. Where protective structures and processes existed in environments, teachers employed direct-action problem-solving strategies. Avoidant strategies were more common in young and mature-aged novices, rather than experienced teachers.Three critical times were identified to support adaptation: first weeks of appointment for information, first semester for assistance, support, feedback for development of competence and three months before the year-end for stability and certainty. 相似文献
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Marnie Best Deborah Price Faye McCallum 《International Journal of Inclusive Education》2013,17(4):422-434
The middle years of school represent a time of educational turbulence, serving to marginalise some students from educational opportunities. Much research has focussed on individual cognitive factors influencing educational engagement, with less attention directed towards social interactions. Theoretically positioned within an expectancy–value model of achievement motivation, this study draws on the lived experience of a 12-year-old student within an alternative school in South Australia, Australia, to explore how social encounters may contribute to educational marginalisation. Findings from a narrative case study employing a semi-structured interview suggested that connections exist between social influences, such as interactions with teachers and peers, and subsequent achievement motivation. This study suggests that social interactions are critical determinants to an individual's educational engagement, affecting educational ability, expectancy and value beliefs. 相似文献
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Dorothy Farrel Kateri Ray Telvis Rich Zulema Suarez Brian Christenson Lisa Jennigs 《Journal of Teaching in Social Work》2018,38(2):183-197
ABSTRACTWith an increase in social work courses being offered in online and hybrid formats, it is imperative that social work programs understand the new teaching tenets and engagement mediums employed to meet the new Council on Social Work Education’s Educational Policy and Accreditation Standards. This meta-analysis explores best-practices pedagogy for student engagement using the delivery of content through both asynchronous and synchronous methods. 相似文献
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This article reports a study of parents’ management of the education of primary school‐aged children in their care in remote and rural locations of Western Australia. It presents a theory of the ways in which these parents, in the role of home tutors, “manage” the schooling of their children in a distance education regime in isolated settings. The home tutors in this study were mothers in families isolated by physical distance from centres in Western Australia, which usually provide educational, medical, financial, and retail services. In this environment, at the time of data collection, schooling was supported by print, that is, “sets” of learning materials, and by a regular schedule of interactive lessons through Schools of the Air when atmospheric conditions permitted. The conditions of outback Western Australia “present some of the worst conditions for use of electronic equipment” (Tomlinson, Schooling in rural Western Australia: The ministerial review of schooling in rural Western Australia. Perth, Australia: Education Department of Western Australia, 1994, p. 91). Moreover, the nature of station life on isolated sheep or cattle properties (stations) is such that mothers frequently have multiple and sometimes conflicting roles (that is, cook, housekeeper, station hand, business partner, accountant, first aid officer, wife, mother, and teacher). This qualitative study was concerned with how parents “manage” their schoolroom work as “home tutors,” using grounded theory techniques for gathering and analysing data. The term “manage” comes from the theoretical framework of symbolic interaction (Blumer, Symbolic interactionism: Perspective and method. Englewood Cliffs, NJ: Prentice Hall, 1969), and in this article refers specifically to the ways in which the home tutors juggle their multiple roles. 相似文献
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This case study describes a program evaluation framework that works well for both simple and complex projects. The subject was a retreat designed to integrate graduate students into a five‐year research project. Key elements of the evaluation comprised working with stakeholders and developing a logic model to identify what dimensions to evaluate, gathering and identifying data needed to answer the evaluation questions, constructing rubrics to evaluate the data, and then synthesizing and integrating the data to provide recommendations. 相似文献
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Nina Christenson Shu-Nu Chang Rundgren Dana L. Zeidler 《Research in Science Education》2014,44(4):581-601
In the present STEM (Science, Technology, Engineering, and Mathematics)-driven society, socioscientific issues (SSI) have become a focus globally and SSI research has grown into an important area of study in science education. Since students attending the social and science programs have a different focus in their studies and research has shown that students attending a science program are less familiar with argumentation practice, we make a comparison of the supporting reasons social science and science majors use in arguing different SSI with the goal to provide important information for pedagogical decisions about curriculum and instruction. As an analytical framework, a model termed SEE-SEP covering three aspects (of knowledge, value, and experiences) and six subject areas (of sociology/culture, economy, environment/ecology, science, ethics/morality, and policy) was adopted to analyze students’ justifications. A total of 208 upper secondary students (105 social science majors and 103 science majors) from Sweden were invited to justify and expound their arguments on four SSI including global warming, genetically modified organisms (GMO), nuclear power, and consumer consumption. The results showed that the social science majors generated more justifications than the science majors, the aspect of value was used most in students’ argumentation regardless of students’ discipline background, and justifications from the subject area of science were most often presented in nuclear power and GMO issues. We conclude by arguing that engaging teachers from different subjects to cooperate when teaching argumentation on SSI could be of great value and provide students from both social science and science programs the best possible conditions in which to develop argumentation skills. 相似文献
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Efficacy of the Check & Connect Mentoring Program for At-Risk General Education High School Students
Jessica B. Heppen Kristina Zeiser Deborah J. Holtzman Mindee O'Cummings Sandra Christenson Angie Pohl 《Journal of research on educational effectiveness》2018,11(1):56-82
Although graduation rates are rising, the high school dropout problem remains a national crisis, and evidence-based information about interventions for at-risk students is critically needed. Prior research shows that Check & Connect, an individualized mentoring program, has positive effects on school persistence and progression for students with disabilities. This study examined the efficacy of Check & Connect with general education students who showed early warning signs of risk for dropping out of high school in a large urban district. The sample included 553 students with the lowest predicted probabilities of on-time graduation based on attendance, behavior, and course performance in Grades 8 and 9. Students were randomly assigned to receive a Check & Connect mentor for three years, starting in the summer after Grade 9, or not. Findings suggest the program was implemented with fidelity, except with students who left district schools. Check & Connect did not have any statistically significant impacts on measures of engagement, academic progress, the likelihood of dropping out, or graduation. These results are discussed in the context of other literature on mentoring and dropout prevention. 相似文献