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1.
Joan Baxter 《Educational Psychology in Practice》2005,21(2):87-102
This is a time of radical change for all services working with children in the UK. For educational psychologists recent publications outlining government strategy have created an urgent need to consider future directions that go well beyond those discussed in the Department for Education and Employment (DfEE, 2000) report on educational psychology services. In this paper we suggest that decisions about strategic direction and developments in practice should be based on a shared set of values focused clearly on the rights of children and young people. In particular, the UN Convention on the Rights of the Child (United Nations, 1989) could provide the framework for a compact between the profession and children. This will require an evaluative focus within educational contexts that goes beyond school satisfaction surveys. Both schools and support professionals will need to demonstrate the achievement of improved outcomes for pupils. Difficult questions about the value added by educational psychologist involvement can no longer be evaded. 相似文献
2.
TPACK (Koehler &; Mishra, 2008), a theoretical construct that describes the knowledge that teachers use to teach with digital tools and resources, has flourished in university-based teacher education and research. Increasingly, K–12 schools and districts have also appropriated TPACK in their professional development efforts. This study of seven schools and districts explored how the TPACK construct was understood and used in these K–12 organizations. Study results revealed the importance of context and professional culture in appropriating the construct; the use of TPACK as a way to connect disparate professional development initiatives; TPACK conceptualized as applied knowledge; and how educational leaders' beliefs about professional development shape how TPACK is understood and enacted. (Keywords: TPACK, TPCK, professional development, context) 相似文献
3.
Introduction: Education is a fundamental right for all children, including those with disability [UN (United Nations). 2013. General Assembly, 68th Session. The Way Forward: A Disability-Inclusive Developmental Agenda Towards 2015 and Beyond: Report of the Secretary-General (A/68/95). June 14. (Masthead). (2012 Readex microfiche).]. Rwanda has numerous policies for inclusive education but has not been successful in implementing these standards nationally. A multisectoral approach, including interdisciplinary liaisons, is cited to achieve inclusive education. Occupational therapy services recently introduced in Rwanda contribute to reducing obstacles and facilitating the transition of children with disabilities into mainstream classrooms. Overcoming the barriers to inclusive education requires first identifying them before solutions are postulated. Objectives: This research maps the literature to demystify the barriers to implementing national policies for inclusive education. Methods: A scoping approach guided by the Arksey and O'Malley [2005. “Scoping Studies: Towards a Methodological Framework.” International Journal of Social Research Methodology 8: 19–32] five-stage methodological framework was employed. Results: Seven themes emerged that impede the adoption of inclusive education: financial constraints, physical barriers, insufficient teacher training, cultural attitudes and discrimination, over-reliance on foreign aid, inadequate policies and legislation and ignoring cultural context in policies. Future research: Using a multisectoral approach with occupational therapists, a strategic demonstration project is recommended to: (a) re-operationalise policies, (b) prepare the environment and community, (c) train teachers, and (d) evaluate outcomes. The findings have the potential to assist other regions in identifying challenges to, and adopting, inclusive education in the future. 相似文献
4.
Jonathan Rix 《International Journal of Inclusive Education》2013,17(2):263-279
This paper considers how notions of inclusive education as defined in the United Nations Educational, Scientific and Cultural Organization (UNESCO) Salamanca Agreement (1994) have become dissipated, and can be developed and reframed to encourage their progress. It analyses the discourse within a range of academic, legal and media texts, exploring how this dissipation has taken place within the UK. Using data from 78 specialist school websites it contextualises this change in the use of the terms and ideas of inclusion with the rise of two other constructs, the ‘specialist school’ and ‘personalisation’. It identifies the need for a precisely defined representative principle to theorise the type of school which inclusion aims to achieve, which cannot be subsumed by segregated providers. It suggests that this principle should not focus on the individual, but draw upon a liberal/democratic view of social justice, underlining inclusive education’s role in removing social barriers that prevent equity, access and participation for all. 相似文献
5.
《Educational research; a review for teachers and all concerned with progress in education》2012,54(2):161-172
Background: In a context of significant educational change and financial constraint, this paper explores ways to develop teacher learning. A recent review of teacher education (Teaching Scotland's Future: Report of a review of teacher education in Scotland, Donaldson 2011) coincided with two factors impacting on teaching and learning in Scotland. Firstly, the implementation of a new curriculum entitled ‘Curriculum for Excellence'. This new curriculum is underpinned by a philosophy of active learning, self-evaluation and reflection for all teachers and pupils. The second factor, impacting on teaching and learning, is the cuts being made in education because of financial constraints in the wake of the recession. These cuts include reductions in local authority support staff and opportunities for professional development. Sources of evidence: This paper explores effective models of professional development for teachers and draws on principles of learning in the twenty-first century and the premise that what is known about how people learn should be applied to pupil and teacher learning. It also draws on a range of policy documents published in Scotland 2001–11 that impact on curriculum innovation and teacher education. Main argument: The implementation of the new curriculum and the review of teacher education both focus on improving the quality of teaching and learning in Scottish schools and both offer opportunities for innovation for teachers and pupils. Both also require radical changes in ways of working for everyone. To implement the new curriculum, teachers have to change the ways they work requiring innovative models of continuing professional development to be designed not only to meet the demand for teacher learning but to make the best use of the limited funds. Conclusions: It is argued that the cuts in funding may act as a catalyst for pedagogical change in professional development with increased reliance on school-based professional development. Empirical evidence collected during a research study in Scotland, which analysed feedback about curriculum reform, is used to illustrate both the need for improved professional learning opportunities for teachers and the benefits of facilitated school-based professional development. 相似文献
6.
Martin Jenkins Tom Browne Richard Walker Roger Hewitt 《Interactive Learning Environments》2013,21(5):447-465
This article summarises the key findings from a UK survey of higher education institutions, focusing on the development of technology enhanced learning (TEL). TEL is defined as any online facility or system that directly supports learning and teaching. The 2008 survey builds upon previous UCISA surveys conducted in 2001, 2003 and 2005 and for which at each stage after 2001, a longitudinal analysis was undertaken [see Browne, T., Jenkins, M., & Walker, R. (2006). A longitudinal perspective regarding the use of VLEs by higher education institutions in the United Kingdom. Interactive Learning Environments, 14(2), 177–192]. The findings, confirmed by other studies published since 2005, reveal that ensuring the quality of learning and teaching activities is consolidated as the primary driver for using TEL with a committed local champion representing the highest ranked factor in supporting TEL development within an institution. External strategies have been influential, contributing to the rise to prominence of institutional e-learning strategies. The delivery of course content continues to be the most common way in which TEL is used to support teaching and learning. The tools that have increased in prominence are those for podcasting, e-portfolios, e-assessment, blogs and wikis. Regarding new activities, streaming media, mobile computing, podcasting and Web 2.0 are discernibly the greatest. Upgrading staff skills were overwhelmingly noted as the greatest challenge that these new activities would create, with staff development and supportive strategies being seen as the primary remedies. However, the perception of lack of time was identified as the main barrier that needed to be surmounted. Though much of the data remain subtle, clear identifiable differences continue to be discernible between Pre-92 and Post-92 universities. 相似文献
7.
Progress in education in Afghanistan since the fall of the Taliban has been described as ‘fragile, limited in reach, depth and uncertainty of sustainability' [UNICEF. 2013. Basic Education and Gender Equality: Afghanistan. United Nations International Children's Emergency Fund. http://www.unicef.org/afghanistan/education_2206.htm]. This is particularly true for Afghan women participating in higher education, within a culture that remains resistant to women's education. This article documents the views and attitudes of Afghan women who have sought to gain a higher education, within a context where only 5% of the Afghan population attends university, and less than 20% of university students are female [The World Bank. 2013. World Development Indicators: Poverty Headcount Ratio at National Poverty Lines. The World Bank Group. http://data.worldbank.org/country/afghanistan]. It is an attempt to listen to the voices of Afghan women to ascertain what they see as the best ways to improve their educational outcomes. Findings illustrate that while progress has been made in enabling a small percentage of women to pursue higher education, there are still significant and enduring obstacles for Afghan women seeking such a path. 相似文献
8.
Higher education has been actively encouraged to find more effective and flexible delivery models to provide all students with access to quality learning experiences yet also meet institutional imperatives for efficiency and accountability. Blended learning, commonly defined as an integration of traditional face‐to‐face and online approaches to instruction (Garrison & Kanuka, 2004; Graham, 2006; Macdonald, 2008), is now proposed as one solution that addresses both student learning and higher education organisational needs. Successful blended learning, however, is more than a simple integration of information and communication technologies with face‐to‐face approaches. This paper proposes, describes and evaluates a pedagogical approach to blended learning focused on learners and learning. First, we interrogate the literature related to blended learning to show how various constructions of blended learning may be driven by teacher‐centric or learner‐centric conceptions. Next, planning a learner‐centric blended learning design for a core unit in a first year higher education course is described. The design is then evaluated using a mixed methodology in which the students’ voices illuminate their experiences of blended learning unit design with regards to engagement, learning and self‐determination. 相似文献
9.
Bill Ussher 《Asia-Pacific Journal of Teacher Education》2010,38(2):103-116
Educating a student on teaching placement involves a ‘village’, just as it takes a whole ‘village’ to raise a child. Creating a ‘village’ around each student teacher gives them greater agency, a sense of belonging and being valued as a member of that professional ‘village’. Participating students, teachers and lecturers share their perceptions of experiences in the one-day school-based placement that student teachers are required to undertake in a University of Waikato distance programme. Opportunities, relationships and a sense of inclusion are identified as influencing characteristics, “the all important human infrastructure that provides the opportunity for learners to succeed” (Campbell-Gibson, 1997, p. 8) rather than any modern technologies. Findings indicate that where the school acted as the ‘village of learning’, the perceived suitability of the placement as a site for learning teaching was conceptualised through a developed sense of belonging, accomplishment and inclusion. It is argued that greater effort should be made by initial teacher education providers to locate such ‘villages’ for student teacher placements. 相似文献
10.
Electronic field tripping is a relatively new form of large‐scale distance education that attempts to provide contextually rich learning materials embedded within a coherent educational content base. Using Dewey’s (1943) framework for the natural learning impulses of children, we describe the potential pedagogical benefits afforded by electronic field trips (EFTs). We outline a shift in distance education from a techno‐centric focus on hardware and logistics to the inherent features of children’s desires to explore their world, which represents an alteration of perspective and purpose in understanding computer technologies in classroom settings. Finally, we demonstrate that while each independent element of the EFT experience promotes one or more of Dewey’s impulses, bringing together all the resources provided for EFTs fosters deeper connections, more engaged learning, and contextualized distance learning true to the spirit of live field trips. 相似文献
11.
《Distance Education》2012,33(2):237-252
Recently there has been growing concern about the ways in which professional values such as “acknowledging diversity and promoting equality of opportunity” (Higher Education Academy (HEA), 2006, p. 4) have been understood and evidenced in higher education. In this article, we outline how the Learning to Teach Inclusively open educational resource (OER) is addressing this concern by facilitating understanding of the concepts and principles underpinning these professional values. We outline a set of principles for inclusive practice and show how they underpin not only the content of this resource, but also its design, development, and embedding. We argue that while these principles were derived from research in face-to-face teaching, they are just as relevant and applicable to learning, teaching, and curriculum design in distance learning and virtual contexts. Finally, we outline three models for embedding the OER and propose a model for embedding inclusive practice through OER across HE. 相似文献
12.
Janette R. Hill Denise P. Domizi Nicole D. Collier 《The American journal of distance education》2013,27(2):91-104
Abstract Distance education, particularly online education, is becoming a standard experience in formal learning environments, particularly at the postsecondary level. As more faculty and students have expectations that distance education is a part of the learning experience, we need to build a deeper understanding of how to design effective environments to enhance and extend the learning process. Further, we need to explore how to best facilitate learning in these contexts. This bibliographic essay explores the literature related to design and teaching in distance education as presented in the third section of Moore's (2007a) Handbook of Distance Education (Table 1 provides an overview of all the chapters in the Design and Teaching section of the Handbook). 相似文献
13.
Michael R. Jolley Emily Cross Miles Bryant 《Community College Journal of Research & Practice》2014,38(2-3):218-230
In 2011, according to a National Center for Education Statistics report, part-time instructional staff in all higher education institutions exceeded full-time faculty members for the first time, accounting for 50% of all instructional staff (National Center for Education Statistics [NCES], 2012). The same report indicates part-time faculty in community colleges exceeds 70% of instructional staff. Perhaps more alarming are the numbers of contingent instructional staff—faculty without long-term employment commitments. According to this measure, nearly 70% of faculty members in all areas of higher education have little-to-no job stability (American Association of University Professors [AAUP], 2013; Schuster & Finklestein, 2006). However, limited research exists on the working experiences of this major subpopulation of United States professors. The purpose of this qualitative study was to explore the experiences of part-time contingent community college faculty regarding the assessment processes their institutions implemented. Through interviews, researchers gathered data identifying what 20 part-time contingent faculty professors reported regarding teaching conditions and institutional assessment procedures. Participant interviews revealed two major themes centered on a lack of institutional engagement and meaningful assessment policies or procedures. 相似文献
14.
There has been substantial research evidence concerning the learning approaches of students in Western and non‐Western contexts. Nonetheless, it has been a decade since research in the South Pacific was conducted on the learning approaches of tertiary students. The present research examined the learning approaches of Fijian and other Pacific Islands students enrolling in a professional‐based education course at the University of the South Pacific. Biggs’ (1987) Study Process Questionnaire was revised to suit the social and cultural contexts before it was distributed among 159 undergraduate students. Exploratory factor analysis and confirmatory factor analysis did not support the theoretical framework of a three‐factor model (Biggs, 1987) and, instead, indicated the existence of a two first‐factor model, emphasising two major types of learning approach – reproducing and meaning (Richardson, 1994). The study’s findings suggest that educators should ensure that assessment and other teaching learning components are aligned constructively to promote the appropriate approach of learning. 相似文献
15.
Selen Turkay Daniel Hoffman Charles K. Kinzer Pantiphar Chantes Christopher Vicari 《学校用计算机》2014,31(1-2):2-22
Researchers have argued that an effort should be made to raise teachers’ and parents’ awareness of the potentially positive educational benefits of playing video games (e.g., see Baek, 2008). One part of this effort should be to increase understanding of how video games can be situated within teachers’ existing goals and knowledge of learning and instruction. However, relatively little research on game-based learning addresses teachers (Ketelhut & Schifter, 2011), and for many a gap remains between the apparent enthusiasm of researchers and policy makers relative to the potential of educational games and the attendant practicalities of selecting and implementing video games in classroom settings. This article begins to bridge this gap by providing research-based areas of awareness and a discussion of factors that can facilitate understanding related to choosing and using video games. To this end, we show how educational games can be conceptualized from different theoretical perspectives on learning and discuss a number of essential design issues that educators should take into account when considering a video game for educational use. 相似文献
16.
Martin Dyke 《International Journal of Lifelong Education》2013,32(2):105-123
Reflection has long been an aspiration in education, from Aristotle’s Nicamachean Ethics, through Bacon’s (1605) Advancement of Learning and later articulated by John Dewey. Schön’s reflective practitioner underpins the ethos in the professional training of teachers in the UK. This paper reviews approaches to reflection in learning and argues that we require a model of learning sensitive to the complex interaction between theory, practice and reflection that take place in social contexts and relationships with others. Following a critical review of the literature it argues for a social model of experiential learning connecting themes in contemporary social theory. The paper considers learning in sociological and philosophical terms rather than as simply a cognitive or psychological process. 相似文献
17.
Nadine Dolby 《Educational Studies A Journal of the American Educational Studies Association》2013,49(6):629-640
In this essay, I discuss my experience as a member of my university’s Institutional Animal Care and Use Committee (IACUC). Using Blum’s (2016) model of experiential learning (or “learning in the wild”), I reflect on the connected processes of reading, thinking, seeing, hearing, smelling, talking, and listening that were the basis for my education about the use of animals for research on university campuses. In conclusion, I suggest that faculty members, staff members, and students have an obligation to understand, and work to change, the lives of the animals who exist among us. 相似文献
18.
For most of the last two centuries, Native Greenlandic teachers had been left out of the decision-making process regarding effective education for Greenlandic students. Rather, Danish education and church officials, living in Denmark, made important pedagogical and curricular decisions with little to no input from local teachers (Jakobsen, 1999). This article describes a collaborative effort between Center for Research on Education, Diversity, and Excellence (CREDE) professional developers and Greenlandic teachers in the design and implementation of a coaching model that includes Native Greenlandic ways of teaching and learning. Implications for other professional developers and researchers in education doing similar work are included. 相似文献
19.
《理论付诸实践》2012,51(3):204-211
High levels of engagement with technology are characteristic of young people in the 21st century. Teachers and curriculum designers can utilize students' comfort with technology to enhance learning. Easy access to information on the Internet is also significant because the former role of teachers as a primary source of information is no longer central to students' learning; effective teaching may need to be rethought to acknowledge the informal learning that pervades our students' lives. This article examines an undergraduate degree program in popular music that has embraced a wide range of music-making technologies as pedagogical aids and uses rich assessment tasks including both technological and musical aspects. Although such complex processes might not be appropriate in all settings, there are similarities with the Musical Futures project (Green, 2008) that is thriving in Australia and the United Kingdom, providing a good example of innovative musical pedagogy in secondary schools. 相似文献
20.
Jenny Poskitt 《Curriculum Journal》2014,25(4):542-566
Assessing student learning is a complex process requiring teachers to have deep knowledge of the curriculum, assessment, and pedagogy. Changing political climates mean that teachers are expected to respond to new approaches or systems and adjust their classroom practice accordingly. Teachers often engage in professional learning (PL) to assist their knowledge and classroom practice, but what impact does PL have on their assessment practice as well as student learning and achievement?This paper examines optimal PL principles, the New Zealand assessment policy context, and application of assessment for learning principles in a nation-wide PL programme. Empirical data presented in relation to the five levels of Guskey's (2002) model evaluating PL indicate successful outcomes at the classroom level. However, application of Carless’ (2005) theoretical framework on embedding PL changes in schools reveals an area of neglect: attending to system (macro) level needs. Collaborative partnerships between schools and the wider community are posited as essential determinants of assessment literacies and transformational PL in times of political change. 相似文献