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1.
Teachers need knowledge and skills to make effective use of the growing variety of media and technology texts and tools available for use in elementary and secondary education. For this reason, pedagogical media competencies are highly relevant for teachers’ professional development. The theory of media pedagogical competencies is first defined and then located in the context of the relevant scholarly literature from both Germany and the United States. We conducted a comparative analysis of German and U.S. pedagogical media competency models and report data on a survey of teacher education programs in Germany and the United States to identify the proportion of programs of study that include courses in media didactics, media and school reform, and media education. We consider the implications of the missing connections between the theoretical framework of pedagogical media competencies and the current practice of media pedagogical teacher training, revealing implications for further work needed to improve the integration of media in various school-related contexts. 相似文献
2.
《International Journal of Research & Method in Education》2013,36(5):455-469
ABSTRACTThis paper considers the challenges experienced by a doctoral student engaging in qualitative research. It examines the difficulties experienced in selecting an appropriate approach from the traditional methodologies. A pragmatic methodology which provides the researcher with the opportunity to utilise a range of strategies to answer the research question are discussed. The advantages and disadvantages of the freedoms afforded in methodological thinking, rather than following prescribed strategies and procedures are then considered. How a pragmatic perspective informed the researcher’s understanding of the impact of selecting a specific methodology and how this shaped the research and its outcomes concludes the paper. 相似文献
3.
Edina Schneider 《Zeitschrift für Erziehungswissenschaft》2018,21(6):1187-1203
Efforts to break the link between the school type attended and the qualification awarded are seen as an important step towards more permeability and upward mobility of Germany’s tracked secondary school system. Results from a biographical longitudinal study, which explored the transition from the low-ability school type Hauptschule to upper secondary education in general and vocational Gymnasium (grammar schools) yet show that from the students’ perspective, it is very challenging to take on the transition from lower-level ability to upper-level secondary school types , even though this may be institutionally possible, and desirable from an educational political perspective. For the students, this transition brings along the experience of severe degradation 相似文献
4.
Josefine Lühe Michael Becker Marko Neumann Kai Maaz 《Zeitschrift für Erziehungswissenschaft》2017,20(3):499-519
Gender differences in educational outcomes are often reported. However, some evidence suggests that these differences are not consistent but vary with social background. In quantitative research, however, the interaction between gender and social background has been underinvestigated. The present study investigates whether the effect of gender on achievement is moderated by socio-economic status (SES). The sample consists of N = 3935 primary school-children in Berlin (6th grade). The results show that the effect of gender on achievement varies with SES, with a stronger correlation between the achievement of boys and their SES. Taken together, the results of the study suggest a differentiated consideration of the achievement of boys and girls and the importance of considering multiple group identities. 相似文献
5.
Previous research suggests that in classes that take an integrated approach to science, technology, engineering, and math (STEM) education, students tend to engage in fulfilling goals of their engineering design challenges, but only inconsistently engage with the related math and science content. The present research examines these inconsistences by focusing on student engagement, or effort, towards math and science concepts while working on an engineering challenge, through the lens of expectancy-value theory. Specifically, we examine how students’ perceptions of the value of math and science and expectancy for success with the math and science relate to the efforts they put towards using math and science while working on engineering challenges. Our results suggest that subjective task value significantly predicts efforts towards both math and science, whereas neither expectancy, nor the interaction between expectancy and value predicted effort. We argue that integrated learning environments need to help students understand how the domains of math, science, and engineering support their work in fulfilling the engineering project design goals. In other words, we argue that we, as educators, must help students to recognise the value of each of the domains addressed within STEM integrated learning environments. This paper discusses strategies for accomplishing this goal. 相似文献
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Régine Kolinsky Isabel Leite Cristina Carvalho Ana Franco José Morais 《Reading and writing》2018,31(3):649-677
The purpose of this case series was to explore whether adults who did not have the opportunity to acquire reading skills during childhood are able to do so rapidly if trained with an adequate literacy program. After 14 weeks of training with a new, optimized, literacy course based on cognitive research, six out of eight participants became able to read words they had never encountered, hence demonstrating that they were definitely engaged in decoding processes that allow autonomous reading. Moreover, they showed enhanced phonemic sensitivity and phonological memory. The latter finding implies that functional changes can take place rapidly outside the reading domain even when reading is acquired in adulthood. Thus, there is no major plasticity impediment preventing rapid eradication of illiteracy in adults. 相似文献
8.
Huriya Jabbar 《Peabody Journal of Education》2016,91(1):4-23
Under new school-choice policies, schools feel increasing pressure to market their schools to parents and students. I examine how school leaders in New Orleans used different marketing strategies based on their positions in the market hierarchy and the ways in which they used formal and informal processes to recruit students. This study relied on qualitative interviews, observations of board meetings, and board-meeting minutes from a random sample of 30 schools in New Orleans. Findings indicate that marketing was a very common strategy. Yet even though choice policies were meant to give parents, not schools, power in selecting where their children attend school, some schools found ways to avoid enrolling disadvantaged students, often by not marketing. Faced with the pressure of accountability and charter renewal, these schools traded greater funding for potentially greater averages in student achievement. At the same time, some schools that were oversubscribed invested in marketing and recruitment anyway to draw less affluent parents to the school, who might not be aware of the open application and enrollment process. I discuss the implications of these marketing strategies. 相似文献
9.
Jennifer S. Thom David Blades 《Educational Studies A Journal of the American Educational Studies Association》2014,50(5):498-513
In response to a mandate to develop a more welcoming university for students, especially those of Aboriginal inheritance, we set out on a journey for ways of accommodating cultural differences in our university classrooms. Over the course of a year, we met regularly and audiotaped our conversations. By talking, transcribing, writing, and rewriting, we carried our understandings forth in a recursive manner. In our efforts to represent the ideas that arose in our conversations, the conceptual movements in our thinking, and the insights that evolved, a play took shape. In the play, three characters evolve their understandings over the course of four acts. In this article, we reflect on the conditions that produced the play; we comment on the process of writing the play; and we share the understandings, insights, and transformations that occurred in our desire to live well amidst differences. 相似文献
10.
This study identifies and analyses professional norms as a means of illuminating school cultures and how norms are distributed in the system. Of special interest is the role of school leaders and how they lead, organize and realise school development. The study research question is: What professional norms do school leaders highlight in change efforts? We are also interested in identifying the support mechanisms and obstacles to implementation and norm setting exhibited by school organisations. The case we used explores change processes in the implementation of education for sustainable development at three upper secondary schools in Sweden. It was conducted in three phases, starting with a questionnaire for all teachers and principals. In the second phase, each of the principals was interviewed individually. The third phase used focus groups consisting of the principals that made up the leadership groups. Our results indicate that professional norms are set when principals and teachers experience expectations from each other, from students and from policy documents. There is also a need for well-functioning communication in the organisation to set and disseminate norms. The school principal plays a crucial role in these norm setting processes. By becoming more aware of existing norms in the organisations, and how norms can be changed, this knowledge can support principals in change efforts. 相似文献
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This article maps out trends in distance education research and scholarship from 35 years of publications in the Distance Education journal. Titles and abstracts of 515 full papers were analyzed using the text-mining tool LeximancerTM to identify and describe themes in distance education research covered by these publications in the journal over the period 1980–2014. Analysis of titles and abstracts over 5-year periods reveals the following broad emerging themes over the seven time periods: professionalization and institutional consolidation (1980–1984), instructional design and educational technology (1985–1989), quality assurance in distance education (1990–1994), student support and early stages of online learning (1995–1999), the emergence of the virtual university (2000–2004), collaborative learning and online interaction patterns (2005–2009), and interactive learning, MOOCs and OERs (2010–2014). The place of these themes within waves of alternating institutional and individual research is discussed. 相似文献
13.
Grace Y. Choi 《Educational Media International》2018,55(1):49-63
Although online education is popularized, it is in a developing stage that continues to struggle with communicating and engaging with students. The question remains on how students can be better engaged in online educational materials that are presented in asynchronous media, especially in lecture videos. Thus, using engagement theory, the present study explored how online lecture videos can be improved by incorporating entertainment education. Using a public lecture video found on YouTube, an online survey (N = 133) was conducted to identify digital storytelling techniques and their effects. Results revealed that these techniques that are often utilized in entertainment became meaningful components to increase student engagement and learning outcomes. However, they can also negatively affect instructor credibility, which could suggest the need to increase instructors’ skills. The implications for the development of lecture videos using entertainment and its potential to positively impact online education are discussed. 相似文献
14.
Shirlene Smith-Augustine Angel Dowden Angel Wiggins LaCheata Hall 《International journal for the advancement of counseling》2014,36(4):468-484
International cultural immersion provides an in vivo, authentic, cross-cultural experience that can enhance multicultural awareness, knowledge and skills. This article examines the impact of an international immersion on graduate counseling students’ cultural self-awareness using a qualitative approach. Five graduate counseling students participated in a 3-week study abroad in Belize where they interacted with persons from diverse cultural backgrounds and settings. Four major cultural self-awareness themes emerged from the analysis of participants’ journals, (a) discrimination and prejudice, (b) cultural pride and appreciation, (c) cultural sensitivity, and (d) self-awareness. The findings are presented along with implications for future research and the use of international immersion as a viable experiential teaching strategy to enhance counseling students’ cultural self-awareness. 相似文献
15.
After decades of research endorsing inquiry-based learning, at best only moderate success has been noted in creating effective
systemic implementation in K-12 classrooms. Thus, teachers need to be better equipped in how to bring this transformation
to their own classrooms. Changing beliefs and overcoming external obstacles encourages the use of inquiry, but a clear, yet
dynamic, instructional model is also needed for teachers to see the potential of inquiry-based instruction. The proposed 4E × 2
(read “4E by 2”) Instructional Model provides such a model for learning that links strong conceptual understanding of content
with inquiry learning experiences. The 4E × 2 Model integrates what we know and understand about inquiry-based teaching and
learning with effective assessment and metacognitive reflection. These three constructs, formative assessment, inquiry instructional
models, and metacognitive reflection, are foundational to the Model. A synthesis of research tied to these three constructs
provides the justification of both the need for and the value of such a model. An argument for the formation of the 4E × 2
Instructional Model is made based on the coherence and the resulting synergy that occurs when these three learning constructs
are united. 相似文献
16.
ABSTRACTThis study analysed 10 top-performing regions in PISA 2015 on their science performances and instructional practices. The regions include Singapore, Japan, Estonia, Taipei, Finland, Macao, Canada, Hong Kong, China and Korea. The science performances of the 10 regions and their teaching practices are described and compared. The construct of enquiry-based instruction as developed in PISA 2015 is revised into two new constructs using factor analysis. Then, the relationships of the teaching practices with science performance are analysed using hierarchical linear modelling. Adaptive instruction, teacher-directed instruction and interactive application are found positively associated with performance in all regions, while investigation and perceived feedback are all negative. The regions except Japan and Korea tend to have a high frequency of teacher-directed instruction facilitated by more or less authoritative class discussion in class. A fair amount of practical work is done, but not many of them are investigations. The cultural influences on teaching practices are discussed on how an amalgam of didactic and constructivist pedagogy is created by the Western progressive educational philosophy meeting the Confucian culture. The reasons for investigation’s negative association with performance are also explored. 相似文献
17.
Penelope Winifred St John Watson Christine Margaret Rubie-Davies John Allan Hattie 《Gender and education》2019,31(3):425-444
School choirs have been stigmatised for adolescent males in New Zealand, resulting in constraints in involvement, bullying, and threat to gender identity. In other national contexts, boys who sing in choirs have experienced a negative stereotype associated with accusations of inferior masculinity, yet little research has probed whether such forces are at play for their New Zealand counterparts. The current study was conducted with a sample of adolescent male school choir members in New Zealand (a country where essentialist gender attitudes have existed). Adolescent male choristers’ perceptions of the gender stereotype, its moderation by cultural context, and how the stigmatised choral domain was negotiated, were explored within a framework of critical masculinities. Such a stereotype and wider implications for gendered structures found in society at large were confirmed. Personal and school-based factors enabling the male choristers’ endurance in a domain that rendered their construction of masculinity subordinate, are discussed. 相似文献
18.
Roger H. Garvelink 《Clearing house (Menasha, Wis.)》2013,86(4):185-186
School administrators and teachers need to recognize that most persons—including would-be censors of school-related media communications—simply do not understand the complexities germane to measuring the impact of the mass media and the specific messages transmitted to broader audiences via a variety of media channels. In particular, what most laypersons fear are the perceived negative short-term effects while they ignore the critically important question of long-term influence. The author argues that administrators and teachers have a responsibility to better inform themselves vis-à-vis media influence so that they are able to effectively respond to concerns of potential censors of school related materials. They need, in point of fact, to become educators in the broadest meaning of that word. 相似文献
19.
Karen R. Seashore 《Journal of Educational Change》2009,10(2-3):129-140
The two fields of leadership studies and school change have increasingly converged over the last 30 years. This paper reviews the origins of the intersection, and the development of research themes in three areas: The role of leaders in shaping and using organizational culture, the agency of teachers in the change process, and the importance of leadership in knowledge use. The conclusion suggests some arenas for further research, and areas of policy application. 相似文献
20.
Brent C. Elder Michelle L. Damiani Benson O. Oswago 《International Journal of Inclusive Education》2016,20(4):413-434
The purpose of this paper is to provide evidence of Kenyan primary school teachers using inclusive teaching strategies in a rural setting with many known barriers to the development of a sustainable inclusive education system. This qualitative study examines teachers’ uses of inclusive teaching strategies in primary schools following a series of teacher trainings, classroom observations, individual semi-structured teacher conferences, reflective lesson plans, and pre- and post-questionnaires. Moving beyond legal mandates and attitudinal assessments, the outcomes of this study demonstrate that in a short time, and among a small sample of teachers, administrators, and Ministry officials, a culturally responsive approach to implementing inclusive learning strategies proved beneficial for meeting the needs of diverse primary school students in western Kenya. 相似文献