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1.
Drawing on data from a major survey on the impact of information technology initiatives on Scottish schools, we assess the extent to which the outcomes resemble those that have already been reported by Larry Cuban in his study of schools in Silicon Valley. We find a large measure of agreement. Scottish teachers and school students mostly have access to computers in their homes and classrooms. The home computers appear to be frequently used. The classroom computers, however, are encountered by students only seldom and when students do use computers in the classroom the activity is often peripheral to the learning process, such as word processing of essays. We discuss some possible explanations for this state of affairs and suggest some implications for policy-making.  相似文献   

2.
Since 1990, Latin American immigrants to the United States have dispersed beyond traditional gateway regions to a number of "new destinations." Both theory and past empirical evidence provide mixed guidance as to whether the children of these immigrants are adversely affected by residing in a nontraditional destination. This study uses administrative public school data to study over 2,800 8- to 18-year-old Hispanic youth in one new destination, North Carolina. Conditional on third-grade socioeconomic indicators, Hispanic youth who arrive by age 9 and remain enrolled in North Carolina public schools close achievement gaps with socioeconomically similar White students by sixth grade and exhibit significantly lower high school dropout rates. Their performance resembles that of first-generation youth in more established immigration gateways.  相似文献   

3.
The use of digital technologies by young people and the impact of e-learning have been the subject of a significant number of studies carried out worldwide. However, when it comes to student perceptions about the place and role of these technologies in their lives, research looks towards university students. This article aims to understand what the technologies represent for school students in their personal and school lives. It is based on a study that brings together two contexts, representing opposing cultures and trends: France where the policy on school computers has been in place for more than two decades and India where the government has only recently begun to make efforts to overcome the digital divide. This study conducted in the two countries in 2009 among 960 young people aged between 11 and 18 shows the importance of schools in constructing private spaces to be shared with peers, a role that has long been attributed to home computers. This article thus provides elements of explanation for the relative disenchantment that young people feel for the school-related uses of the technologies. For them, school is not about individualist autonomous learning, but about learning from teachers as a group.  相似文献   

4.
This paper presents an empirical analysis of the relationship between social capital and student math and language achievement and the probability of promotion, using data gathered from fourth grade classrooms in public schools in four Latin American cities. The results suggest that social capital among teachers in a school, between teacher and students, and among the students in a classroom contribute significantly to learning achievement and the probability of promotion. Furthermore, social capital between the students matters at least as much as the teacher's social capital. Children learn from each other and the networks allowing that to happen can be very important. The current pressure on teachers to achieve results on reading and math scores has tended to push teachers to “teach to the test”. Ironically, this study's results indicate that spending time in creating social capital within the classroom environment is associated with higher language and math test scores.  相似文献   

5.
This evaluation study examined the school achievement and adjustment by at-risk students one year following their participation as fifth and sixth graders in computer-intensive classrooms using the Apple Classrooms of Tomorrow (ACOT) program. Comparisons between the former ACOT subjects and a matched control group who had attended the same elementary school were made on attitudes toward school, teacher evaluations, grades, computer skills, and standardized test scores. Results showed some advantages for the ACOT students in the seventh grade, but on most measures they were indistinguishable from the control group. Specifically, both groups appeared to remain at risk based on their poor performance and relatively poor adjustment. A key factor in interpreting outcomes for the ACOT group was the limited availability of computers in the seventh grade, which thus restricted their opportunities to apply or transfer the skills they had learned. This research was supported by a grant from Apple Classrooms of Tomorrow, Apple Computer, Inc.  相似文献   

6.
This research investigated the possible impacts of computers on Turkish fourth‐grade students’ geometry scores and further geometric learning. The study used a pretest–intervention–posttest experimental design. Results showed that students who did not have computers at home initially had lower geometry scores. However, these differences were minimised with an appropriate intervention containing computer‐based Tangram puzzles. This suggests that at schools, it seems more effective to integrate mathematical content and technology in a manner that enables students to do playful mathematical discoveries.  相似文献   

7.
This paper presents the findings of a recent research project into children’s access to and use of computers in their homes. The study involved over 400 children who regularly used a computer at home. The children were aged between five and twelve and came from a variety of social, economic and cultural backgrounds in urban Sydney. Significant themes that emerged from the discussion included issues of equity and access, the variety of use of computers, the ways children learned to use them in their homes and children’s perceptions of differences between computing at home and at school. Each of these themes is discussed in terms of the implications for schools and teachers.  相似文献   

8.
Abstract

Using 35 elementary schools (3,350 fourth and sixth grade students), 10 secondary schools (3,613 eight and eleventh grade students), and 1,145 teachers, this study presents data summarizing the relationships between student' perceptions of "verified" principal competencies and selected school climate indices and outcome variables. The results indicated that there is a general tendency for positive teacher attitudes towards various dimensions of the school and working environment and higher student standardized achievement test performance to be associated with students' reports of a low frequency of interaction with die principal. A student "independence factor" was hypothesized to account for these results, with the implication being that principal/student interaction is minimized in schools where teacher and student attitudes are positive and student achievement is high. In addition, effective principal performance in dealing with student misbehavior was highly and positively associated with school average daily attendance at the secondary level. Supplementary analyses indicated that teacher and student attitudes "mediating" the school environment were relatively independent for both elementary and secondary samples. General support was found for higher correlations between student assessments of principal competencies and school environment measures than with student performance measures.  相似文献   

9.
The present study validated a brief at‐risk screening instrument designed for easy use by teachers in the elementary school. School performance measures were collected for students in first to sixth grade one year following initial teacher ratings using the Screening For At‐Risk Status screening instrument. Findings indicated that the instrument is best seen as measuring a single at‐risk construct with items drawn from three domains: academic skills, social confidence, and social cooperation. Correlations between at‐risk scores and school performance measures taken one year later demonstrated predictive validity. The screening instrument correctly identified at‐risk students with 88% accuracy and not‐at‐risk students with 74% accuracy. There were 12% false negatives. Use of the instrument provides teachers with a quick, easy screening of students who may develop difficulties in the future. For schools, the screening can be used as the first step in a supportive response system to assist at‐risk students from developing serious school difficulties and possibly failure in the longer term. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 151–158, 2005.  相似文献   

10.
This article presents the results from a survey of students in Year 9 in secondary schools in England (ie, aged about 14 years) which investigated access to computers at home, frequency and duration of use, the applications used and students' reasons for using a computer at home. Responses showed that the majority of students had access to a computer, although few had one for their sole use. The most widely used applications were games/adventures and word processors. There were significant gender differences in access to computers at home, frequency of using computers and the applications that students spent most time using.  相似文献   

11.
Quality of instructional delivery is an important determinant of the extent to which the teaching process has an impact on learning achievement. The literature identifies many contributors of learning achievement including teacher, curricula, teaching, student, home and school environments. On an ‘education production function’ approach, achievement may be modelled as an outcome determined by school and classroom based inputs. The processes of achievement determination are typically assumed, in the absence of detailed information about actual classroom practices. In Kenya, primary schools continue to report differentials in performance on standardized tests even when policy implementers distribute teachers normally to these schools. Such differences in academic performance have been reported even among schools within the same neighbourhood. Schools from the same neighbourhood draw students with similar backgrounds and expose them to teachers who have gone through the same training. This paper hypothesizes that teaching style plays a key role in explaining the differences in academic performance among students between primary schools. Using data from 72 math lessons that were filmed in 72 primary schools in Kenya, the authors demonstrate the extent to which teaching practice explains differences in performance among students and schools. While controlling for individual and school based factors, the paper uses mixed methods to analyse the linkages between teaching practices and learning achievement. The main research finding and policy implication is that students learning achievement can be improved through quality teaching, even when other conditions such as class size are not conducive.  相似文献   

12.
The ‘Laptop for Teachers’ program was introduced by the Victorian Department of Education to provide every teacher in the state system with a laptop computer. It forms part of a larger strategy to expand the use of information technology and multimedia in Victorian schools. At the heart of this program is a belief that computing technology will not only bring about a dramatic change in the way students interact with teachers, but will give new meaning to ‘knowledge’ and provide a different approach to the way knowledge is generated and transmitted. At the same time, little indication was given to teachers as to how this might be realised with the laptop computer. This paper reports on the initial attempts of a group of teachers in a Victorian government secondary school to explore the possibilities for computers in their work. The author carried out this research as one of the twenty-nine teachers at the school who received a laptop computer in the first-round allocation in 1998.  相似文献   

13.
This study draws upon qualitative data to examine children's understanding of computers and how they work. The study involved interviewing a sample of 10 and 11 year old pupils in two primary schools. The results showed that children who have experience of ICT in the home as well as the school have a better understanding of the computer system and its functions. These children drew analogies of computers to related activities. Those with no computer access at home had limited knowledge of what computers are used for.  相似文献   

14.
In sub-Saharan Africa, where there is limited financial and human capital, it is important to examine how social relationships may serve to promote or undermine human capital formation. However, little is known about the contributions of social relations to human capital development, especially in terms of academic achievement in Africa. This study examined how variations in key aspects of social relations among teachers; between teachers and students; between principals, teachers, parents and students affect achievement in mathematics among sixth graders in 70 schools in six districts in Kenya. We modeled mathematics achievement as a function of measures of social perception and support while adjusting for school-, classroom- and student level background characteristics. We found that net of teacher subject knowledge and background characteristics, teachers who display commitment to teaching by always correcting homework and keeping students engaged during math lessons had their students performing better. Teacher absenteeism and lack of interest in teaching were negatively associated with performance in math. Lack of parental involvement in the classroom also had negative effects on grades. At the school level, the level of engagement of the principal, measured by supervision of teachers and good interpersonal interactions with parents had positive effects on math achievement. Schools where parents provided material and financial support had better grades, while student delinquency and absenteeism negatively affected grades.  相似文献   

15.
In this paper we discuss the notion of the digital divide and link it with recent policy designed to promote social inclusion in a project that addressed both issues. Families in low socio economic areas of Australia were given computers and Internet access as part of a project that had as its primary aim to support the participation of disadvantaged families in digital activities at home and in schools. The authors collected data over a period of 3 years that included, pre and post surveys with parents and students, interviews with program facilitators, and focus groups with parents. This paper focuses on selected themes that emerged from the interview and focus group data with the parents and explores the ways in which they perceived having the computer had impacted on their lives and those of their school aged children. This data (surveys, interviews and focus groups) reveals that all family members felt that the ownership of a computer enabled them to feel more confident about their active participation in everyday educational, social and community activities. Parents, teachers and students also reported that owning a computer was important to their lives yet they were not naïve to the fact that they still had a lot to learn in terms of using all the options available to them on the computer. Students noted the increased ease with which they could complete school work and communicate with friends in online contexts and outlined some of the ways in which they used the computer for leisure activities. Parents highlighted the increase in their own digital skill levels and described the ways in which their lives had benefitted from having a computer in the home. Problems associated with connectivity at the beginning of the project, the quality of the machines and inadequate initial training were listed as drawbacks to greater participation. The project represents one attempt to address the digital divide and illustrates how going beyond the dichotomy of a ‘haves’ v ‘have nots’ view of the digital divide is necessary if we want to promote social inclusion.  相似文献   

16.
In this article I examine the ways in which teachers organize their workplace behaviors as they respond to computers in their schools. Particular attention is given to the strategies that develop among teachers enabling them to address their own occupational concerns and organizational expectations simultaneously. Data were collected through extensive observation and formal interviewing in nine elementary schools. Computers had been in each of the schools for at least five years at the time of the study. Findings reveal that teachers shape the meaning of computer technology in their schools through styles of computing including avoidance, integration, and technical specialization. This influence has critical implications for the ongoing process of computer implementation in elementary schools.An earlier version of this paper was presented at the 86th meeting of the American Sociological Association, Cincinnati, Ohio, August 1991. The author gratefully acknowledges the comments and suggestions of Maurice Garnier, Randy Hodson, Cynthia Negrey, Brian Powell, Suzanne Staggenborg, and the editor and anonymous reviewers of ETR&D.  相似文献   

17.
Studies that examine the attitudes toward information and communication technologies (ICT) among physical education and sport students, pre-service teachers and teachers are fairly limited, even though the investments in information and communication technologies at schools and universities have reached an efficient level. This study investigates the attitudes of physical education and sport students and pre-service teachers towards ICT, and the relationship between their attitudes and certain variables such as age, gender, departments, computer familiarity, frequency of computer use and computer ownership. Computer attitude scales were administered to 337 students and pre-service teachers of physical education and sports, and the data collected were analyzed statistically. It was found that the students and pre-service teachers of physical education and sports have positive attitudes toward information and communication technologies, and there are significant correlations between their attitudes and certain variables such as gender, grade, computer ownership, and computer instruction. Recommendations are provided.  相似文献   

18.
Technology integration is influenced by many factors related to the teacher and the school environment. While many studies have examined factors that influence teachers’ use of Information and Communication Technology (ICT) at the teacher level, a growing number of studies have suggested that it is beneficial to examine those factors using multilevel modeling. Multilevel analysis can separate the impact of teachers from the school environment and provide insight into the influence of those factors at each level. This study uses multilevel modeling to analyze data from 3,652 grade 1–9 teachers in 289 schools in Taiwan. The results of this multilevel analysis found both teacher-level and school-level factors contributing to the integration of ICT in the teaching process. Among teacher level factors, teachers’ beliefs and hours of training in the previous year predicted ICT integration proficiency well. Among school level factors, training hours and teachers’ perceived school support are the most important factors that impact ICT integration. School support is not only a significant factor at the school level but also a strong predictor at the teacher level. In addition, important school level variables included access to Internet connectivity, availability of projectors, and stability of computers. These results highlight the importance of individual teachers and the role schools play in ICT integration.  相似文献   

19.
This paper is based on the research question of what predictors (school characteristics, teachers’ attitudes, teacher collaboration and background characteristics) determine secondary school teachers’ frequency of computer use in class. The use of new technologies by secondary school teachers for educational purposes is an important factor regarding school and teaching processes. The use of digital media in schools is, among other things, associated with the goal of supporting learning processes and improving the quality of education. This contribution identifies relevant factors by means of multiple regression analyses of the teachers’ frequency of computer use for instruction in five countries (the Netherlands, Denmark, Australia, Poland and Germany) to get an idea of how to support the frequency of the use of computers in class. The analyses and findings are based on the International Association for the Evaluation of Educational Achievement (IEA) study of International Computer and Information Literacy Study 2013 (ICILS), which investigates the computer and information literacy (CIL) of secondary school students and the contexts in which students develop CIL in 21 countries. Antecedents concerning school characteristics, teachers’ attitudes and teacher collaboration on the process level and background characteristics of secondary school teachers (N = 8.920) are examined in order to gain further insight into the nature and effect of predictors for secondary school teachers’ in-class use of information and communications technology. The analyses show that there are more country-specific results than similarities between the countries selected. In all countries, antecedents concerning teachers’ attitudes are more relevant for teachers’ in-class use of computers than school characteristics or teacher collaboration on the process level.  相似文献   

20.
In this investigation, fifth‐ and sixth‐grade children (N= 289) completed a measure to assess aspects of their relationships with teachers and bonds with schools. Children and teachers also completed measures related to children's social and emotional adjustment. Analyses of responses to these measures indicated that students with disabilities had greater dissatisfaction with their relationships with teachers, poorer bonds with school, and perceived higher school danger than did students without disabilities. Comparisons involving students who were receiving services for emotional disturbance (ED), learning disabilities (LD), mild mental retardation (MMR), other health impairments (OHI), and no disabilities indicated that students with ED and students with MMR had poorer affiliation with teachers and greater dissatisfaction with teachers than students without disabilities. Students with ED also had poorer bonds with school than did students without disabilities. Students with LD and students with MMR had significantly higher ratings of perceived school danger than did students without disabilities. Results of correlational analyses indicated that student‐teacher relationship and school bonding variables were associated with social and emotional adjustment variables for students with and without disabilities. © 2001 John Wiley & Sons, Inc.  相似文献   

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