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1.
《Africa Education Review》2013,10(4):658-673
Abstract

Supervisors at higher education institutions cannot ignore the possibilities created by technology, and for the sake of this article, e-mail, as an aid for supervision on postgraduate level. After completing the modules for the Magister Technologiae (M Tech): Education qualification, students are required to complete a dissertation of limited scope. Many of these students cannot visit their supervisors on a regular basis, because of the time and costs involved in travelling far distances. The only time when some academics meet the students is when they attend the workshops on proposal writing. In this article the authors argue that e-mail supported supervision should be considered as an alternative to traditional one-on-one supervision. The research on which this article is based followed a qualitative design. Data were collected by means of open-ended questionnaires which were sent by e-mail to the participants and their responses were e-mailed back to the authors. The findings indicate the satisfaction of the students with e-mail supervision which enabled them to complete their studies in the prescribed time. The use of e-mail in supervision was found to create opportunities for further study even on postgraduate level.  相似文献   

2.
Objectives(1) Document the prevalence of childhood sexual abuse (CSA), childhood physical assault, psychological, physical and sexual intimate partner violence (IPV) in a nationally representative sample. (2) Assess the predictive value of CSA and other characteristics of the respondents and their current partners as potential risk factors for IPV. (3) Assess factors predicting IPV in adulthood in a subsample of women reporting CSA.MethodsThe role of CSA as a risk factor for adult IPV was examined using data from the 1999 Canadian General Social Survey. A national stratified sample of 9170 women and 7823 men with current or previous partners were interviewed by telephone by Statistics Canada. Multiple logistic regressions were used.ResultsCSA consistently predicted IPV for women and men, although this relationship was weaker for men. Age, current marital status and limitations due to physical or mental condition or chronic illness were also predictors of IPV for men and women. For women reporting CSA, age (being younger) or being in a more recent relationship and being limited due to either physical, mental conditions or chronic illness were predictive of adult victimization.ConclusionsThese findings indicate that CSA is associated with a greater risk of IPV beyond sociodemographic risk factors.Practice implicationsTo prevent IPV in women already at risk because of CSA, education about protective strategies seems important, particularly for women with physical or mental limitations, in the beginning stages of intimate relationships or for women with partners who drink excessively.  相似文献   

3.
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4.
Our 5-year experiment with teaching and evaluating an inquiry course has led us to conclude that inquiry is a potent pedagogical tool in higher education, encouraging students to become self-directed and engaged learners. This article offers key ingredients and procedures for designing an inquiry-based course. It provides a pragmatic model of inquiry that describes the structure and function of such a course and the goals and learning objectives for students. This model of inquiry is widely applicable and will help faculty members from a variety of disciplines develop an innovative way of engaging and teaching students. Christopher Justice, Ph.D., is an anthropologist and health social scientist, and is an associate of the Centre for Leadership in Learning.e-mail: justice@mcmaster.ca James Rice, Ph.D., is Professor Emeritus in the School of Social Work.e-mail: ricejame@mcmaster.ca Wayne Warry, Ph.D., is Associate Professor, Department of Anthropology. His interests include aboriginal issues, aboriginal health and health systems evaluation, and educational research.e-mail: warrywa@mcmaster.ca Sue Inglis, Ph.D., is Professor in the Department of Kinesiology. Her interests include organizational behaviour and student inquiry.e-mail: ingliss@mcmaster.ca Stefania Miller, Ph.D., is Associate Professor, Department of Political Science. Her interests include international human rights and democratization in post-communist systems.e-mail: millers@mcmaster.ca Sheila Sammon, M.A., is Associate Professor, School of Social Work. Her interests include social work education and the integration of theory and practice.e-mail: sammon@mcmaster.ca  相似文献   

5.
None of the community colleges in this study responded with a text message, as requested in the prospective student’s inquiry. Only 1.38% (n = 3) of the institutions responded to the inquiry with a telephone call. This research realized a slightly higher rate of e-mail response within five working days; 54.98% (n = 116) as opposed to the 2009 results of 50.5% (n = 110) in Shadinger’s (2014) study. More community colleges (n = 12, 5.5%) also had e-mail addresses or information request forms (n = 182, 83.5%) than in the original study (n = 170, 78.0%). Nearly 100% of community college websites had social media links, even when an e-mail address or information request form was not available. In an expansion of previous statements about communication, Noel-Levitz (2014a) reported prospective students were “more likely to consider schools that use e-mail, text messages or social media to communicate” (p. 4). Concurrently, the underutilization of e-mail, social media, and cell phones will simply exacerbate communication and recruiting issues for community colleges.  相似文献   

6.
ABSTRACT

Though the knowledge base on mentoring new teachers has grown exponentially in the past 30 years, researchers know less about university involvement in induction, and even less about the role that faculty mentors may play in induction. Drawing on interview, e-mail, and observational data from a yearlong mentoring relationship between a faculty mentor and 7 new teachers, the author examined a faculty mentor's role in supporting beginning teachers. Findings highlight the importance of identity development in assuming a cross-institutional role as a faculty mentor. The transition from teacher educator to teacher mentor requires the development of a mentor identity that is recognized and valued in the community of practice inhabited by classroom teachers.  相似文献   

7.
《Africa Education Review》2013,10(4):680-695
ABSTRACT

Student support at Unisa involves a range of stakeholders providing academic and administrative support. The study was conducted among Unisa BCom honours students. The main objective of the study was to determine the educational quality of teaching and learning offered. Students were contacted by e-mail and asked to complete an online questionnaire. New methods on problem solving, investigating problems and formulating problems were found very useful and students gained independence in developing their learning capabilities. Available resources and supervision were not utilized to the full. Adequate financial aid seemed to be a problem. Support should be optimized and students should realize that all resources made available to them are crucial for their success. Students are of all ages and levels of maturity and have different needs and views regarding their studies. Unisa should endeavour to meet as many of these needs as is practically possible.  相似文献   

8.
《学校用计算机》2013,30(3-4):197-211
Summary

This case study examines a new teacher's beliefs and perceptions about how and why technology can and should be used to support student learning. A middle school science teacher reflected upon her preparation for and applications of technology in her classroom. Data were generated through e-mail exchanges over the course of several months. Qualitative analysis identified themes including a nontechnology focus, expectations, rationale, impact, and beliefs and learned lessons. Findings suggest that for this teacher persistence was critical to learning in absence of pre-service or in-service learning opportunities in the effective application of technology to support learning. It is recommended that technology-oriented staff development incorporate theory, guidelines, models, and illustrations for effective and meaningful applications.  相似文献   

9.
ABSTRACT

Research Findings: Using a structured qualitative case study method, this study examined one urban school readiness initiative's efforts to identify and engage family, friend, and neighbor (FFN) care providers to promote school readiness in underserved and immigrant communities. Interviews and focus groups were conducted with 23 FFN providers, 14 parent leaders, and 35 community partners in five urban neighborhoods. Results show that 1) a community-organizing approach was the primary method of engaging FFN providers, 2) FFN providers self-reported positive impacts of their engagement for both themselves and the children in their care, and 3) the inclusion of FFN providers elicited many strong feelings among partners about potential benefits and liabilities of supporting FFN care, which in some cases acted as a barrier to successful engagement of FFN providers. Practice and policy: Results highlight key strategies and potential benefits of engaging FFN providers in comprehensive school readiness systems. The tensions that arose regarding the engagement of FFN providers point to the importance of addressing misconceptions of FFN care and its value to children, families, and communities in order to ensure a shared commitment and understanding of the value and possible benefits of such a strategy.  相似文献   

10.
Abstract

Background: The importance of ‘evidence-informed practice’ has risen dramatically in education and in other public policy areas. This article focuses on the importance of knowledge mobilisation strategies, processes and outputs. It is concerned with how these can support the adaptation and implementation of evidence from research and professional knowledge to inform changes in educational practices. It presents a case study of the Knowledge Network for Applied Education Research (KNAER), a tripartite initiative in Canada involving the Ontario Ministry of Education, University of Toronto and Western University and 44 KNAER-funded projects.

Purpose: The purpose of the article is to analyse the developing approach towards supporting knowledge mobilisation by the KNAER provincial partners through the governing body of the Planning and Implementation Committee and strategic and operational work of the university teams, and also the knowledge mobilisation strategies, challenges and successes of 44 KNAER projects.

Design and methods: We utilised a qualitative case study approach to investigate the Knowledge Network for Applied Education Research’s (KNAER) approaches to developing knowledge mobilisation over four years (2010–2014).To explore the work of the KNAER provincial partners, we analysed 17 meeting notes from the Planning and Implementation Committee and 9 notes from the university KNAER partners’ meetings. To explore the knowledge mobilisation strategies, challenges and successes of KNAER-funded projects, we analysed the 44 knowledge mobilisation plans, 141 interim reports and 43 final reports submitted by projects. To further investigate the experiences of KNAER projects during their implementation, we analysed responses from 21 people from 19 KNAER projects who participated in a facilitated discussion about their experiences.

Results: The Planning and Implementation Committee’s role involved three core responsibilities: (1) Approving knowledge mobilisation proposals submitted to the KNAER; (2) Ensuring that collaborative partnerships were developed at the local, provincial, national and international levels; and (3) Approving the KNAER operational and strategic plan. The university partners have taken on the roles of operational management, strategic leadership, and research and knowledge mobilisation expertise. KNAER projects varied in their knowledge mobilisation strategies, challenges and successes. ‘Exploiting Research’ projects focused on establishing connections and engaging communities of practice with people relevant to the project’s focus, creating an analysis of needs, designing or producing a relevant knowledge mobilisation product with the purpose of improving practice, monitoring the results or impact of the new product and sharing the dissemination process and results with others. ‘Building or Extending Networks’ projects engaged in creating or extending existing networks, developing a needs-based or gap assessment and producing appropriate products and dissemination processes based on the results gathered. ‘Strengthening Research Brokering’ projects organised steering committees to guide their work and gathered information via a literature review or by collecting information from stakeholders and then served as research brokers by collecting and mobilising relevant knowledge to inform practice. ‘Visiting World Experts’ projects developed knowledge mobilisation plans for host experts’ visits, involving establishing partnerships with networks, including universities and schools, and utilising social media and communication processes for knowledge mobilisation products.

Conclusions: KNAER included aspects of linear, relationships and systems models for connecting evidence and practice. Looking forward, KNAER is seeking to further advance a systemic approach. A systems model is in preference to linear models – which focus on evidence production only without attention to mobilisation or uptake of research, and/or relationships models – which may develop networks, but do not attend to capacity and resource barriers that need to be addressed for systemic and sustainable knowledge mobilisation.  相似文献   

11.
Objective. Parents’ emotion socialization practices are thought to be moderately stable over time; however, a partner’s socialization practices could initiate change. Design. We examined mothers’ and fathers’ reports of their supportive responses to their children’s negative emotions when the target child was 7 years old and again at age 10. We tested a dyadic, longitudinal path model with 111 mother–father pairs. Results. Significant actor and partner effects emerged: Parents’ age 7 responses predicted their own age 10 responses and their partners’ later responses. Conclusions. Parents’ reported responses to children’s negative emotions during middle childhood are predicted by their own earlier responses and by their partners’ responses.  相似文献   

12.
An online survey of 884 deaf and hard of hearing adults asked about their current and past use of communication technologies, notably TTY, telecommunications relay services, e-mail, and instant messaging (IM). Results showed that respondents were using e-mail and IM far more than TTY and relay services. The study participants virtually all had e-mail and IM at home. In fact, about one quarter had a high-speed ("broadband") connection at home. While the vast majority also had and used e-mail at work, just 1 in 3 had IM at his or her place of employment. The findings have several implications. Most important for educators is that strong reading and writing skills are essential if adults who are deaf or hard of hearing are to take advantage of today's communications technologies. Another conclusion is that some workers who are deaf or hard of hearing appear to face discrimination in employment because office policies forbid the use of a highly effective reasonable accommodation, instant messaging.  相似文献   

13.
Abstract

This study examined the use of ARCS-based, motivational mass e-mail messages designed to improve the motivation and retention of students enrolled in an online, entry-level, undergraduate computer applications course. Data from the Course Interest Survey, based on Keller's ARCS model, were gathered and analyzed for two online groups (one treatment and one control) and compared with a face-to-face class for differences in attention, relevance, confidence, satisfaction, and overall motivation. Based on the analysis, this article argues that simple, cost-effective, and easy-to-design mass e-mail messages show potential for addressing some of the motivational needs and retention concerns of online students.  相似文献   

14.
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15.
BackgroundChildhood sexual abuse (CSA) is a serious public health problem worldwide.ObjectivesWe reported the prevalence of CSA and examined its association with risky sexual behaviors and adverse reproductive health outcomes among college students in China.Participants and settingParticipants were 17,966 college students from 130 colleges in Eastern, Central, and Western China, who completed the online questionnaire in January–August 2015.MethodsData were obtained from a cluster-random Internet-based survey. Multivariate logistic regression analyses were employed: risky sexual behaviors and adverse reproductive health outcomes were outcome variables, and various types of CSA were predictor variables, while adjusting for socio-demographic and lifestyle characteristics.ResultsThe overall prevalence of any type of CSA was 27.5%. Most perpetrators were friends/acquaintances (34.6%) or intimate partners (24.7%) of the victims. Respondents who reported penetrative CSA were strongly associated with regular unprotected sex (odds ratio (OR): 3.0, 95% confidence interval (CI): 2.2–4.0), early sexual debut (OR: 5.5, 95% CI: 3.3–9.1), having genital tract symptoms in the last 12 months (OR: 5.0, 95% CI: 4.1–6.0), unintended pregnancy (OR: 6.2, 95% CI: 4.2–9.0), and induced abortion (OR: 5.5, 95% CI: 3.7–8.2) (for boys, the survey asked about history of unintended pregnancy and induced abortion of their sexual partners). A dose-response relationship was found across non-contact, contact, and penetrative CSA.ConclusionsCSA experience may increase the likelihood of risky sexual behaviors and adverse reproductive health outcomes in victims’ early adulthood.  相似文献   

16.
ABSTRACT

Technology use is a common constituent of modern life. However, little is known about older adults’ use of technology. This article presents a subset of data collected via the technology deployed in the iStoppFalls randomized control trial. The primary focus lies on questions about digital device/Internet use, ownership, length, and frequency as well as social networking. Data was collected from participants aged 65 years or older. Seventy-eight participants completed a specifically developed technology survey as part of the baseline assessment. Results showed that the majority of subjects owned a computer with men being its main user. Participants used technological devices on a daily basis for more than 1 year. The main reason for using technology was e-mail communication, search engines, text processing, and online shopping. Only a few participants used social network applications, with Google+ and Facebook being the most popular ones. Future work should consider an in-depth qualitative approach to further increase understanding of technology use in older adults.  相似文献   

17.
Abstract

The big question about pedagogical benchmarks for information and communications technology (ICT) in teacher training is whether they can be transferred to contexts other than the ones in which the benchmarks have been developed. In this article we reflect on the chances that the benchmarks presented will become really integrated within the heart of the learning and teaching process of teacher training programmes. To understand that process better, we reflect on the concept of professional learning and what that concept has to say about organisational learning and about how the integration process could be further developed. We propose a broad framework for actions of all actors involved: teacher training institutes, their partners (professional development schools), research and development agencies, the teacher trainers, the students, teachers in practice and their pupils. Only a concerted action of collaborative experimenting and professional learning on ICT integration in the learning and teaching processes can lead to the use of ICT as a catalyst for implementing learning arrangements that fit the expectations of the twenty-first century and its youth.  相似文献   

18.
Online but off-topic: negotiating common ground in small learning groups   总被引：2，自引：0，他引：2  
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19.
BackgroundChild Protective Services (CPS) systems have not historically conducted system effectiveness research. More information is needed about the long-term outcomes of children and families served by the systems.ObjectiveTo investigate how workers within CPS systems in Colorado and the Netherlands measure and perceive the effectiveness of their CPS system.Participants and settingCPS administrators and workers in Colorado and the Netherlands from August 2015 through May 2016. At both sites, interviewees included front line employees with deep knowledge of daily mechanics and processes, as well as experts and thought leaders who possessed historical memory and perspective about their site’s CPS system.MethodsIn-depth, semi-structured interviews were conducted with 77 participants. In Colorado (n = 36), 8 participants were state experts and 28 held county-level roles. In the Netherlands (n = 41), 17 participants were national experts and 24 worked at Veilig Thuis agencies.ResultsParticipants in both sites reported that they did not know if their system had empirical evidence to support its effectiveness, and had difficulty identifying how they would measure the effectiveness of their system.ConclusionsBoth systems lack the ability to collect data on the quality of their services and the longitudinal outcomes for the children and families they serve. Measures of good outcomes must be developed. Without longitudinal outcome data, CPS systems cannot assess the effectiveness of their practice. CPS systems might partner with the healthcare system, where the infrastructure and culture are already in place to look at quality and longitudinal outcomes.  相似文献   

20.
BackgroundThe existing literature is dominated by models of parent-child aggression (PCA) risk using maternal samples, thereby limiting insight into factors that contribute to fathers’ PCA risk. Protective factors that can affect PCA risk within the mother-father dyad at the cultural level are also often overlooked.ObjectiveThe current study examined the potential positive role of gender ideologies on maternal and paternal PCA risk over time, considering both individual and partner effects on PCA risk.Participants and settingParticipants were 150 couples, with primiparous mothers and their male partners identified from a larger study of PCA risk.MethodsThe study employed a longitudinal design with three waves. Participants were first assessed in mothers’ third trimester of pregnancy and re-assessed when their child was 6 months and 18 months. Dyads reported their gender role attitudes prenatally and PCA risk across time.ResultsEgalitarian gender role ideologies related to lower PCA risk for both mothers and fathers prenatally. At 6 months, neither mothers’ nor fathers’ gender role ideologies related to PCA risk but by 18 months, fathers’ gender role beliefs predicted their PCA risk whereas mother’s gender role beliefs only marginally predicted their PCA risk. Maternal egalitarian gender ideologies significantly predicted fathers’ lower PCA risk at 6 months.ConclusionsThese findings suggest less traditional gender roles may contribute to lower PCA risk in parents particularly prior to childbirth. Therefore, future work is needed to further consider the evolving interconnectedness within couples in their PCA risk over time.  相似文献   

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