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1.
Distance education plays an important role in broadening educational access and increasing higher educational opportunities.
The success, however, for any distance education initiative relies on a critical and core resource, namely having participating
faculty who provide quality instruction. This study uses survey design and diffusion of innovation theory to examine faculty
participation in relation to their technology use, their attitudes toward technology and distance education, and their adoption
of innovations at a public postsecondary 10-campus system. Ordinal regression analysis identified 20 significant variables
(16 predictors representing the four latent dimensions of the conceptual model and four demographic characteristics) that
explain faculty participation in distance education. The findings identify a number of core issues underlying faculty participation
and non-participation in distance education which pose implications for policy and practice relevant to technology use and
skills, training and development, course design and technical support, quality issues, and workload and compensation.
相似文献
Linda K. JohnsrudEmail: |
2.
Richard E. West 《Educational technology research and development : ETR & D》2009,57(3):315-332
The twenty-first century economy often requires the innovative production of conceptual and physical artifacts. These innovations
frequently are developed collaboratively within communities of workers. Previous theories about the nature of work and learning
within communities have emphasized shared meaning or shared practice, but now shared innovation is required. In this paper,
I describe the development of a model for conceptualizing and studying shared innovation within communities. This model was
created from merging elements of social learning and creativity/innovation theories. I explain that at an intersection of
these two domains is a unique kind of social structure, called a Community of Innovation, or COI. I conclude by describing
the characteristics of a COI and its implications for design and research.
相似文献
Richard E. WestEmail: |
3.
4.
Richard M. Gargiulo 《Early Childhood Education Journal》2006,33(5):357-362
Homelessness is a growing social problem in the United States. Especially vulnerable to this phenomenon are young children because homelessness is viewed as a breeding ground for disabilities. Despite federal legislation ensuring educational opportunities, the educational needs of children who are homeless are frequently unfulfilled. This article reviews the educational rights of children who are homeless, including those with disabilities, and offers recommendations and suggestions as to how early childhood programs can help meet the needs of homeless young children with disabilities and their families.
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Richard M. GargiuloEmail: |
5.
Honorine Nocon 《Journal of Educational Change》2008,9(4):339-347
The sustainability of research-based innovations in schools is constrained not only by systemic institutional barriers and
inherent contradictions between schooling and research, but also by the related issue of time. This case study suggests that
relative timescales, e.g., the collective activity of schooling over decades versus the individual actions of researchers
over semesters or years, hinder the coordination and synchronization of schooling and research processes. Using cultural–historical
activity theory and heterochrony, this analysis of data from a 4-year collaborative school-university research and development
project suggests that, in spite of active support from school personnel, temporal conflicts undermined research activity and
the sustainability of the innovation. At the same time, when researchers aligned their actions with the actions and timescales
of school personnel, core elements of the innovation were appropriated into school practice.
相似文献
Honorine NoconEmail: |
6.
Educational technology on a turning point: curriculum implementation in Flanders and challenges for schools 总被引:1,自引:0,他引:1
Ruben Vanderlinde Johan van Braak Ruben Hermans 《Educational technology research and development : ETR & D》2009,57(4):573-584
In this essay, we state that establishing technology curricula by national governments causes a shift in the policy actions
of educational technology support: from a technical rationale with a main focus on funding and resources to a pedagogical
rationale with a main focus on student competencies. We illustrate our point of view by describing the formal educational
technology curriculum recently administered by the government in Flanders. This curriculum is written in terms of attainment
targets and has clear implications on the nature of educational technology which is no longer dependent on teachers’ individual
efforts or willingness, but is becoming compulsory at the school level. Furthermore, we present two levers that facilitate
the integration process of educational technology in general and the realization of technology curricula in particular. Technology
coordinators should act more as curriculum managers and change agents, and schools should jointly establish a technology policy
plan.
相似文献
Ruben VanderlindeEmail: |
7.
Lessons Learned: Findings from MIT Initiatives in Educational Technology (2000–2005) 总被引:1,自引:1,他引:0
Lori Breslow 《Journal of Science Education and Technology》2007,16(4):283-297
Since 1999, MIT has undertaken an extensive effort in creating and implementing educational technology. Broadly speaking,
there have been two kinds of efforts: developing web-based services for higher education and creating educational technology
applications for use in the classroom. This article reviews a group of projects that produced educational technology applications
for use in the classroom or for classroom-based activities and were assessed by educational researchers in the Teaching and
Learning Laboratory (TLL). From those in depth studies, as well as less extensive involvement with a half dozen more initiatives,
we draw three major findings on the role and impact of educational technologies as they were developed and used at MIT over
6 years: (1) the most successful educational technologies meet a specific instructional need that has been unmet or poorly
met by traditional media; (2) too much technology or technology that does not work well can be detrimental; and (3) there
are important relationships between the technologies and the learning environments in which they operate.
相似文献
Lori BreslowEmail: |
8.
Francis L. Huang Tonya R. Moon 《Educational Assessment, Evaluation and Accountability》2009,21(3):209-234
The study investigated several teacher characteristics, with a focus on two measures of teaching experience, and their association
with second grade student achievement gains in low performing, high poverty schools in a Mid-Atlantic state. Value-added models
using three-level hierarchical linear modeling were used to analyze the data from 1,544 students, 154 teachers, and 53 schools.
Results indicated that traditional teacher qualification characteristics such as licensing status and educational attainment
were not statistically significant in producing student achievement gains. Total years of teaching experience was also not
a significant predictor but a more specific measure, years of teaching experience at a particular grade level, was significantly
associated with increased student reading achievement. We caution researchers and policymakers when interpreting results from
studies that have used only a general measure of teacher experience as effects are possibly underestimated. Policy implications
are discussed.
相似文献
Tonya R. MoonEmail: |
9.
Korina M. Jocson 《The Urban Review》2009,41(3):269-285
This article builds upon more than 6 years of critical research in urban schools in northern California to offer a particular
perspective on teaching for social justice. Concerned with prevailing issues in adolescent literacy, this article examines
instantiations of literacy instruction in the shadow of the late activist poet June Jordan and with the support of Pulitzer
Prize-winning author Alice Walker. It focuses on culturally responsive pedagogy to understand not only their work but also
the work of teachers and other educators. Central to the discussion are two kinds of pedagogical innovations, one based on
a school-community partnership and the other a district-wide sponsored writing contest. Implications for classroom practice
and key lessons useful for teachers interested in similar work are also discussed.
相似文献
Korina M. JocsonEmail: |
10.
Racializing educational change: Melting pot and mosaic influences on educational policy and practice
Allison Skerrett 《Journal of Educational Change》2008,9(3):261-280
This article racializes educational change by examining literature on the history of educational approaches to diversity in
the United States and Ontario, Canada to demonstrate how their respective national myths for engaging with diversity—the melting
pot and mosaic—have impacted their educational policies and practices over three definable eras of educational change. The
educational policies and practices of the two countries are evaluated in relation to four significant and—within the existing
literature—widely used political and educational strategies for responding to racial and ethnocultural diversity in schools.
The paper cautions that the current era of curriculum standardization and high stakes assessments that reflects a melting
pot approach to education reinstitutes and reinforces an inequitable vertical mosaic structure of schooling experiences and
outcomes for diverse student populations. It urges policy makers to consider how the current movement toward post-standardization,
which reflects a mosaic approach, is presently influencing educational policy and practice in international contexts and achieving
more just and effective learning outcomes for diverse student groups.
相似文献
Allison SkerrettEmail: |
11.
Don Adams 《Prospects》2007,37(4):385-401
The increasing importance of schools and learning in the changing patterns of work and society is widely recognized. However,
implementing and sustaining educational reforms pose major problems in all countries. This paper briefly: (1) summarizes conceptual
trends in implementing educational change, (2) reviews the complexities of educational policy and the changing patterns of
educational governance and management common to many countries, (3) discusses the evolving roles of researchers in this shifting
environment, and (4) makes an argument for the utility of certain kinds of research and evaluation or what the author calls
‘little r,’ with particular attention directed toward the contribution of little r in developing schools as learning organizations.
Don Adams has held academic and administrative positions in a number of universities and research institutes. These include: Professor of Education, University of Pittsburgh, and Chairperson, Department of Administrative and Policy Studies, School of Education, University of Pittsburgh. His international experience is most extensive in Asia and the professional focus of his work has been in educational planning and policy, implementation, monitoring and evaluation systems, and sector assessments. He has written several books and over 100 articles, book chapters, monographs and reports related to international education. He is an advisory editor for The Asian Pacific Educational Review and the Korean Journal of Educational Policy. He is past president and Honorary Fellow of the Comparative and International Education Society. 相似文献
Don AdamsEmail: |
Don Adams has held academic and administrative positions in a number of universities and research institutes. These include: Professor of Education, University of Pittsburgh, and Chairperson, Department of Administrative and Policy Studies, School of Education, University of Pittsburgh. His international experience is most extensive in Asia and the professional focus of his work has been in educational planning and policy, implementation, monitoring and evaluation systems, and sector assessments. He has written several books and over 100 articles, book chapters, monographs and reports related to international education. He is an advisory editor for The Asian Pacific Educational Review and the Korean Journal of Educational Policy. He is past president and Honorary Fellow of the Comparative and International Education Society. 相似文献
12.
Kenneth Leithwood 《Journal of Educational Change》2008,9(1):71-75
Policy makers and leadership developers now admonish both aspiring and practicing educational leaders to base what they do
on evidence of “best practice”. Some argue, however, that today’s best practices stand a reasonably good chance of being unsuitable
for schools in the future. Unfortunately, effective leadership in future schools is empirically unknowable. This paper unpacks
the arguments about “best” and “next” practices concluding that there is an empirically defensible foundation for current
and future leaders.
相似文献
Kenneth LeithwoodEmail: |
13.
David Tall 《Educational Studies in Mathematics》2008,68(2):185-193
Jim Kaput lived a full life in mathematics education and we have many reasons to be grateful to him, not only for his vision
of the use of technology in mathematics, but also for his fundamental humanity. This paper considers the origins of his ‘big
ideas’ as he lived through the most amazing innovations in technology that have changed our lives more in a generation than
in many centuries before. His vision continues as is exemplified by the collected papers in this tribute to his life and work.
相似文献
David TallEmail: |
14.
The d’Arbeloff Interactive Mathematics Project or d’AIMP is an initiative that seeks to enhance and ultimately transform the
teaching and learning of introductory mathematics at the Massachusetts Institute of Technology. A result of this project is
a suite of “mathlets,” a carefully developed set of dynamic computer applets for use in the university’s ordinary differential
equations course. In this paper, we present the rationale for such computer innovations, the philosophy behind their design,
as well as a discussion of their careful development and implementation. Survey results are reported which yielded positive
student feedback and suggestions for improvement.
相似文献
Haynes R. MillerEmail: |
15.
This article aims to explore how democratic community is manifest in schools in Korea. It also tries to examine how leadership,
specifically transformational leadership, functions in shaping a democratic community within a school. Toward this aim, we
have conducted a case study of two religious high schools in Korea. Based on the findings from the schools, we have discussed
five aspects related to democratic community and transformational leadership. When school principals’ leadership has transformational
characteristics and consistency over the years, the leaders’ mission and vision become shared values among the school members.
The shared vision and cultural values make democratic systems work effectively. This article includes implications for educational
policy and practice.
相似文献
Susan PrintyEmail: |
16.
Okhee Lee Karen Adamson Jaime Maerten-Rivera Scott Lewis Constance Thornton Kathryn LeRoy 《Journal of Science Teacher Education》2008,19(1):41-67
Our 5-year professional development intervention is designed to promote elementary teachers’ knowledge, beliefs, and practices
in teaching science, along with English language and mathematics for English Language Learning (ELL) students in urban schools.
In this study, we used an end-of-year questionnaire as a primary data source to seek teachers’ perspectives on our intervention
during the first year of implementation. Teachers believed that the intervention, including curriculum materials and teacher
workshops, effectively promoted students’ science learning, along with English language development and mathematics learning.
Teachers highlighted strengths and areas needing improvement in the intervention. Teachers’ perspectives have been incorporated
into our on-going intervention efforts and offer insights into features of effective professional development initiatives
in improving science achievement for all students.
相似文献
Scott LewisEmail: |
17.
Bringing the Classroom to the Web: Effects of Using New Technologies to Capture and Deliver Lectures
Technology expands instructional options for faculty, and this study examines the differential learning effects of offering
a lecture on physics to students in a traditional classroom versus internet video formats. Based on an experiment conducted
in a natural educational context, results indicate enhanced transfer of lecture information in the video formats relative
to the live condition, with students also responding more positively to personalized video presentation.
相似文献
Eric L. DeyEmail: |
18.
Leonard J. Waks 《Learning Inquiry》2007,1(2):83-87
The topic of listening has been broadly neglected in educational studies. This special issue presents studies on the connections
between listening and reflecting in educational contexts.
相似文献
Leonard J. WaksEmail: |
19.
Mei Kuin Lai Stuart McNaughton Helen Timperley Selena Hsiao 《Educational Assessment, Evaluation and Accountability》2009,21(1):81-100
Schooling improvement initiatives have demonstrated that moderate but significant achievement gains are possible with well
designed interventions, but there is little research into whether these gains can be sustained. The present study examines
the extent to which acceleration in achievement made during a three-year literacy intervention and the associated school-based
practices were continued. Statistical modelling showed continued acceleration in student achievement (four months in addition
to expected progress) at a rate similar to the intervention. The school-based practices associated with sustainability were
part of a process of change (rather than a specific instructional programme) comprising two dimensions — organisational learning
through ongoing inquiry into solving problems arising from teaching and learning and the development of professional learning
communities to promote organisational learning. Effectiveness was enhanced by schools embedding the process into their normal
school routines as part of a coherent instructional programme and the availability of expertise.
相似文献
Selena HsiaoEmail: |
20.
Mark G. Storz 《The Urban Review》2008,40(3):247-267
In interviews with over 250 urban young adolescents, many students make it clear that they are acutely aware of the educational
inequities that exist in their schools and that these inequities are having a negative impact on their education. Student
voice is used to highlight urban middle school students’ perspectives on the quality of their education particularly in terms
of curricular issues, teacher quality, and lack of resources.
相似文献
Mark G. StorzEmail: |