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1.
Joke Voogt 《Education and Information Technologies》2009,14(4):325-343
This paper aims to understand the differences between characteristics of ICT-supported pedagogical practices of grade 8 science
teachers of extensive and non-extensive ICT-using science teachers. The differences of the pedagogical practices are described
in terms of innovative and traditionally important practice orientations. The innovative practice orientation reflects a demand
for education in an information society (e.g. communication skills; ability to learn at own pace), while the traditionally
important practice orientation (e.g. subject-matter knowledge) reflects teaching and learning in an industrial society. The
purpose of this study was to explore differences between the ICT-supported pedagogical practices of extensive and non-extensive
ICT-using science teachers. As part of the SITES 2006 study extensive ICT-using science teachers nominated their most satisfying
pedagogical practice. Perceived student outcomes and teaching practices have been analyzed using the SITES 2006 database.
In addition, the regular pedagogical practices of these science teachers were, using the SITES 2006 database, compared with
the regular pedagogical practices of non-extensive ICT-using science teachers. The results show that although traditionally
important practices within the context of ICT are still dominant in science education, changes in the equilibrium between
traditionally important and innovative practice orientations are taking place across educational systems. 相似文献
2.
South Africa’s readiness to integrate ICT into mathematics and science pedagogy in secondary schools
One of South Africa’s identified priorities is the implementation of ICT in education. To this end a phased implementation
plan was initiated in 2004 for ICT to be implemented into schools across the country over eight years. During this time South
Africa also participated in three international studies undertaken by the International Association for the Evaluation of
Educational Achievement (IEA) focusing on ICT in Education. Each of these permitted the country to benchmark its progress
in terms of other countries and their implementation of ICT in education. The latest study, SITES 2006 provides a useful set
of indicators against which South Africa can evaluate its progress with regard to its implementation of ICT. This paper seeks
to evaluate South Africa’s readiness to integrate ICT into mathematics and science classrooms. This was done using a number
of indicators of “sustainable change” derived from SITES 2006 and then comparing these to countries such as Chile, Thailand
and Norway, the former two with similar context and conditions and the latter with contrasting conditions. The findings reveal
that whilst South Africa has made some progress since 1998 in terms of the implementation of ICT in education, that the majority
of schools are still in their infancy regarding the acquisition of ICT and most of those who have access are still in the
process of trying to integrate the ICT into their teaching and learning. It would appear that more fundamental needs in South
Africa’s education system have dominated its priorities. 相似文献
3.
Ninni Wahlström 《课程研究杂志》2018,50(5):587-594
ABSTRACTThe articles in this special issue include different perspectives on comparative policy studies with an aim to understand transnational education policies in relation to the logic of national educational systems and to grasp the ongoing reframing of teacher identity and teaching as a result of the policy activities of ‘new’ and coordinated international actors. This special issue aims to contribute to a continued qualified investigation in curriculum issues at the various levels within the public education system, as well as in the international policy movements, affecting public education differently in different nations. A ‘comparative curriculum research’ inspired by theories and methods from comparative education might be helpful in this endeavour. 相似文献
4.
The study of educational innovations has become increasingly important in education research as many countries around the world have embarked on education reforms that aim to change both the goals and practices in education. There is also a general expectation that such innovations can be leveraged or supported by the use of information and communication technology (ICT) in the learning and teaching process. However, comparative studies of innovations are relatively rare. SITES M2, as an international comparative study of innovative pedagogical practices involving 28 participating systems, thus faced important methodological challenges the solution of which was no less an innovation in itself. This paper examines the methods of analysis used and the kind of research findings that resulted from the work of three research teams that had conducted comparisons of the case studies of innovation collected, including the work of the SITES M2 International Coordinating Centre (ICC). Even though all three studies attempted to examine similarities and differences across multiple case studies, the analysis conducted by the ICC looked for characterizations of the innovations while the other two studies developed meaningful ways to compare the cases in terms of levels of innovation across a number of dimensions. In discussing the methodological differences across these studies, this paper pays special attention to how one could compare different innovations in terms of their levels or extents of innovation and what such comparisons may contribute to our learning from technology-supported education innovations. 相似文献
5.
我国教育信息化从硬、软件的配备阶段发展到注重应用及其效益的阶段,开展有关学校ICT应用效益研究的必要性和重要性也进一步凸显出来。本研究通过梳理和深入剖析IEA所开展的教育信息技术方面的国际研究项目SITES,对ICT应用效益的研究框架、研究方法、表现及影响因素等方面进行归纳和分析,希望能提供关于学校ICT应用效益研究方面的重要借鉴和启示。 相似文献
6.
This paper explores school and teacher factors that are associated with the frequency of use of ICT by mathematics teachers. The SITES 2006 data base was used to compare countries with a relative high percentage of frequently ICT-using mathematics teachers (HIMA countries) with countries with a relative low percentage of frequently ICT-using mathematics teachers (LOMA countries). Meaningful effect sizes (≤?0.5 or ≥0.5) for 29% of the items in the SITES 2006 database were found. The findings suggest that mathematics teachers in HIMA countries, more than in LOMA countries apply a learner-centered approach in their educational practice and have a focus on life long learning competencies. In addition, compared to LOMA countries, school leaders in HIMA countries, are active in stimulating the use of ICT and encouraging teachers to apply new ways of teaching and learning. The school level items of the SITES 2006 database with meaningful effect size were factor-analyzed resulting in five factors: 1. active communication, 2. school leadership development, 3. assessment orientation, 4. ICT use by school leaders and 5. Bottom–up change orientation. Country profile scores for HIMA and LOMA countries and for culturally comparable countries were generated to illustrate how these country profiles can be used to inform ICT policy. 相似文献
7.
Clementina Acedo 《Prospects》2008,38(1):5-13
This special issue is introduced. The issue draws together a selection of articles uniting theoretical and field research
dealing with the notion of inclusive education and the challenges encountered in the policy-making and implementation processes.
These articles represent diverse, multifaceted theoretical, disciplinary and methodological approaches to inclusion. Throughout
the issue, inclusion is seen as a guiding principle, helping to accomplish quality Education for All (EFA)—education systems
that benefit from diversity, aiming to build a more just, democratic society. This special issue is devoted to the theme of
the 48th International Conference of Education, “Inclusive Education: The Way of the Future” (Geneva, 25–28 November, 2008).
Clementina Acedo (Venezuela) is director of the International Bureau of Education IBE-UNESCO. She holds a Ph.D. in International and Comparative Education and a master’s degrees in Philosophy and International Development Education from Stanford University. She was a professor in the Department of Administrative and Policy Studies at the University of Pittsburgh. Previously she has worked for the World Bank. She is the author of several articles and other works on international educational policy; teacher education systems, secondary education reform, and curriculum development in various countries. 相似文献
| Clementina AcedoEmail: |
Clementina Acedo (Venezuela) is director of the International Bureau of Education IBE-UNESCO. She holds a Ph.D. in International and Comparative Education and a master’s degrees in Philosophy and International Development Education from Stanford University. She was a professor in the Department of Administrative and Policy Studies at the University of Pittsburgh. Previously she has worked for the World Bank. She is the author of several articles and other works on international educational policy; teacher education systems, secondary education reform, and curriculum development in various countries. 相似文献
8.
This paper looks at the origins of the international journal Educational Studies in Mathematics (ESM) in 1968 and traces its later development as it responded to changes in mathematics education. The paper first examines,
in chronological order, the contributions of its editors in defining its spirit, policy and procedures, as they directed its
growth and its transformation into a leading journal of research in mathematics education. The paper then presents a statistical
profile of ESM articles by content area, educational issue, level of schooling and research method, and goes on to look more
closely at the special issues of ESM, each dedicated to a single topic, and how they reflect the changing concerns of mathematics educators.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
9.
Larry D. Yore John O. Anderson Mei-Hung Chiu 《International Journal of Science and Mathematics Education》2010,8(3):593-609
Evidence-based policies, decisions, and practices are highly valued and underachieved in the international mathematics and
science education reforms. Many in the mathematics and science education research communities lament the lack of influence
that research results have on the education profession, schools, and teaching. Academic research done in isolation of end-users—with
the faint hope that teachers, politicians, and bureaucrats will access and utilise these results to inform curriculum, assessment,
and instruction and to influence public policy—has not worked. Some funding agencies require dissemination of research and
development results to the broader political and education communities; therefore, applicants agree to these requirements
without fully realizing the breadth of these demands. However, to achieve such knowledge transfer requirements, researchers
need to become more (a) aware of the needs, players, and processes of ‘speaking truth to power’; (b) active in knowledge transfer
and influencing public policy; and (c) alert to values and normative premises of the policy makers. This article outlines
the essential principles, barriers within the academic community, international efforts, and future considerations for knowledge
transfer regarding international assessments. Specific articles on PISA 2000, 2003, and 2006 included in this special issue
are used to illustrate these insights into verification of curricular influences, educational opportunity and equality, regional
comparisons, and direct influence on policy. 相似文献
10.
《Exceptionality》2013,21(4):199-221
The purposes of this article are (a) to present the results of a federally funded study conducted by the Research Triangle Institute concerning the application of categor- ical and noncategorical special education in both state and local education agencies and (b) to illustrate how the case study as a rigorous research strategy (Yin, 1989, 1994) was applied to this policy issue in special education. These purposes are complementary, one focusing on the primary quaiitative methods and procedures of the study, the other focusing on the findings and conclusions relative to a current issue in the delivery of special education and related services. Thus, although the format of this article follows that of the traditional research study, we discuss not only the findings relevant to the implementation of categorical and noncategorical special education, but also the advantages and limitations of case study methodology, which increasingly is being used to study policy issues in special education. 相似文献
11.
AbstractTo explore the movement toward increased complex systems (CS) research in education, this special issue of the Journal of Experimental Education was developed to identify some under-examined places where CS approaches have advanced research. The articles provide empirical examples of research leveraging methods and analyses from complexity science. In this introduction article to the special issue, we discuss the authors’ contributions to defining and explicating concepts and methods that fall under the umbrella of CS perspectives and how these methods were used to investigate complex processes in their topics of study. The articles capture the goal of the special issue to demonstrate how the research questions framed by CS assumptions can change our expectations about the very nature of the processes under study in education. We then take a more global perspective and acknowledge the commonalities amongst the papers, including (a) the reliance on intensive data to answer research questions, and (b) the use of dynamic approaches that yield findings about the stability and change of these systems and phenomena. 相似文献
12.
Jin-Hee Kim 《Frontiers of Education in China》2016,11(3):338-355
This study aims to understand equity issues of international students’ learning in Korean higher education institutions by engaging with the issue of racism and identifies how international students in Korea reshape their learning trajectory and how we could provide equitable and quality education for international students. Espousing a qualitative case study design, six students from different background were interviewed to examine features of perceived institutional racism based on their learning experience in Korea. Major findings showed that internationalization has not been fulfilled in terms of engaging with international students although Korean government and higher education institutions have developed relevant policy to attract international students. This study indicates that Korean universities need to reconstruct their social, cultural, and institutional systems to embrace equity, diversity and inclusiveness to empower international students’ capacity. 相似文献
13.
To support the national and international aims of inclusion, special teacher training in Sweden was replaced in 1990 by special educator training. These special educators would supervise the teachers in their school and would not exclusively teach students. The aim of this study was to investigate what the principals of 14 municipal compulsory schools in Stockholm County thought about the organisation and realisation of special education in 1996 and 2006 respectively. According to the results, there were fewer segregated groups in these schools in 2006, but an increasing number of students were placed in segregated groups that were common to several schools or municipalities. Principals at schools with teaching teams usually saw the special educator as a coordinating and supervising resource while others preferred the special teacher function. The former approach led to a more inclusive school and the latter in the direction of exclusion. 相似文献
14.
Jean B. Crockett 《Exceptionality》2013,21(3):139-142
Effective leadership and administrative support for special education are critical issues in today's schools. The field of special education administration is gaining attention in the literature as professionals seek ways to foster accountability and drive change in ways that support the success of students with disabilities and their teachers. The purpose of this special issue of Exceptionality is to address current issues in special education administration and to explore promising directions. This introductory article provides a conceptual overview of the collaborative nature of special education administration, including issues of instructional, ethical, and teacher leadership. This article is intended to serve as a foundation for the succeeding articles within this special issue addressing key concerns within the field. 相似文献
15.
This is an introduction to a special issue of Research in Science Education that focuses on peer review in science education. We introduce each of the articles in the special issue and highlight some of the issues that are addressed and the methods employed in the articles that follow. We regard peer review as central to issues of research in science education and publication of this special issue as just in time. 相似文献
16.
Cooperative learning: does it improve the academic achievement of students with handicaps? 总被引：1，自引：0，他引：1
K M Tateyama-Sniezek 《Exceptional children》1990,56(5):426-437
This article reviews the research on the effects of cooperative learning on the academic achievement of students with handicaps. Journal articles that included students with handicaps in the sample (achievement as a dependent variable and cooperative learning as an independent variable) were selected for inclusion. A limited number of studies (12) met the selection criteria, and the findings were inconsistent. More research is needed before teachers are encouraged to use cooperative learning methods to promote the academic achievement of mainstreamed special education students. 相似文献
17.
This invited special issue of Early Education and Development presents research related to the Early Development Instrument (EDI; Janus & Offord, 2007), a community tool to assess children's school readiness at a population level. In this editorial introduction, we first sketch out recent trends in school readiness research that call for a contextual and whole-child assessment of school readiness. Then we provide an overview of the EDI, including a discussion of its purpose and development, as well as its large-scale international use as a community tool to monitor children's developmental outcomes at population levels. Finally, we introduce the special issue's articles, all of which present research findings from ongoing community research projects that employ the EDI to assess children's school readiness. These articles are grouped into the following thematic themes: (a) individual-level validity of the EDI, (b) school and neighborhood effects and population-level validity of the EDI, and (c) program implementation and evaluation using the EDI. 相似文献
18.
通过检索"CNKI",分析了1979年至2006年28年来有关比较教育学科体系研究的文献。从研究文献量、研究内容和研究机构三个维度对有关比较教育学科体系的文章进行了内容分析。结果发现:比较教育学科体系研究的文献量增幅大,研究内容依旧是围绕研究范式与比较教育学科建设,比较教育学科体系的本土化研究日益受到关注,对比较教育学科体系进行研究的机构主要集中于高等师范院校、国际与比较教育研究所。 相似文献
19.
This paper describes the rationale, conceptualization and design of the Second International Information Technology in Education
Study (SITES). SITES is a survey of schools and teachers of their pedagogical practices, their use of ICT and their readiness
for changing their teaching–learning towards the demands of the 21st century. The study will take place under the auspices
of the International Association for the Evaluation of Educational Achievement (IEA) and the data collection is planned for
2006; therefore the project is called ‘SITES2006’.
相似文献
| T. PlompEmail: |
20.
Gürol Irzik 《Science & Education》2013,22(10):2375-2384
Certain segments of science are becoming increasingly commercialized. This article discusses the commercialization of academic science and its impact on various aspects of science. It also aims to provide an introduction to the articles in this special issue. I briefly describe the major factors that led to this phenomenon, situate it in the context of the changing social regime of science and give a thumbnail sketch of its costs and benefits. I close with a general discussion of how the topic of commercialization of academic science is relevant to science education. 相似文献