Listening to Difference in the Teaching of ‘English’: Insights from Internationally Educated Teachers1     

Susan Walsh 《Changing English: An International Journal of English Teaching》2008,15(4):397-405

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Right on Target for Time-Series Forecasting     

Christopher W. Craighead 《Decision Sciences Journal of Innovative Education》2004,2(2):207-212

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Needs and Acculturative Stress of International Students in CACREP Programs          下载免费PDF全文

Malvika Behl  John M. Laux  Christopher P. Roseman  Mojisola Tiamiyu  Sammy Spann 《Counselor Education & Supervision》2017,56(4):305-318

International students enrolled in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs provided acculturative stress and needs data. Acculturative stress was correlated with academic, social, language, and cultural needs. Furthermore, relationships were found between students’ types of needs. Implications are offered to help meet international students’ needs.  相似文献   

The challenges of undergraduate online learning experienced by older workers in career transition     

Christopher A. Meyers  Richard G. Bagnall 《International Journal of Lifelong Education》2017,36(4):442-457

This paper presents the findings of a research project on older workers transitioning into work as vocational educators through online undergraduate university study. The study involved interpretive phenomenological analysis of the experiences of 10 older learners. Their experience of online learning was found to be shaped by diverse influences and to comprise three distinct but interrelated elements: their use of technology, their use of hypermedia and their independent learning. Challenges raised by each of these elements called for a distinctive response from the university, respectively: short-term, readily available technical advice and support; tutoring to develop Web navigation and exploration skills, or the provision of selected readings; and opportunities for online or face-to-face dialogical engagement with others. Recommendations for the online provision of higher education for such learners, then, pointed to the need for an appropriately distinctive response to challenges in each of the three elements: the use of technology calling for individualised and immediate responsiveness to learner issues; the use of hypermedia calling for aggregated advice and resources prepared in advance; and independent learning calling for the prior structuring of opportunities for interactive engagement. Further research is suggested focusing on the relative cost and effectiveness of different approaches to addressing those needs.  相似文献   

Urban Regimes,Intermediary Organization Networks,and Research Use: Patterns Across Three School Districts     

Janelle Scott  Elizabeth DeBray  Christopher Lubienski  Priya Goel La Londe  Elise Castillo  Stephen Owens 《Peabody Journal of Education》2017,92(1):16-28

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Pressurizing the STEM Pipeline: an Expectancy-Value Theory Analysis of Youths’ STEM Attitudes     

Christopher Ball  Kuo-Ting Huang  Shelia R. Cotten  R.V. Rikard 《Journal of Science Education and Technology》2017,26(4):372-382

Over the past decade, there has been a strong national push to increase minority students’ positive attitudes towards STEM-related careers. However, despite this focus, minority students have remained underrepresented in these fields. Some researchers have directed their attention towards improving the STEM pipeline which carries students through our educational system and into STEM careers. Previous research has shown that expectancy-value theory (EVT) is useful for examining the short-term as well as long-term academic motivations and intentions of elementary age minority students. These findings provide insights into ways we may be able to potentially “patch” particular STEM pipeline leaks. In the current study, we advance this research by using EVT as a framework to examine the STEM attitudes of young students directly. We hypothesize that students’ academic-related expectancies for success and subjective task values will be associated with an increase in STEM attitudes. Data for this study was gathered over the course of a large-scale computing intervention which sought to increase students’ STEM interest. This computing intervention took place in an urban elementary school district located within the southeastern USA. Results from this study indicate that both intrinsic values and utility values predict students’ STEM attitudes but they influence attitudes related to the various dimensions of STEM differently. These findings demonstrate that EVT provides a useful framework, which can be integrated into future computing interventions, to help encourage positive STEM attitudes in young children, thus increasing the internal pressure (or flow) within the STEM pipeline.  相似文献   

Race Towards Freedom: W.E.B. Du Bois and the Tradition of Fugitive Black Study     

Christopher M. Tinson 《Equity & Excellence in Education》2017,50(3):294-299

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On innervisions and becoming in urban education: Pentecostal hip-hop pedagogies in the key of life     

Christopher Emdin 《Review of Education, Pedagogy & Cultural Studies》2017,39(1):106-119

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Contingency in innovation and the role of national systems: taxol and taxotère in the USA and France     

Vivien Walsh  Muriel Le Roux 《Research Policy》2004,33(9):1307-1327

A very rich collection of archival material is used to compare two anticancer drugs commercialised by multinationals collaborating with public sector research, one in the USA and one in France. The framework of national innovation systems is used to compare the innovative environments for each development (different institutional structures, research programmes, financing, industry-academic-government relationships, environmental concern, and intellectual property regimes). The empirical work was able to bring out the nuances and subtleties of each environment, the way in which innovation took place in practice, and some striking differences from what stereotypical accounts of innovation in each country would have suggested.  相似文献   

Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children     

Puranik CS  Lonigan CJ  Kim YS 《Early childhood research quarterly》2011,26(4):465-474

The purpose of this study was to examine which emergent literacy skills contribute to preschool children's emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4-5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter-writing skills made significant contributions to the prediction of spelling after controlling for age, parental education, print knowledge, phonological awareness, and letter-name and letter-sound knowledge; however, only letter-writing abilities made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Children's letter-writing skills may be a better indicator of children's emergent literacy and developing spelling skills than are their name-writing skills at the end of the preschool year. Spelling is a developmentally complex skill beginning in preschool and includes letter writing and blending skills, print knowledge, and letter-name and letter-sound knowledge.  相似文献