Students’ use of personal technologies in the university classroom: analysing the perceptions of the digital generation     

Debra Langan  Nicole Schott  Timothy Wykes  Justin Szeto  Samantha Kolpin  Carla Lopez 《Technology, Pedagogy and Education》2016,25(1):101-117

Faculty frequently express concerns about students’ personal use of information and communication technologies in today’s university classrooms. As a requirement of a graduate research methodology course in a university in Ontario, Canada, the authors conducted qualitative research to gain an in-depth understanding of students’ perceptions of this issue. Their findings reveal students’ complex considerations about the acceptability of technology use. Their analysis of the broader contexts of students’ use reveals that despite a technological revolution, university teaching practices have remained largely the same, resulting in ‘cultural lag’ within the classroom. While faculty are technically ‘in charge’, students wield power through course evaluations, surveillance technologies and Internet postings. Neoliberalism and the corporatisation of the university have engendered an ‘entrepreneurial student’ customer who sees education as a means to a career. Understanding students’ perceptions and their technological, social and political contexts offers insights into the tensions within today’s classrooms.  相似文献   

The Private Sector of Education in Britain: a review of past research and recommendations for future work     

Debra Roker 《Educational studies》1992,18(3):277-298

The paper reviews research and debate on the private sector of education in Britain. Research undertaken to date is described as having taken place at three main levels, referred to as the ‘political’, ‘outcomes’ and ‘individual‐psychological’ levels. Following the review of research at these three levels, a number of neglected areas are identified, the investigation of which would contribute significantly to a greater understanding of the private/ state school debate. These areas are: a focus on girls and young women in private schools; the experiences of Assisted Place Scheme pupils; the study of the attitudes and values of private school pupils; the investigation of private school ethos and culture; exploring how private school pupils gain the ‘edge’ over state school pupils; and the isolation of school effects from social class and family background effects.  相似文献   

The hiring of underrepresented individuals in academic administrative positions: 1972–1979     

Michael R. Dingerson  John A. Rodman  Debra Burns 《Research in higher education》1985,23(2):115-134

Universities were mandated in 1972 to expand their recruitment and hiring efforts with the intent of employing more individuals from underrepresented populations. This study presents data relating to the hiring of academic administrators over the period 1972–1979. While there appear to be substantial changes in the hiring process and in the costs of hiring, there is little evidence to support the intent of the legislation to involve more minorities in the academic leadership and management of higher education institutions.  相似文献   

The language of science and the high school student: The recognition of concept definitions: A comparison between hindi speaking students in India and english speaking students in Australia     

P. P. Lynch  H. H. Chipman  A. C. Pachaury 《科学教学研究杂志》1985,22(7):675-686

Sixteen concept words (mass, length, area, volume, solid, liquid, gas, element, compound, mixture, electron, proton, neutron, atom, molecule, and ion) associated with the theme, the nature of matter were described as simple text book definitions after examination of classroom notes and school texts of the last three decades. Sixteen multiple-choice items all of the same form were constructed for each of the concept definitions. The English version of the sixteen item test was given to 1635 high school students in Tasmania (where the language of instruction and the home language is English) and the Hindi version of the test was given to 826 students from the Bhopal/Barwani region of India where the medium of instruction is Hindi. The English and Hindi speaking data are compared from the point of view of development, performance for individual items, and overall performance at grade 10. A number of linguistic hypotheses are examined and reported upon. Although the overall score at grade 10 was identical (10.8/16) for both groups there are differences in development overall and for individual items which are of interest. Overall, the science specificity of the Hindi words does not appear to confer any clearly defined advantage or disadvantage though again there are some interesting individual anomolies.  相似文献   

An After-School Program for Interpreting Local History     

Barbara J. Michels  Debra K. Maxwell 《TechTrends》2006,50(2):62-66

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Science Education Futures: “Great Potential. Could Do Better. Needs to Try Harder”     

Peter Aubusson  Debra Panizzon  Deborah Corrigan 《Research in Science Education》2016,46(2):203-221

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The Colonisation of Social Class in Education     

Kathleen Lynch  Cathleen O'neill 《British Journal of Sociology of Education》1994,15(3):307-324

The purpose of this paper is to explore the dilemmas posed by the analysis of working class issues in education by professional sociologists. There are two central themes in the paper. First it suggests that the inequalities experienced in the education system by working class people has been colonised by middle class academics for their own professional purposes. This colonisation has been greatly facilitated by the nature of the scholastic context itself. To globalise one's point of view in academic writing requires both freedom from the urgency and necessity of survival, and intellectual legitimacy. Working class people lack both. The paper also suggests that working class people occupy a struturally contradictory role in relation to education: on the one hand, social mobility generally requires that they be well educated. Yet if they are to succeed in the education system they have to abandon certain features of their class background. They cease to be working class at least to some degree. Other oppressed or marginalised groups in education, do not lose their defining minority identity or status by being educated: an educated woman never ceases to be a woman, an educated black person never ceases to be black, and a physically disabled person who is educated never ceases to be disabled. The structural relationship between social class and education, is fundamentally different therefore to that of gender, race and ethnicity and this issue needs to be re‐assessed in educational analysis. Finally, the paper suggests that the failure to incorporate a working class perspective on educational inequalities leads to the impoverishment of academic analysis as the interests of professional academics rather than working class people dominate the agenda.  相似文献   

Illuminating growth and struggles using mixed methods: Practice-based professional development and coaching for differentiating SRSD instruction in writing     

Debra McKeown  Mary Brindle  Karen R. Harris  Steve Graham  Alyson A. Collins  Megan Brown 《Reading and writing》2016,29(6):1105-1140

In this mixed methods study, qualitative, quantitative, and single-case methods were combined to provide a comprehensive investigation of teacher and student outcomes following practice-based professional development (PBPD) for self-regulated strategy development (SRSD) in writing. Qualitative observations were used to determine outcomes among the three-fourth grade teachers involved, a nested quantitative model was used to analyze classwide student writing outcomes across 53 students in the three classes, and single case design was used to determine differential outcomes among randomly selected struggling and average writers in each class. PBPD was followed by coaching for differentiation based on student performance and fidelity as teachers taught their students strategies for writing timed imaginary stories (with self as main character), as required by the state writing test. Qualitative results indicated two teachers did not differentiate writing instruction without coaching; one teacher was unresponsive to coaching and did not differentiate instruction. Classwide analysis demonstrated significant growth in writing at the class level for students from baseline to posttesting. Single case design results indicated mixed outcomes among struggling and average writers and instances where instruction was not effective. Teachers indicated high social validity for PBPD and for SRSD; students indicated high social validity for SRSD. Results across the multiple methods illuminate growth and struggles often disguised in group data and are addressed to aid in understanding and enhancing PBPD as well as instruction in SRSD and other evidence-based practices. Limitations and future research directions are discussed.  相似文献   

Exploring the position of curriculum studies across the continuum of teacher education in Ireland     

Raymond Lynch  Orla McCormack  Jennifer Hennessy 《Irish Educational Studies》2017,36(4):439-456

Curriculum, while often narrowly defined, is a contested space that stimulates continuing international debate, yet the importance of curriculum studies is frequently overlooked across the continuum of teacher education. Within the Irish context a technicist interpretation of curriculum studies, focusing primarily of subject knowledge and development, has historically been adopted. More recent Teaching Council of Ireland policy documents have espoused a broader macro understanding of curriculum studies as a foundation discipline within initial teacher education. However, concerns have been raised regarding student teachers’ ability to fully engage with such material so early in their professional development. With the recently embraced continuum of teacher education in Ireland, this paper examines how curriculum studies is currently defined by Irish policy and problematises how it is addressed in practice. The paper proceeds to explore emerging opportunities to expand this area of study across the continuum. A case for the place of curriculum studies as central to the advancement of the profession through the promotion of teachers as change agents is presented.  相似文献   

An analysis of the role of peers in supporting female students’ choices in science subjects     

Debra Panizzon  Lesley Levins 《Research in Science Education》1997,27(2):251-270

This exploratory study investigated the role and importance of peers in providing personal and academic support for Year 11 female students, enrolled in physics and biology. While these areas of support had been identified in earlier research by Holland and Eisenhart (1981), this study attempted to investigate further their importance within an Australian context. Questionnaires, completed by one hundred female students, were analysed using Principal Components Analysis and MANOVA. The statistical analysis found no significant differences between the six relevant factors and science subjects, however, significant differences emerged in relation to schools and particular factors. Subsequently, six interviews were conducted with selected students to elaborate upon the statistical differences that emerged from these results. The interviews corroborated the findings of the quantitative analysis and provided explanations for these differences. Overall, the results of this study suggest that while the supportive role provided by peers is similar regardless of the science subject undertaken by a female student this role varies between schools.  相似文献