Factors that influence students' plans to take computing and information technology subjects in senior secondary school   总被引：1，自引：0，他引：1  

Toni Downes  Dianne Looker 《Computer Science Education》2013,23(2):175-199

This article explores factors that contribute to low participation rates in computing and information technology (CIT) courses in senior secondary school, particularly for females. Partly drawing on the Values-Expectancy Theory the following variables are explored separately and within a single model: gender, ability and values beliefs, access and use at home and at school. As well as presenting results consistent with current literature, an inclusive and eclectic model is developed. The model indicates that, in addition to gender and the student's beliefs about the value of the subjects, plans to take CIT subjects are also affected by the amount of use of IT at school. These school-related factors are inter-connected either directly or indirectly with students' beliefs about their IT abilities at both schooland home, as well as the amount of use at home. For educators who seek to improve participation rates, particularly for females, theidentification of school-related variables is encouraging, as the school – unlike the home – is a relatively accessible site of intervention.  相似文献   

Multicultural tensions in England,France and Canada: contrasting approaches and consequences     

Dianne Gereluk  Richard Race 《International Studies in Sociology of Education》2013,23(1-2):113-129

This article considers multicultural education policies in relation to recent political and social events in England, France and Canada. The authors start from the assumption that the promotion of multiculturalism is thought to be a beneficial aim in schools. In light of this, they contrast this aim with the large civil unrest witnessed in 2005 in England and France, along with a recent 2006 court decision in Canada regarding minority rights in schools. They contend that effective multicultural policies must be developed at both the state and local levels, otherwise multicultural education policies will remain superficial at best.  相似文献   

Managing spaces: (re)working relations of strategy and spatiality in vocational education and training   总被引：1，自引：1，他引：0  

Dianne Mulcahy 《Studies in Continuing Education》2013,35(2):143-162

The adoption of a more ‘open’ national training market in vocational education and training (VET) in Australia has led to considerable changes in VET organizations and considerable challenges for VET managers. Recent research has established the critical role that ‘strategy’ plays in leading and managing these organizations and the significance of strategic management as a field of managerial practice within VET. In this article, I further examine the role of strategy in the management of VET organizations by giving attention to issues of space and spatiality. Deploying concepts from actor-network theory and drawing on case data collected from VET organizations, I address strategy as a spatializing project. The argument is made that strategy is an accomplishment of a network of relations rather than an individual manager or an individual organization and can take radically different forms (‘Big S’ strategy; ‘small s’ strategy) and produce radically different effects (economic, educational). More specifically, spatial relations play a constitutive role in strategy formation in VET. Relations of spatiality and strategy are created and sustained together, and where this complex relationship is understood space can serve as a ground for critique. The paper promotes a theoretical and empirical imperative to look keenly to the spaces filled by frontline managers. Essentially interrogatory, these spaces open up the possibility of the negotiation of managerial and organizational identities across differences of strategic management and operational management and, more broadly, of enterprise and education.  相似文献   

Establishing an online community of inquiry at the Distance Education Centre,Victoria     

Luke C. Jackson  Alun C. Jackson  Dianne Chambers 《Distance Education》2013,34(3):353-367

This pilot intervention focused on three courses that were redesigned to utilize the online environment to establish an online community of inquiry (CoI). The setting for this research study was the Distance Education Centre, Victoria (DECV), an Australian co-educational school with approximately 3000 students who, for a variety of reasons, are studying one or more subjects via distance education. Despite the availability of information and communications technology, many students at the DECV remain socially isolated from their peers. The DECV recognizes that online student collaboration has the potential to bridge this divide. Results of this study suggest that the adaptation of these courses had led to improvements in students’ perception of their educational experience. These findings may be of use to other P–12 education providers who are attempting to promote online collaboration and student connectedness.  相似文献   

Images of school principals' information and communications technology leadership     

Dianne L. Yee 《Technology, Pedagogy and Education》2013,22(3):287-302

This article describes a qualitative study designed to investigate information and communications technology (ICT) leadership by considering the lived experiences of principals in 10 carefully selected ICT-enriched schools in Canada, New Zealand, and the United States. To encourage further discussion regarding the impact of ICT on educational leadership practice, I have outlined a framework that suggests eight categories of ICT leadership. Although this study focussed on principals of ICT-enriched schools, the practical wisdom of the study participants has potential to assist other educational leaders who are expected to ensure that ICT becomes a tool to enhance learning, teaching, and leadership.  相似文献   

Multiple Perspectives on Multiple Measures: An Introduction     

Dianne Henderson-Montero  Marc W. Julian  Wendy M. Yen 《Educational Measurement》2003,22(2):6-6

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Multiple Measures: Alternative Design and Analysis Models     

Dianne Henderson-Montero  Marc W. Julian  Wendy M. Yen 《Educational Measurement》2003,22(2):7-12

The use of multiple measures is emphasized by legislation regulating the distribution of Title I funding to states, as well as by professional and industry standards regarding the use of test scores in high-stakes decisions. There are a wide variety of methods with which multiple measures can be designed and analyzed, and these methods have different implications for conclusions that will be reached. Recognizing the complexities associated with the implementation of a multiple measures approach to system evaluation, this article provides an overview and discussion of alternative models that may be considered in an accountability system and their applicability relative to the goals of the system evaluation. The article concludes with an example of the use of multiple measures with regard to No Child Left Behind legislation.  相似文献   

Recent International Documents and Journal Articles from the ERIC Database     

Dianne Rothenberg 《International Journal of Early Years Education》1997,5(1):79-85

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Minimizing the Influence of Item Parameter Estimation Errors in Test Development: A Comparison of Three Selection Procedures     

Mark J. Gierl  Dianne Henderson  Michael Jodoin  Don Klinger 《Journal of Experimental Education》2013,81(3):261-279

In test development, item response theory (IRT) is a method to determine the amount of information that each item (i.e., item information function) and combination of items (i.e., test information function) provide in the estimation of an examinee's ability. Studies investigating the effects of item parameter estimation errors over a range of ability have demonstrated an overestimation of information when the most discriminating items are selected (i.e., item selection based on maximum information). In the present study, the authors examined the influence of item parameter estimation errors across 3 item selection methods—maximum no target, maximum target, and theta maximum—using the 2- and 3-parameter logistic IRT models. Tests created with the maximum no target and maximum target item selection procedures consistently overestimated the test information function. Conversely, tests created using the theta maximum item selection procedure yielded more consistent estimates of the test information function and, at times, underestimated the test information function. Implications for test development are discussed.  相似文献   

“Standing in Terri Schiavo's Shoes”: The Role of Genre in End-of-Life Decision Making     

Mary Lay Schuster  Ann La Bree Russell  Dianne M. Bartels  Holli Kelly-Trombley 《Technical Communication Quarterly》2013,22(3):195-218

This article reports the findings from analysis of end-of-life court cases and case files from one state public guardianship administrator as well as interviews with guardians or surrogates to identify how language and principles of the courts are operationalized in end-of-life decisions for those who are unable to make decisions for themselves. We found that physicians and guardians worked well within the requirements of the genre to ensure the best interests for those whom they represent.  相似文献