Visions and realities of Internet use in schools: Canadian perspectives     

Susan Gibson  Dianne Oberg 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):569-585

Teachers in many countries are being expected to use the Internet in their work. Research on the Canadian experience of Internet implementation provides insights that may be valuable for researchers and educators in other countries. A three‐year study, using both quantitative and qualitative approaches, examined both the visions for Internet use and the realities of everyday practice related to Internet use in Canadian schools. Participants in the study included ministry of education officials, teacher association officials, classroom teachers, and school administrators. Findings of the study suggest that all four participant groups were positive about the visions of the Internet as a tool with the potential to contribute to the enhancement of teaching and the development of information literate students. The realities of Internet use, however, were quite different from the visions. All four participant groups reported that the Internet was being used mostly to increase access to information. Its potential as an innovative learning tool for students and for teachers was largely unrealised. Few respondents reported using the collaboration, creation, and dissemination capabilities of the Internet. This outcome appeared to be the result of limited infrastructure support, difficulties in infusing Internet use into curriculum, and lack of appropriate teacher professional development.  相似文献   

The A-B-C's of coping with change     

Dianne D. Horgan 《Performance Improvement》1988,27(7):36-38

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Regarding the Dead: A Model for Anatomical Gifting Outside the Traditional Medical School Setting     

Janet M. Cope  Cynthia C. Bennett  Gytis Balilionis  Dianne M. Person 《Anatomical sciences education》2021,14(1):79-88

In 2017, Elon University became one of very few universities in the United States without a medical school to have an in-house Anatomical Gift Program (AGP). The program accepts first-person-consenting individuals only and within 2.5 years has become self-sufficient, supporting anatomy curricular needs of its physical therapy, physician assistant, and undergraduate biology and anthropology programs (n = 21 donors annually). This paper describes the timeline, costs, and benefits of developing an in-house AGP at a university without a medical school. Policy development, public outreach, equipment needs, and cost benefits are discussed. Within 2.5 years of program opening, the AGP Director delivered 161 educational outreach presentations at 86 different venues across the state providing information on anatomical gifting. The program registered 320 individuals (60% female, 40% male) and enrolled 41 deceased donors (69% female, 31% male; average age of 74.6 at time of registration and 74.8 at donation). During the first seven months of the program, donor preparation costs (with outsourcing for transport/donor preparation/document filing/serology testing/cremation) averaged US$ 2,100 per donor. Over the past 23 months, donor preparation has been completed on site, lowering the cost per donor to US$ 1,260. Other costs include personnel salaries, legal fees, and outfitting of the anatomy laboratory and preparatory room. Program benefits include support of anatomy education on campus, assurance that all donors have given first-person consent, and faculty/student access to donor-determined health, social, and occupational information. Faculty, staff, and students contribute to the daily operations of the AGP.  相似文献   

Relations between Schools and the University in the Preparation of Teachers     

Dianne Bloomfield 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):41-48

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Set for success,by Josie Santomauro and Margaret Anne Carter     

Dianne Houghton 《Emotional and Behavioural Difficulties》2013,18(1):100-101

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Engagement and learning through social software in finance: a retrospective on the Trading Room experience     

Ameeta Jain  Dianne Thomson  Alan Farley  Pamela Mulready 《Assessment & Evaluation in Higher Education》2012,37(6):701-718

The introduction of a social software blog space called the Trading Room in an undergraduate finance unit generated a great deal of activity to support student learning. A subsequent evaluation of this innovation, viewed through the lens of Activity Theory, demonstrated that students perceived high value in the opportunity it provided for them to reaffirm theories, obtain individualised feedback and benchmark their work against others. While assessment is generally seen as the carrot and the stick of learning; students in the study reported that they would still participate in reading and posting to the Trading Room even if there was no assessment requirement. Students did not see any value in the environment as a purely social space, reporting that they saw it primarily as a professional educational community. It would appear that just as there are different communities in the real world social space, there are also different types of communities in the online space.  相似文献   

Choosing and using methodological search filters: searchers' views     

Sophie Beale  Steven Duffy  Julie Glanville  Carol Lefebvre  Dianne Wright  Rachael McCool  Danielle Varley  Charles Boachie  Cynthia Fraser  Jenny Harbour  Lynne Smith 《Health information and libraries journal》2014,31(2):133-147

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‘I’m busy (and competitive)!’ Antecedents of knowledge sharing under pressure     

Catherine E?Connelly  Dianne P?FordEmail author  Ofir?Turel  Brent?Gallupe  David?Zweig 《知识管理研究与实践》2014,12(1):74-85

This study considers the dilemma faced by employees every time a colleague requests knowledge: should they share their knowledge? We use adaptive cost theory and self-efficacy theory to examine how individual characteristics (i.e., self-efficacy and trait competitiveness) and situational perceptions (i.e., ‘busyness’ and perceived competition) affect knowledge sharing behaviours. A study was conducted with 403 students who completed a problem-solving exercise and who were permitted (but not required) to respond to requests for knowledge from people who were doing the same activity. Our results suggest that people who perceive significant time pressure are less likely to share knowledge. Trait competitiveness predicted perceived competition. This and low task self-efficacy created a sense of time pressure, which in turn led to people feeling ‘too busy’ to share their knowledge when it was requested. Perceived competition was not directly related to knowledge sharing. Implications for research and practitioners are discussed.  相似文献   

Normative Considerations in the Aftermath of Gun Violence in Schools   总被引：1，自引：0，他引：1       下载免费PDF全文

Dianne T. Gereluk  J. Kent Donlevy    Merlin B. Thompson 《Educational theory》2015,65(4):459-474

Gun violence in American and Canadian schools is an ongoing tragedy that goes substantially beyond its roots in the interlocking emotional and behavioral issues of mental health and bullying. In light of the need for effective policy development, Dianne T. Gereluk, J. Kent Donlevy, and Merlin B. Thompson examine gun violence in schools from several relevant perspectives in this article. The authors consider the principle of standard of care as it relates to parents, teachers, and community members in a particular school's context. They posit that normative principles may provide a procedural mechanism appropriate for policymakers and practitioners when contemplating and implementing heightened security measures. Finally, they propose Rawlsian reasonableness as an effective and deliberative democratic process that reduces emotional, reactive responses to school shootings. Through these overlapping concepts, the authors advocate for purposeful discussions regarding gun violence in schools based on the unique pragmatic, educational, social, political, and contextual circumstances of individual schools and their surrounding communities.  相似文献   

Parent Partnerships: Transforming Homework into Home-School Activities     

Claudia H. Trahan  Dianne Lawler-Prince 《Early Childhood Education Journal》1999,27(1):65-68

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