Using the iPad as a tool to support literacy instruction     

Amy Hutchison  Beth Beschorner 《Technology, Pedagogy and Education》2013,22(4):407-422

The purpose of this case study was to examine how iPads could be integrated into literacy instruction in a fourth-grade classroom in ways consistent with new conceptions of literacy and in ways that transform traditional literacy instruction by supporting readers in creating multimodal responses to reading. Results indicate that several features of the iPad support literacy instruction, a context in which both traditional literacy skills and new literacies must be taught. Data analysis revealed the following four themes that characterise the ways in which classroom instruction was supported by integrating iPads: (1) choosing new ways to communicate a message; (2) detailed work and revision; (3) spontaneous collaboration and (4) student interest and attention to the tasks. Results indicate that features of the iPad may provide a simplified path to integrating technology into literacy instruction.  相似文献   

An Examination of How a Teacher's Use of Digital Tools Empowers and Constrains Language Arts Instruction     

Amy C. Hutchison  Lindsay Woodward 《学校用计算机》2014,31(4):316-338

The Common Core State Standards produce a need to understand how digital tools can support literacy instruction. The purpose of this case study was to explore how a language arts teacher's integration of computers and iPads empowered and constrained her and the resulting classroom instruction. Constraining factors included (a) inadequate technological knowledge, (b) expectations of students’ comfort with technology, (c) inappropriate expectations for assignments, and (d) limited conceptions of the purposes of technology. Subthemes related to enhancement included: enhancement of classroom environment, simplicity and sophistication equal innovation and empowerment, combining tools, and digital tools support multimodal communication.  相似文献   

REVIEW ARTICLE     

Dougal Hutchison 《牛津教育评论》2013,39(4):443-460

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Novice science teachers learn about interactive lesson revision     

Dr. Dougal MacDonald 《Journal of Science Teacher Education》1992,3(3):85-91

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A note on a method for summarizing unclassified FTE positions and unclassified dollars     

Jerry Hutchison  A. E. Johnson Jr.  June Michal 《Research in higher education》1982,17(1):33-37

A methodology is presented in this paper for summarizing university tenure commitments in terms of faculty positions and unclassified dollars by department or school.  相似文献   

Comparing School Systems to Explain Enduring Birth Date Effects: A response to McDonald (2001)     

Caroline Sharp  Dougal Hutchison  Wendy Keys 《Compare》2002,32(2):239-241

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Beginning Elementary Science Teachers: Developing Professional Knowledge During a Limited Mentoring Experience     

Brenda Gustafson  Sandra Guilbert  Dougal MacDonald 《Research in Science Education》2002,32(3):281-302

The professional development project reported on in this paper, the Beginning Elementary Science Teachers' (BEST) project, was based on the premise that the first years of elementary science teaching can be very important in the development of long-term quality science teaching. Specifically, we report on project experiences that allowed 13 beginning teachers to interact with experienced teachers in a university seminar and during school visits. Results show that these limited mentoring experiences can support the development of professional knowledge and discussion centers on factors that facilitate knowledge growth. Conclusions are presented that compare benefits of these limited mentoring experiences to those reported to be achieved in long-term mentoring programs.  相似文献   

The Prediction of Educational Failure     

Dougal Hutchison  Hilary Prosser  Peter Wedge 《Educational studies》1979,5(1):73-82

This paper investigates the possibility of an ‘early warning system’ for identifying children ‘At Risk’ of educational failure. Using data from the National Child Development Study, a national, longitudinal survey of about 16 000 children in Britain, we examined what characteristics could be used to predict at earlier stages children whose experience of the educational system would lead to their being classified as relative failures (as identified at 16 years). The paper uses, to this end, the technique of analysis of variance, and we reach the conclusion that relatively effective prediction of those ‘At Risk’ could be accomplished using quite simple criteria. The ones found in this study to be the most effective in predicting educational failure were in fact educational criteria themselves.  相似文献   

From hitting and tattling to communication and negotiation: The young child's stages of socialization     

Margaret Cooney Ph.D.  Linda Hutchison  Valenda Costigan 《Early Childhood Education Journal》1996,24(1):23-27

The importance of supporting the young child's socialization process is presented from the perspecitive of a teacher educator/researcher, a parent, and a caregiver. The article describes four stages of socialization and offers recommendations for corresponding spacial needs, play levels, adult's role, group size, and activities/materials for each stage.  相似文献   

Summer session faculty salaries: A research note     

Jerry E. Hutchison  A. E. Johnson Jr. 《Research in higher education》1984,20(3):375-377

This brief research note addresses the issue of summer session faculty salaries. Specifically, it demonstrates that for 77 reporting institutions, only 15 indicated that they paid the standard 2/9ths, or 22.2%, of the previous academic year's salary for full-time summer session teaching. The percentages paid for full-time summer session faculty ranged from 11% to 34%, with an average rate of 17.4%.  相似文献