Mapping discourses in teachers' talk about using digital texts in classrooms     

Eileen Honan 《Discourse: Studies in the Cultural Politics of Education》2010,31(2):179-193

Many accounts explaining teachers' lack of engagement with new technologies in their classrooms engage with discourses that blame their lack of time, expertise, or enthusiasm. In this paper I offer an alternative reading that provides a more agentic explanation. A rhizotextual analysis is undertaken that reveals the connections between teachers' talk and the institutional and societal discourses that ascribe value and worth to particular approaches to using new technologies and their associated digital texts in literacy classrooms. These approaches involve a focus on the technical or operational skills required to use new technologies and the over-emphasis of production work when engaging with digital texts. Taking up these discourses (im)plausibly constitutes teachers as experts and professionals, rather than the more common deficit construction of them as lacking in the skills, knowledge or even creativity required to engage in more meaningful and challenging ways with the literacy resources that young people require in the twenty-first century.  相似文献   

Can the Distance Education Student Progress (DESP) Inventory be Used as a Tool to Predict Attrition in Distance Education?     

Eileen Thompson 《高等教育研究与发展》1999,18(1):77-84

This study examined the extent to which the sub‐scales and scales developed from the distance education student progress (DESP) Inventory are associated with attrition and persistence of external students enrolled in the fourth year of the Bachelor of Education course at an Australian university. A discriminant analysis of the 15 factors produced from a principal analysis of the DESP Inventory correctly classified 73% of withdrawing and continuing students. The first four factors correctly predicted 64% of withdrawing and continuing students. There is some congruence between the sub‐scales and scales of the DESP Inventory and those reported in this study.  相似文献   

Researcher-practitioner: an unholy marriage?     

Eileen M. Fryer 《Educational studies》2004,30(2):175-185

This artide has been draftn from the Observations, interpretations and reflections resulting from my first year of research as a PhD student. In September 2002 citizenship education became a mandatory entitlement ofthe KS3 and KS4 curriculum in England (ages 11-16 years). The initial focus of my research in this first year of a new government initiative was to monitor the unfolding impact of citizenship education within my workplace: from the position of all stakeholders. This research has been carried out whilst I also hold the position of coordinator of citizenship education in an English high school. A case-study approach was, and continues to be, employed in which I have gathered both qualitative and quantitative data. The results that can be drawn from some of the data so far collected, however, are both contentious and potentially contradictory and therefore offer valuable material for discussion both on their own merits as well as on my own position as researcher. This article identifies the conflict of views over the value of evidence-based research in the teaching profession, locates these within the context of my own experiences with both staff and students, and suggests possible solutions for the dilemma  相似文献   

Limited English Proficiency and Socioemotional Well-Being Among Asian and Hispanic Children From Immigrant Families     

Hannah S. Kang  Eileen Haddad  Chuansheng Chen  Ellen Greenberger 《Early education and development》2014,25(6):915-931

Research Findings: Previous research has suggested that children from immigrant families face multiple stressors associated with acculturation. One component of acculturation that has not been widely explored in relation to children's socioemotional development is limited English proficiency (LEP). Given that English is the main language used in American schools, it is important to understand how LEP can affect the socioemotional development of children from immigrant families whose 1st language is not English. This study explores the effects of LEP on the socioemotional development of 5,268 Hispanic and 2,088 Asian American children from the Early Childhood Longitudinal Study data set (first 3 waves of data). Results from generalized estimating equation analyses revealed significant interactions between ethnicity and language status. English-proficient Asian American children fared better than Hispanic children, but Asian American children with LEP lagged behind their Hispanic counterparts in their approaches to learning, self-control, and interpersonal skills at the beginning of kindergarten. These ethnic differences disappeared by the end of 1st grade. Practice or Policy: Our findings suggest that language-related challenges among minority children may be more consequential for young Asian American children, who would benefit from additional efforts to help them attain proficiency in English.  相似文献   

Model Breaking Points Conceptualized     

Rozy Vig  Eileen Murray  Jon R. Star 《Educational Psychology Review》2014,26(1):73-90

Current curriculum initiatives (e.g., National Governors Association Center for Best Practices and Council of Chief State School Officers 2010) advocate that models be used in the mathematics classroom. However, despite their apparent promise, there comes a point when models break, a point in the mathematical problem space where the model cannot, or arguable should not, be used. In this work, we explore the breaking point of the chip model for integer subtraction and the area model for fraction addition. Breaking is inevitable—either because no one model is robust enough to be applicable in a very large problem space and/or because the modifications required to keep the model functioning weaken or even eliminate its benefits. While models are often intended to serve as visual illustrations or embodiments of a concept, adaptions at the model breaking point can turn model use into nothing more than executing the graphical analogue to a not-well-understood procedure. The act of identifying model breaking points illuminates the affordances and constraints of the model. This provides students a unique opportunity to discriminate across mathematical models to develop a meta-level understanding of the relationship between models and the mathematics those models are intended to support.  相似文献   

EFFECTS OF AN INTERGENERATIONAL FRIENDLY VISIT PROGRAM ON THE ATTITUDES OF FOURTH GRADERS TOWARD ELDERS     

Eileen Schwalbach  Sharon Kiernan 《Educational gerontology》2013,39(3):175-187

This article describes the effects of an intergenerational friendly visit program on the attitudes toward the elders of one fourth grade class. Students visited with their elder "special friends" at a nursing home every week for five months. In-class lessons regarding students' knowledge and attitudes toward elders prepared students for the visits. The results of this qualitative study indicated that students gained a raised level of awareness regarding elders and the aging process. Their attitudes revealed a realistic view of both the positive and negative aspects of aging. Their attitudes toward their "special friends" were consistently positive and their empathy increased during the course of the study.  相似文献   

The Evidence Base for Mental Health Consultation in Early Childhood Settings: A Research Synthesis Addressing Children's Behavioral Outcomes     

Deborah F. Perry  Mary Dallas Allen  Eileen M. Brennan  Jennifer R. Bradley 《Early education and development》2013,24(6):795-824

Research Findings: Early childhood mental health consultation aims to reduce problem behaviors and improve social skills in young children primarily through changes in the classroom environment and teacher practices. We conducted a systematic review of the literature and identified 14 rigorous studies that reported on child-level outcomes. These studies had at least one of the following characteristics: publication in a peer-reviewed journal, use of a randomized control trial design, or inclusion of a comparison group. Across these studies, there was variation in the approaches to consultation, qualifications of the consultants, and intensity of the services provided. Overall, early childhood mental health consultation services were consistently associated with reductions in teacher-reported externalizing behaviors. Findings related to reductions in internalizing behaviors were mixed. Teacher ratings of prosocial behaviors were improved in the majority of the studies that reported on this domain. Practice or Policy: This research synthesis underscores the importance of documenting the specific approaches to early childhood mental health consultation that are being implemented to allow for replication of effective models. Areas for future research improvement include increasing rigor through studies that contain independent assessments of children's behaviors, isolating key components of effective consultation, and identifying consultant qualifications and characteristics that lead to child behavior changes.  相似文献   

PURSUING EXCELLENCE: THE COMMUNITY COLLEGE OF DENVER     

John E. Roueche  Suanne D. Roueche  Eileen E. Ely 《Community College Journal of Research & Practice》2013,37(7):517-537

This article is based on an in-depth, yearlong qualitative case study focusing on the Community College of Denver and a comprehensive review of research examining developmental education and institutional effectiveness issues in higher education. The authors identify critical issues, discuss implications, and suggest recommendations for improving accountability of practices; (b) increasing student success, with an emphasis on valuing diversity; and (c) implementing a new developmental program of strategically improving an existing one. Recommendations include (a) being knowledgeable about accountability mandates required of others and initiating self-imposed action; (b) establishing a commitment to quality results and sharing results with internal and external constituents; (c) creating an internal grassroots process that regularly provides for open discussion, planning, promoting and supporting student performance, and celebrating success; (d) cultivating informal leadership; (e) recruiting and hiring the best faculty members available then monitoring, mentoring, and training them; (f) creating a centralized developmental education model; (g) integrating technology into all college services and instructional plans; (h) seeking external funding to support retention and achievement initiatives; and (i) being committed to and taking steps toward leveling the educational playing field. Study results suggest that, when implemented as a combined effort by an institution committed to student learning, these actions can contribute to significantly higher levels of student success.  相似文献   

A Review of: “The Information Revolution & Ireland: Prospects and Challenges,by Lee Komito. Dublin: University College Dublin Press, 2004. ix + 222 pp. $35.95 (paper). ISBN 1-904558-07-0”     

Eileen M. Trauth 《The Information Society》2013,29(5):369-370

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Individual Education Plans in the Republic of Ireland: an emerging system     

Richard Rose  Michael Shevlin  Eileen Winter  Paul O'Raw  Yu Zhao 《British Journal of Special Education》2012,39(3):110-116

The Education for Persons with Special Educational Needs Act in Ireland advocated the development of individual education plans (IEPs). However, this section of the Act has never been fully implemented and there is no obligation upon schools to develop IEPs. Research conducted across the country by Richard Rose and Yu Zhao of the University of Northampton, Michael Shevlin of Trinity College Dublin, and Eileen Winter and Paul O'Raw of the Institute of Child Psychology and Education Europe, examined the extent to which IEPs have been developed and implemented in schools, and attitudes towards their use. Interviews were conducted with teachers, parents, pupils and other professionals to gain data related to IEP development and implementation. The findings of the research suggest that schools are taking the initiative in developing IEPs, though there is inconsistency in their use and in perceptions of their usefulness.  相似文献