Rethinking Library Service to Distance Education Students: Analyzing the Embedded Librarian Model     

Elaine Sullo  Tom Harrod  Gisela Butera  Alexandra Gomes 《Medical reference services quarterly》2013,32(1):25-33

Since fall 2009, reference librarians at The George Washington University's Himmelfarb Health Sciences Library have been embedded in online classes through Blackboard within the School of Nursing and School of Medicine and Health Sciences. The authors sought to determine the types of questions asked of the librarian, with the goal of informing future interactions with distance education classes to help develop a standard “protocol” for working with this population of students. Eighty-two questions were categorized and qualitatively analyzed. The findings have prompted librarians to explore tools such as Elluminate Live!, a tool that allows librarians to provide synchronous instruction within the Blackboard environment.  相似文献   

Irish mathematics teachers’ attitudes towards inclusion     

Elaine Whitty 《欧洲特需教育杂志》2013,28(2):237-256

This paper through the theoretical framework of constructive attitude theory explores mathematics teachers’ attitudes and pedagogical strategies with reference to inclusive practice. The authors argue that though teachers may have formed positive inclusive attitudes, the translation of these into practice does not always occur and poses significant challenges.  相似文献   

Secondary pre-service teacher education in Ethiopia: its impact on teachers' competence and confidence to teach practical work in science     

Tony Shallcross  Elaine Spink  Philip Stephenson  Paul Warwick 《International Journal of Science Education》2013,35(12):1293-1312

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Teacher experiences of culture in the curriculum     

Elaine Chan 《课程研究杂志》2013,45(2):161-176

This study examines the experiences of two middle‐school teachers as they attempt to acknowledge the ethnic, linguistic, and religious diversity of their students in their curriculum and teaching practices. It identifies the complications and challenges they encountered in the process. It presents one curriculum event to explore the ways in which diverse beliefs and values intersected as the teachers implemented the event. It employs a narrative inquiry approach with an emphasis on stories to learn about the experiences of the participants.  相似文献   

Reframing curriculum theory in terms of interpretation and practice: a hermeneutical approach     

Elaine Atkins 《课程研究杂志》2013,45(5):437-448

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Students' Perceptions of Teacher Support Across the Transition from Primary to Secondary School     

Edvin Bru  Tor Stornes  Elaine Munthe  Elin Thuen 《Scandinavian Journal of Educational Research》2013,57(6):519-533

This study examines the degree to which students' perceptions of teacher support are related to school type (primary versus secondary). The sample included 7,205 students from years 5 to 7 in primary school and years 8 to 10 in secondary school. Previous research has concluded that perceptions of school change negatively when students move from primary to secondary school. However, this research has been criticized for not accounting for age‐related changes in students' perception of school. Results from this study show a linear downwards tendency for perceived teacher support, with no obvious abrupt change between primary and secondary school. Our findings do not, therefore, support the idea that the transition from primary to secondary school affects students' perception of teacher support in a negative way.  相似文献   

A century of progress in secondary school mathematics 1834–1934     

Lydia Elaine Greene 《Peabody Journal of Education》2013,88(5):220-232

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The American faculty in an age of globalization: predictors of internationalization of research content and professional networks     

Martin J. Finkelstein  Elaine Walker  Rong Chen 《Higher Education》2013,65(3):325-340

A steady stream of studies on high-stakes tests such as University Entrance Examinations (UEEs) suggests that high-stakes tests reforms serve as the leverage for promoting quality of learning, standards of teaching, and credible forms of accountability. However, such remediation is often not as effective as hoped and success is not necessarily ensured. As reasons for such a failure were mostly studied after implementation or at completion phase of a reformed test, i.e., a-posteriori scrutinies, there remain theoretical and analytical gaps regarding policy/planning phase, i.e., a-priori explorations. To contribute toward ameliorating this problem, the present study, based on in-depth interviews with 14 policymakers and proponents of the UEEs reform, detailed their conceptualization of this change in terms of the underlying policies, prospects, and perspectives. The analysis came up with three major frameworks: ‘conceptual image of the intended impacts’, ‘paradigm shift from psychometrics traditions to edumetrics culture’, and ‘ulterior challenges of transition’. The analytic glance further provided corroborating links to two global perspectives on assessment: political and technological perspectives. The findings are suggestive that the technological challenges of the current change intersect with the policies that still envisage the same ‘selecting function’ for the UEE’s alternative. This would thwart the success rate of the ideals or desirable changes aimed by the ‘directing function’ of this reform. The a-priori planning analysis is, thus, noteworthy given that it becomes a terrain for examining the formulated policies and the intended practices, and for evidencing how policy influences and is influenced by the reals of practice.  相似文献   

Chinese whispers? Investigating the consistency of the language of assessment between a distance education institution,its tutors and students     

Laura Hills  Anactoria Clarke  Jonathan Hughes  John Butcher  Isobel Shelton  Elaine McPherson 《Open Learning》2013,28(3):238-249

Ensuring the fairness of assessment is important in all areas of higher education. It is particularly so in distance education, where the communication around assessment and feedback is a principal method of supporting learning, and even more so when the students are at the entry point into higher education. This research explores the nature of the language used in explaining the purpose and process of assessment on an access programme at The Open University, UK, from the perspective of the module team, the tutors and the students. It takes a qualitative approach to examine the clarity and consistency of assessment tasks, assessment guidance and TMGs. Analysis revealed inconsistencies in the language used in relation to assessment, which has led to a revision of how assessment tasks and guidance are communicated to students and tutors.  相似文献   

Student teachers in school practice: an analysis of learning opportunities     

Elaine Wilson 《教育政策杂志》2013,28(2):239-240

Abstract

Over the past decade, educational policy in Britain, as in other industrial nations, has been increasingly driven by the concern that higher education should serve the needs of the economy more effectively. The report Highly Qualified People: supply and demand reflects this concern and attempts to establish from employers Britain's likely requirement, in the 1990s, for such expensively educated labour. Though the report concluded that Britain needed more graduates over the next few years, closer scrutiny of its data suggests a very different conclusion ‐ not that Britain needs more graduates to prosper, but rather that Britain needs first to prosper before it is likely to want the graduates it already produces.

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