On re-readingThe Hobbit,fifteen years later     

Jared Curtis 《Children‘s Literature in Education》1984,15(2):113-120

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The 2014 special educational needs and disability code of practice: old ideology into new policy contexts?     

Alan Hodkinson  Leah Burch 《教育政策杂志》2019,34(2):155-173

This article reveals the Foucauldian docile body manufactured within the Department for Education’s special educational needs and disability code of practice 2014 through employment of a theoretical lens of embodiment and an analytical focus on only three words. In problematizing the concepts of support, employment and independence, we seek to upend this docile body juxtaposing such against the active ‘non-productive’ disabled body. We conclude that the Code is riven with ideological assumptions which act as a constraint to the location, form and function of the body. Everybody’s body is sorted and graded according to its ability to fulfil a Conservative work ethic and contribute positively to a society in which bodies are not equally valued. The authors suggest that critical discourse analysis, informed by the outlined conceptualisation of embodiment, could be usefully applied in the critiquing of many policy and guidance documents.  相似文献   

Kissing in the Carnage: An Examination of Framing on Twitter During the Vancouver Riots     

Lauren M. Burch  Evan L. Frederick  Ann Pegoraro 《广播与电子媒介杂志》2015,59(3):399-415

This study examines the frames found on Twitter during the Vancouver riots on June 15, 2011. A textual analysis was employed, and resulted in the identification of 5 frames: fandom, riot propagation, global perspectives, shame on Vancouver, and real fans vs. idiots. The identification of these frames illustrated Twitter's role as a source of news and information, and also an outlet for shaping public opinion and cultural perception. Twitter provided the opportunity to counter public perceptions of Canadian hockey fans and the rioters through displays of dissociation, embarrassment, remorse, and comparisons to substantial global events of political unrest.  相似文献   

The Brokenness of Broken Windows: An Introductory Statistics Project on Race,Policing, and Criminal Justice     

Jared Warner 《PRIMUS》2019,29(3-4):281-299

Abstract

We describe a semester-long project for an introductory statistics class that studies the broken windows theory of policing and the related issues of race, policing, and criminal justice. The most impactful feature of the project is the data-collection phase, in which students attend and observe a public arraignment court session. This “Court Monitoring Project” was completed in partnership with the Police Reform Organizing Project, a New York City non-profit organization. The mathematical student learning outcomes of the project emphasize the construction and interpretation of various graphical representations of data (contingency tables, bar charts, histograms, box plots, and scatter plots).  相似文献   

Computer Technology Integration and Student Learning: Barriers and Promise   总被引：1，自引：1，他引：0  

Jared Keengwe  Grace Onchwari  Patrick Wachira 《Journal of Science Education and Technology》2008,17(6):560-565

Political and institutional support has enabled many institutions of learning to spend millions of dollars to acquire educational computing tools (Ficklen and Muscara, Am Educ 25(3):22–29, 2001) that have not been effectively integrated into the curriculum. While access to educational technology tools has remarkably improved in most schools, there is still concern about instructional integration of computer technology to support student learning. Appropriate integration of computer tools constitutes a major change in people’s lives; technology integration is a complex phenomenon that involves understanding teachers’ motivations, perceptions, and beliefs about learning and technology (Woodbridge, ). Although computer technology has a great potential to reform or even transform education, barriers come in the way of achieving success especially with student learning. This paper presents an overview of technology use in education with a focus on barriers to computer technology integration. Further, this paper provides suggestions to maximize the benefits of learning with computer technology.  相似文献   

Media and attitudes: A bibliography part 1 — Articles published in AV communication review (1953–1977)     

Michael Simonson  Pamela Thies  Georgeann Burch 《Educational technology research and development : ETR & D》1979,27(3):217-233

The authors discuss briefly the purposes, trends, problems, and implications of media-attitude research published in AV Communication Review during its 25 years. The remainder of the article consists of abstracts of 68 such experimental studies and reference citations directing the reader to studies originally published elsewhere and abstracted in AVCR. This study was supported in part by a grant from the Research Institute for Studies in Education (RISE), College of Education, Iowa State University.  相似文献   

Frog dissection via the world-wide web: Implications for widespread delivery of instruction   总被引：1，自引：0，他引：1  

Mable B. Kinzie  Valerie A. Larsen  Joseph B. Burch  Steven M. Boker 《Educational technology research and development : ETR & D》1996,44(2):59-69

While valuable instructional products are available for development and distribution via a variety of media, the Internet provides one of the most effective delivery mediums to date. In this paper, we describe the design and development of a set of Internet-based instructional materials on frog dissection and anatomy, and report on the effectiveness of Internet delivery for encouraging high levels of use and user satisfaction.A previous version of this paper was presented at the 1995 annual meeting of the Internet Society, Honolulu, HI.  相似文献   

Students’ and teachers’ perceptions: initial achievements of a Project-Based Engineering School     

María-José Terrón-López  Paloma-Julia Velasco-Quintana  María-José García-García  Jared R. Ocampo 《European Journal of Engineering Education》2017,42(6):1113-1127

A unified academic model based on the project-based learning (PBL) methodology was implemented, in the 2012–2013 period, in the School of Engineering at Universidad Europea de Madrid. The purpose of this paper is to explore whether teachers and students participating in the capstone projects feel that the objectives for which this methodology was designed for are being achieved. The data were collected through interviews to participants at the end of the PBL experience. The results are encouraging, as students seem to be more motivated, and they say that they are experiencing deeper learning, and have developed key competitive skills required for their professional lives. Findings also suggest that teachers face positively the PBL as a learning approach since they perceive that students obtain a deeper learning, develop transversal skills with the projects and are more engaged with their studies. Implications and recommendations for the future of the model are also discussed.  相似文献   

Computer Technology-infused Learning Enhancement     

Jared Keengwe  Longy O. Anyanwu 《Journal of Science Education and Technology》2007,16(5):387-393

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Using invention to change how students tackle problems     

Taylor JL  Smith KM  van Stolk AP  Spiegelman GB 《CBE life sciences education》2010,9(4):504-512

Invention activities challenge students to tackle problems that superficially appear unrelated to the course material but illustrate underlying fundamental concepts that are fundamental to material that will be presented. During our invention activities in a first-year biology class, students were presented with problems that are parallel to those that living cells must solve, in weekly sessions over a 13-wk term. We compared students who participated in the invention activities sessions with students who participated in sessions of structured problem solving and with students who did not participate in either activity. When faced with developing a solution to a challenging and unfamiliar biology problem, invention activity students were much quicker to engage with the problem and routinely provided multiple reasonable hypotheses. In contrast the other students were significantly slower in beginning to work on the problem and routinely produced relatively few ideas. We suggest that the invention activities develop a highly valuable skill that operates at the initial stages of problem solving.  相似文献