Training needs and online learning preferences of early childhood professionals     

Jenna K. Barnes  Autumn Guin  Kim Allen 《Journal of Early Childhood Teacher Education》2018,39(2):114-130

Providing early childhood professionals with professional development opportunities to enhance their skills and knowledge can improve quality of care. For professional development to be valued by the early childhood workforce, it is essential to offer meaningful content that accommodates the needs of the learner. With an increasing demand for quality professional development, as well as the expansion of online learning opportunities, this qualitative study explores the opinions of 14 North Carolina early childhood professionals regarding their professional development training needs and online learning preferences. Training content needs, experiences with online learning, and recommendations for training development are discussed. This study has implications for professional development creators and trainers for advancing the education and growth of the early childhood workforce.  相似文献   

Stringtern: springboarding or stringing along young interns’ careers?     

Jenna Jacobson  Leslie Regan Shade 《Journal of Education & Work》2018,31(3):320-337

Young people are repeatedly promised that internships will pave the way to the career of their dreams by providing the ‘hands-on experience’ necessary to differentiate themselves in a fierce job market. However, in many industries, internships – and increasingly unpaid internships – have become the obligatory norm. Young people quickly learn that the internship is not an opportunity, but rather a ‘necessary evil’ that, for many, strings them along in the hope that it may lead to a less precarious paid opportunity. In this article, our findings are based on 12 in-depth interviews with young female interns in the creative industries based in Toronto and New York City. Our participants recognise that in the current economic climate, they need to ‘pay their dues’; however, they often enter into a system of sequential – or string – internships, and become, what we label, a stringtern. In an evolving internship market in North America, we develop a typology of internships including (1) paid/underpaid/unpaid, (2) academic credit/not-for-credit, (3) for-profit/non-profit, (4) full-time/part-time and (5) on-site/off-site to develop a common language to critically analyse the culture of internships. By valuing young people’s perspectives as gleaned from our interviews, the typology aims to provide a more nuanced way to approach the complexity of unpaid internships and the transition from education to the workforce. Furthermore, three interrelated implications of the culture of internships are identified: internship as a free trial, internship as conveyor-belt labour and internship as displacing paid employment.  相似文献   

Poll Question Readability and 'Don'T Know' Replies     

Harmon  Mark D. 《Int. Journal of Public Opinion Research》2001,13(1):72-79

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Engineering cognitive performance. Varieties of knowledge     

Paul Harmon 《Performance Improvement》1985,24(4):30-31

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ICEM News     

Stephen W. Harmon  Marshall G. Jones 《Educational Media International》2013,50(4):271-272

This article addresses the results of analysis of the data collected over four semesters of a situated course in Web-based instruction. In particular, it discusses results in such areas as synchronous vs. asynchronous interaction, the importance of technical prowess, aids and barriers to the establishment of a learning community, and the affective dimensions of Web-based instruction. In addition, it discuses the effectiveness of various traditional and constructivist instructional strategies in a Webbased environment. We also focus on the use of social engineering techniques as a means of facilitating the creation of a constructivist learning community. Analyse d’un environnement éducatif en ligne. Cet article présente les résultats d'une analyse de données collectées durant quatre semestres d'un cours utilisant Internet. En particulier, il étudie les résultats obtenus dans le domaine des interactions synchrones et asynchrones, l'importance du potentiel technologique, les aides ou les freins à l'établissement d'une communauté éducative, ainsi que la dimension affective de l'éducation par Internet. De plus, il examine l'efficacité de différentes stratégies d'apprentissage constructivistes utilisées dans cet environnement en ligne. Il aborde aussi des techniques d'ingénierie sociale utilisées qui sont aptes à faciliter l'établissement d'une véritable communauté d'apprentissage. Analyse einer Web-basierten Ausbildung. Dieser Artikel behandelt die Ergebnisse der Analyse der über vier Semester gesammelten Daten eines vorliegenden Kurses über web-basierte Ausbildung. Insbesondere werden Ergebnisse zu Fragen von synchroner versus asynchroner Interaktion, die Wichtigkeit des technischen Prozesses, Hilfen und Hindernisse für die Aufstellung einer Lerngemeinschaft und die affektiven Dimensionen web-basierten Instruierens diskutiert. Außerdem wird in dem Artikel die Wirksamkeit verschiedener traditioneller und konstruktivistischer Lehrstrategien in einer web-basierten Lernumgebung problematisiert. Wir verweisen auch auf die Verwendung von Sozialtechniken als ein Mittel, die Schaffung einer konstruktivistischen Lerngemeinschaft zu erleichtern.  相似文献   

President’s Column     

AECT President Steve Harmon 《TechTrends》2014,58(3):4-5

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Motivation,Interest, and Attention: Re-defining learning in the Autism Spectrum?     

Jenna Lequia 《International Journal of Disability, Development & Education》2011,58(4):405-408

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A Meta-Analytical Review of the Demand/Withdraw Pattern of Interaction and its Associations with Individual,Relational, and Communicative Outcomes     

Paul Schrodt  Paul L. Witt  Jenna R. Shimkowski 《Communication monographs》2014,81(1):28-58

This meta-analysis reviews the findings of 74 studies (N = 14,255) examining the associations between the demand/withdraw pattern of interaction and individual, relational, and communicative outcomes. When both the individual behaviors of demanding and withdrawing and the pattern of demand/withdraw are considered collectively, the cumulative evidence indicates a moderate, meaningful relationship between demand/withdraw and overall outcomes (r=.360). Similar overall effect sizes were observed for wife demand/husband withdraw (r=.380) and husband demand/wife withdraw (r=.392), although the overall effect size for demand/withdraw patterns in studies that included distressed/clinical participants (r=.413) was greater in magnitude than that obtained for studies that included nondistressed participants (r=.345). On average, higher correlations were observed for relational (r=.423) and communicative outcomes (r=.418) than for demographic (r=.239) and well-being outcomes (r=.249).  相似文献   

Innovate! Integrate! Communicate!     

Steve Harmon 《TechTrends》2013,57(4):4-4

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Structuralism’s relevance in a post-structural era: Re-visiting research on multicultural curricular studies     

Jenna Min Shim 《课程研究杂志》2013,45(6):739-758

At the current historical juncture in which differences and inequalities are surfacing greater than ever in the world, societies, and schools, the main goal of this essay is to revisit the aspects of structuralism that can potentially contribute productively to understanding the invisible structures and forces that everyone carries (mostly unknowingly) with them at all times and in all places including in multicultural curricular and social justice work. By doing so, this essay also attempts to dispute with liberal humanistic notions of the self (teachers and students) in multicultural curricular studies that continues to support the dominant framework of curriculum. This essay is grounded on the idea that progressive change is predicated on (although never guaranteed by) uncovering and understanding as fully as possible the social, political, and economic organization of the world, which is always mediated by individual selves who are located within the world in specific ways.  相似文献