Benefits and Challenges of Technology in High Schools: A Voice from Educational Leaders with a Freire Echo     

Jane P. Preston  Sean Wiebe  Martha Gabriel  Alexander McAuley  Barbara Campbell  Ron MacDonald 《Interchange》2015,46(2):169-185

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Let right be done: trying to put ethical standards into practice     

Elizabeth Campbell 《教育政策杂志》2013,28(5):395-411

The development of ethical standards by professional associations, boards, councils and colleges of teachers, responds in part to a moral imperative that teachers and school leaders be accountable to the wider community, and in part to a desire to enhance the overall professionalism of educators' behaviour. This article explores the conceptual and practical complexities inherent in defining ethical standards for the teaching profession with a particular focus on their questionable capacity for implementation. In combining empirical evidence from previously reported research studies with newly fabricated first person narrative responses to the evidence, the article seeks to illustrate the difficulty, if not the impossibility, of applying ethical standards to actual situations in any professionally and ethically satisfying way. It argues further that moral dilemmas facing teachers are potentially resolvable only by communities of educators internalizing and applying principles of ethics, not formalized codes or standards.  相似文献   

A Multilevel Modelling Approach to Investigating Factors Impacting Science Achievement for Secondary School Students: PISA Hong Kong Sample     

Letao Sun  Kathryn Akers 《International Journal of Science Education》2013,35(14):2107-2125

This study utilized data from the 2006 Programme for International Student Assessment Hong Kong sample to investigate the factors that impact the science achievement of 15-year-old students. A multilevel model was used to examine the factors from both student and school perspectives. At the student level, the results indicated that male students, students from high socioeconomic status (SES) families, students with higher motivation and higher self-efficacy, and students whose parents highly value science are more likely to demonstrate achievement in science. At the school level, the results showed school science achievement differences can be explained by school enrolment size, school SES composition, and instruction time per week. Contrary to the negative influence of school size that was reported in previous studies, our findings suggested a positive relationship between school enrolment size and science achievement. This finding leads to an international discussion of school size.  相似文献   

‘Let's Talk Autism' –a school‐based project for students to explore and share their experiences of being autistic     

Kathryn Stevenson  Katie Cornell  Vivian Hinchcliffe 《Support for Learning》2016,31(3):208-234

Understanding what autism means on a personal level can be an important process for young people on the autistic spectrum, and being able to reflect on this and discuss with autistic peers can be particularly helpful. However, opportunities may be restricted by reluctance to talk about diagnosis and because of difficulties in communication inherent in autism. This article describes a therapeutic media project within an ASD school that attempted to support young people to reflect together about what autism meant for them and create resources to share with others. The process is described and main themes of discussions analysed using thematic analysis. Main themes emerged of making sense of diagnosis, experiences of difference and transition to adulthood. Various strategies to manage diagnosis and negotiate identity also emerged. Issues around informed consent and confidentiality and the therapeutic value of such groups are discussed.  相似文献   

Mr Darley’s Arabian,High Life,Low Life,Sporting Life: A History of Racing in 25 Horses,by Chris McGrath     

J. N. Campbell 《国际体育史杂志》2016,33(16):2059-2060

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Integrating Information Literacy and Evidence-Based Medicine Content within a New School of Medicine Curriculum: Process and Outcome     

Joanne M. Muellenbach  Kathryn M. Houk  Dana E. Thimons  Bredny Rodriguez 《Medical reference services quarterly》2018,37(2):198-206

This column describes a process for integrating information literacy (IL) and evidence-based medicine (EBM) content within a new school of medicine curriculum. The project was a collaborative effort among health sciences librarians, curriculum deans, directors, and faculty. The health sciences librarians became members of the curriculum committees, developed a successful proposal for IL and EBM content within the curriculum, and were invited to become course instructors for Analytics in Medicine. As course instructors, the librarians worked with the other faculty instructors to design and deliver active learning class sessions based on a flipped classroom approach using a proprietary Information Mastery curriculum. Results of this collaboration may add to the knowledge base of attitudes and skills needed to practice as full faculty partners in curricular design and instruction.  相似文献   

Investigating young children’s human figure drawings using Rasch analysis     

Claire Campbell  Trevor Bond 《教育心理学》2017,37(7):888-906

The Goodenough–Harris Drawing Test (GHDT) is a non-verbal assessment designed to infer young children’s levels of intellectual development and understanding via the collection of three human figure drawings (HFDs) – one each of a man, a woman and a self-portrait. This paper presents findings from a research project that applied the Rasch model for measurement to HFDs collected from 246 children aged between 4 and 10 years to assess the psychometric properties of the GHDT assessment, and young children’s HFDs in general, as the GHDT had not yet been examined from a modern test theory perspective in full. Results indicated that: (1) the GHDT and children’s HFDs were apt for Rasch analysis and deemed to be generally psychometrically sound; and (2) that children performed almost identically (within error) on all three HFDs collected for the assessment, suggesting that the collection of three HFDs – as well as many of the 217 items which comprise the GHDT – was potentially redundant. Consequently, a prototype human figure drawing continuum (HFDC) was constructed from those data and examined. Rasch analysis revealed that the researcher-constructed 45-item HFDC scale – requiring just one self-selected HFD of a man, woman or child – was just as effective as the 217-item GHDT. The HFDC, when normed, should be seen as a parsimonious and child-friendly HDF assessment.  相似文献   

“I’m Demi and I Have Bipolar Disorder”: Effect of Parasocial Contact on Reducing Stigma Toward People With Bipolar Disorder     

Norman C. H. Wong  Kathryn L. Lookadoo  Gwendelyn S. Nisbett 《Communication Studies》2017,68(3):314-333

Examining celebrity influence, participants (N = 594) completed an experiment to see if negative stereotypes toward bipolar disorder could be reduced as a function of mode of disease disclosure from a celebrity (Demi Lovato) diagnosed with the condition. Respondents were randomly assigned to view one of three conditions where the celebrity discusses her battle with bipolar disorder (or a comparison message). Measures assessing parasocial relationship (PSR), level of parasocial interaction (PSI), transportation, social distance towards, and negative stereotypes about people with bipolar disorder were used. Social distance and negative stereotypes toward people with bipolar disorder reduced significantly following exposure to Demi Lovato’s disclosure about the disease via either TV/magazine interview. Implications of results for how celebrity disease disclosures may help reduce stigma toward bipolar condition are discussed.  相似文献   

Information Needs Assessment for K-12 School Nurses in Rural Eastern Washington State     

Kathryn Vela 《Medical reference services quarterly》2017,36(4):377-390

School nurses are an often-overlooked population of health care professionals who have great importance in rural communities where access to health care is limited. In order to better serve school nurses in rural eastern Washington, an assessment was conducted to determine their information needs, behaviors, and perceptions. Results indicated this population of school nurses searches for multiple types of health information on a daily basis and navigates obstacles to information access using a variety of resources. While largely confident in their searching ability, they are open to learning more about how to find reliable health information to support their daily responsibilities. These results will guide the development of a workshop for school nurses about using reliable health information resources to improve health care in their rural communities.  相似文献   

The Role of Everyday Contexts in Learner‐centred Teaching: The practice in Namibian secondary schools     

Choshi Kasanda  Noah Gaoseb  Utji Kandjeo‐Marenga  Hileni Kapenda  Bob Campbell 《International Journal of Science Education》2013,35(15):1805-1823

This paper reports on the use of out‐of‐school everyday contexts in Namibian science classrooms. This use is portrayed against the backdrop of an explicit educational philosophy of learner‐centred teaching. Data were collected through audio‐taped teacher–learner interactions and non‐participant field notes in 29 junior and senior science classes taught by 12 teachers in six schools. An existing typology was applied to classify episodes of use of everyday contexts and identify teachers’ pedagogic strategies for their use. The results show that more everyday contexts are used in junior secondary than in senior secondary classes, that only a limited range of types of everyday contexts are used at both levels, and that their use often follows theoretical exposition or teacher questioning. These findings are related to three interpretations of learner‐centred teaching. Recommendations for a fuller implementation of learner‐centred teaching are made.  相似文献