Exploring the elements of communicator image through reflective practice     

Lena M. Levander 《The Journal of Agricultural Education and Extension》2013,19(2):75-86

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Exploring the curricula of extension education at some European Universities     

Lena M. Levander 《The Journal of Agricultural Education and Extension》2013,19(1):43-52

Abstract

Extension specialists have long been advocating more participatory approaches to the transfer of knowledge in the agricultural community. This paper examines the case of the South West Agricultural and Rural Development project (SWARD) in England, in which a network of self-selected ‘cells’ of rural business people are encouraged to establish their own agenda for training and advice, supported by a central information provider. Early results suggest a successful attempt to allow a degree of participatory activity within an organised framework, with high levels of satisfaction for those taking part.  相似文献   

Education for democracy: Using the classroom community of inquiry to develop habits of reflective judgement in South African schools     

Lena Green 《Thinking Skills and Creativity》2009,4(3):178-184

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Considering the role of traditional and specialist schools: do school experiences impact the emotional well‐being and self‐esteem of adults with dyslexia?     

Blace Arthur Nalavany  Lena W. Carawan  Lashaunda J. Brown 《British Journal of Special Education》2011,38(4):191-200

While increasing attention is being paid to the influence of specialist and traditional school settings on the emotional well‐being and self‐esteem of children with dyslexia, there appears to be a need for more attention to how different educational settings may impact adulthood. To respond to this gap, this study by assistant professors Blace A. Nalavany and Lena W. Carawan, and graduate student Lashaunda J. Brown, all at East Carolina University, explores how the role of traditional and specialist school settings may have long‐term effects in adulthood. The findings reveal that educational experiences have a compelling impact on the emotional health and self‐esteem of adults with dyslexia. Implications reveal that there are important lessons to learn from specialist schools that can benefit traditional school settings.  相似文献   

Acceptable Use: Morality and Credibility Struggles in Swedish 1960s Alcohol and Illicit Drug (Ab)use Research and Policy     

Eriksson  Lena  Bergman  Helena 《Minerva》2022,60(3):419-440

Minerva - This article explores morality and credibility struggles in connection to two officially sanctioned public Swedish experiments launched in the late 1960s to investigate the (ab)use of...  相似文献   

Congruence of student teachers' pedagogical images and actual classroom practices     

Lena Fung  Lina P.Y. Chow 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):313-321

An understanding of student teachers' pedagogical images plays an important role in helping teacher educators plan learning experiences. The purposes of this study were to obtain a profile of pedagogical images of a group of student teachers, and to assess whether there is congruence between their pedagogical images and classroom practices. Applying the conception of teaching model proposed by Pratt, Chan developed a questionnaire to evaluate teachers' views about teaching, which was modified here and administered to 59 first-year student teachers before and after their teaching practicum in physical education for secondary schools. Results indicated that the student teachers possess a Nurturing image, whereas in actual classroom practices, their approach was a mix between the Apprenticeship and the Transmission approaches. In other words, whereas student teachers conceive themselves as having a more child-centred approach to teaching, in reality, their practices constituted more a teacher-centred approach. The investigators considered that this type of information would be helpful for teacher educators when planning learning experiences.  相似文献   

Adapting to Adaptive Learning     

Lena E. Phelps 《Peabody Journal of Education》2020,95(2):160-172

ABSTRACT

Unfamiliarity with adaptive courseware and its uses may be a barrier to implementation. This article provides insights from a qualitative case study that was conducted to illuminate experiences and perceptions of faculty and staff involved in an adaptive learning technology pilot at a nonprofit university in the United States. Findings revealed that team dynamics, including diversity and persistence, were critical for the success of the project and overcoming the challenges of working with a vendor in terms of process, timeline, and role clarity. Finally, the study helps to underscore the importance of using adaptive courseware to support and train faculty.  相似文献   

Digital Citizenship in K-12: It Takes a Village     

Randy Hollandsworth  Lena Dowdy  Judy Donovan 《TechTrends》2011,55(4):37-47

Digital citizenship encompasses a wide range of behaviors with varying degrees of risk and possible negative consequences. Lack of digital citizenship awareness and education can, and has, led to problematic, even dangerous student conduct. If our educational village does not address these issues, the digital culture establishes its own direction, potentially pushing a productive, long-term solution further out of reach. By tapping into the experience of various practitioners and experts in the field this article provides the reader with a number of suggestions that can help the professional to help their students become better digital citizens.  相似文献   

The meaning of curriculum-related examination standards in Scotland and England: a home–international comparison     

Jo-Anne Baird  Lena Gray 《牛津教育评论》2016,42(3):266-284

Abstract

The ways in which examination standards are conceptualised and operationalised differently across nations has not been given sufficient attention. The international literature on standard-setting has been dominated by the psychometrics tradition. Broader conceptualisations of examination standards have been discussed in the literature in England, which has curriculum-related examinations at the end of schooling. There has, however, been little analysis of conceptualisations of examination standards in Scotland. Different education systems and examinations operate in Scotland and England, and the stated value positions and processes relating to examination standards differ markedly. This paper critically examines policy positions on assessment standards in Scotland and England through the lens of recent theories of standard-setting. By analysing public statements on standards, the paper illuminates similarities and differences in conceptual bases and operational approaches, and examines the effects of these on outcomes for candidates. We conclude that both systems are operationalising attainment-referencing, but with different processes in Scotland and England and these practices do not fit within previous examination standards classifications. As such, the paper moves examination standards theory forward by concluding that there is at least one superordinate definitional category that draws upon more than one definitional stance.  相似文献   

Understanding Gender through Disney’s Marriages: A Study of Young Korean Immigrant Girls     

Lena Lee 《Early Childhood Education Journal》2009,37(3):237

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