Economic and social changes in the Pacific Rim: Implications for the counselling profession in Canada and Australia     

M. J. Westwood  Neil Quintrell 《International journal for the advancement of counseling》1994,17(3):205-212

Economic and social changes within the countries of the Pacific Rim are having a significant impact on Canada and Australia. This paper focuses upon what these changes mean for counsellors and counsellor education in these two countries. In addition, aspects of immigration and counsellor responsibility to newcomers is considered along with projected future scenarios related to counselling services.  相似文献   

The Generalized Mean     

Neil Sheldon 《Teaching Statistics》2004,26(1):24-25

This article defines the generalized mean and shows how it relates to such statistics as the arithmetic, geometric and harmonic means.  相似文献   

Using Cloud-Based Software to Build an Interlibrary Loan Survey Databank     

Neil Romanosky  Lloyd Chittenden  Kathryn Munson  Gretchen Smith 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(5):285-291

As an assignment for the Reference and User Services Association and as part of the American Library Association Emerging Leaders Program, the authors created a databank to house the results of a large-scale interlibrary loan staffing survey. After examining the pros and cons of several software solutions, the authors decided to use a Web-based database product, Dabble DB. The paper discusses the scope, outcomes, and value of the Reference and User Services Association interlibrary loan survey, the development of the authors’ project plan, and recommendations for the use of cloud-based database products in library operations.  相似文献   

Massive Open Online Change? Exploring the Discursive Construction of the ‘MOOC’ in Newspapers          下载免费PDF全文

Neil Selwyn  Scott Bulfin  Luci Pangrazio 《Higher Education Quarterly》2015,69(2):175-192

Massive Open Online Courses (MOOCs) have been a prominent topic of recent educational discussion and debate. MOOCs are, in essence, university‐affiliated courses offered to large groups of online learners for little or no cost and are seen by many as a bellwether for change and reform across higher education systems. This study uses content and discourse analysis methods to examine how understandings of MOOC‐related ‘change’ were presented in US, UK and Australian newspapers. Drawing on detailed analysis of 457 newspaper articles published between 2011 and 2013, the findings point to a predominant portrayal of MOOCs in relation to the massification, marketization and monetization of higher education, rather than engaging in debate of either ‘technological’ or ‘educational’ issues such as online learning and pedagogy, instructional design or student experience. The article then considers the reasons underpinning this restricted framing of what many commentators have touted as a radical educational form—not least the apparently close association between MOOCs and the economics of higher education.  相似文献   

Adopting a “satisficing” model for school performance in students' views of learning     

Neil Selwyn 《Educational Research and Evaluation》2013,19(3):193-212

In many countries it has been noticeable how students’ use of information technology (IT) in education is often sporadic and inconsistent; at odds with the esteemed status that IT is afforded in educational rhetoric and policy. The traditional approach to the uneven take-up of IT in education has been to concentrate on the deficiency of the student in not using computers. In this way students’ avoidance of IT use is often framed in terms of a psychological inability or deficiency to react with computers. However, this article attempts to look beyond this traditional ‘discourse of deficiency’ and explore the myriad factors influencing students’ decisions not to use computers during their education. On the basis of data gathered from focus group interviews with 96 UK students, three main constructs underlying students’ rejection of educational computing are identified. The article discusses how educational computing can be ‘re-constructed’ in the light of these factors. Résumé Dans de nombreux pays, on a remarqué combien l’usage que font les étudiants des technologies de l’information (IT) en éducation est souvent sporadique et inconsistant, très loin du statut des IT généralement attribu? dans le discours rhétorique et politique sur l’éducation. L’approche traditionnelle de la difficulté a été? focalisée sur les déficiences de l’étudiant qui n’utilise pas l’ordinateur. Dans ce sens, le fait que l’étudiant cherche à éviter l’usage des IT est souvent formul? en termes d’inaptitude psychologique ou de déficience dans les réactions face à l’ordinateur. Cette étude cherche à voir plus loin que ce discours traditionnel de déficience de l’étudiant et explore la myriade de facteurs qui influencent les décisions de l’étudiant de ne pas utiliser l’ordinateur pour étudier. Sur la base de données recueillies lors d’interviews touchant 96 étudiants de Grande-Bretagne, trois types de rejets sous-jacents de l’informatique éducationnelle ont été identifiés. Le document discute la manière dont celle-ci peut être ‘re-construite’ à la lumière de ces facteurs.  相似文献   

Modeling locations with social media     

Neil O’Hare  Vanessa Murdock 《Information Retrieval》2013,16(1):30-62

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Education,nation states and the globalization of information networks     

Neil Selwyn  Phillip Brown 《教育政策杂志》2013,28(6):661-682

The rise of information technology coupled with the globalization of the economy has thrust the identity and sovereignty of the nation-state into sharp focus over the last two decades. Against this fast-changing background, the response of many countries has been to develop policies aimed at creating national information infrastructures (NII) - often with educational networking initiatives as an integral or pioneering element. Given the emerging global policyscape (Ball 1999) towards creating educational information networks this paper presents a comparative analysis of policy-making across Europe, East Asia and the USA. In analysing education networking in seven case-study countries, the paper emphasizes a political economy perspective; thus focusing attention on the role of the state and the varying relationship between education, economy and society. Having explored the varying motivations and objectives behind countries' education networking programmes the paper concludes by outlining an educational research agenda for future examination of NII policies as they continue to be implemented in developed nations over the next decade.  相似文献   

Assessing a Critical Aspect of Construct Continuity When Test Specifications Change or Test Forms Deviate from Specifications     

Jinghua Liu  Neil J. Dorans 《Educational Measurement》2013,32(1):15-22

We make a distinction between two types of test changes: inevitable deviations from specifications versus planned modifications of specifications. We describe how score equity assessment (SEA) can be used as a tool to assess a critical aspect of construct continuity, the equivalence of scores, whenever planned changes are introduced to testing programs. We also report on how SEA can be used as a quality control check to evaluate whether tests developed to a static set of specifications remain within acceptable tolerance levels with respect to equatability.  相似文献   

Phenomenology and the Curriculum: the Case of Secondary‐School Geography     

Neil McEwen 《课程研究杂志》2013,45(4):323-330

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Advisory teachers of mathematics: the ESG initiative     

Neil Straker 《教育政策杂志》2013,28(4):371-384

This paper traces the development of the education support grant provision for mathematics teaching. The rationale behind this DES initiative is discussed, and the paper provides evidence of the range of activities undertaken by ESG teams in various local authorities. An analysis of the variety of working models is provided across five LEAs. Results of interviews conducted with advisory teachers and teachers in participating schools are reported in an attempt to portray the nature of the support work. In the concluding section, it is argued that LEAs should consider basing their in‐service policy for mathematics teachers around projects of this nature, which have provided a much needed catalyst for curriculum change in the post‐Cockcroft era.  相似文献