A tool for capacity building: teacher professional learning about teaching writing     

Jenny Johnston  Stephanie George 《Teacher Development》2018,22(5):685-702

This paper reports on qualitative research from an Australian, K-6, faith-based school about teachers’ experience of a job-embedded professional learning initiative (the Whole-School Benchmarking of Writing, WSBoW) that was designed to improve teachers’ capacity to apply data-driven decision-making to achieve improvements in student learning. Teacher interviews provided the data about experiences and influences on teching practice. The findings demonstrated that the professional learning initiative provided teachers with a supportive pedagogical tool for focusing their teaching practices on improving student learning. A research based evaluative framework was used as a heuristic to analyse the change initiative. This study used the framework and employed a social constructivist and sociocultural epistemology that recognised the importance of leadership and school context in the development of a culture focused on collaborative communities of practice and data-driven teacher decision-making. The study has significance for leaders, schools and systems that engage teachers in professional capacity building.  相似文献   

Language,Africanisation, and Identity Politics at a South African University     

Stephanie Rudwick 《Journal of Language, Identity & Education》2018,17(4):255-269

After centuries of “Eurocentric” linguistic ideology, the South African government has formulated African language development and multilingualism as one priority in the education system. While only English, and decreasingly Afrikaans, are the only “established” languages of instruction at tertiary level, most universities in the country have revised their language policies in order to show commitment to South Africa’s evident multilingualism. This article provides a critical analysis of particular language and identity politics in one of the leading tertiary institutions of the country. The theoretical framework is based on a critical sociolinguistic approach that draws attention to polarizing identity politics in relation to language policy, planning and implementation. Methodologically grounded in ethnography, the article has a two-fold perspective. First, it analyses particular language policy rhetoric at the University on focus and argues that its essentialist approach to Africanisation triggers contested identity politics. Second, the article provides insights into the developments of specific implementations, pointing to ideological as well as practical challenges at the university on focus.  相似文献   

Reducing prolonged sedentary time using a treadmill desk acutely improves cardiometabolic risk markers in male and female adults     

Rachael B Champion  Lindsey R Smith  Jennifer Smith  Bogdana Hirlav  Benjamin D Maylor  Stephanie L White 《Journal of sports sciences》2018,36(21):2484-2491

This study evaluated the acute effects of interrupting prolonged sitting with an accumulated 2 h of light-intensity walking on postprandial cardiometabolic risk markers. In this randomised crossover trial, 24 participants (twelve males) aged 18–55 years took part in two, 6.5 h conditions: 1) prolonged sitting (SIT) and 2) sitting interrupted hourly with 20 min light-intensity treadmill desk walking at between 1.2–3.5 km/h^?1 (INT-SIT). Standardized meals were provided at 0 h and 3 h. Blood samples and blood pressure measures were taken hourly. Statistical analyses were completed using linear mixed models. Postprandial incremental area under the curve responses (mmol/L?6.5 h) for glucose (4.52 [3.47, 5.56] and 6.66 [5.62, 7.71] for INT-SIT and SIT, respectively) and triglycerides (1.96 [0.96, 2.96] and 2.71 [1.70, 3.71] for INT-SIT and SIT, respectively) were significantly lower in INT-SIT than SIT. Mean systolic and diastolic blood pressure responses were lower by 3% and 4%, respectively, in INT-SIT than SIT (P < 0.05). There was no significant condition x sex interaction effect for any outcomes (P > 0.05). These findings suggest that interrupting sitting with an accumulated 2 h of light-intensity walking acutely improves cardiometabolic risk levels in males and females compared with prolonged sitting.  相似文献   

Sport activities in daily routine     

Stephanie Jeckel  Gorden Sudeck 《Sportwissenschaft》2018,48(1):26-39

During the last few years, research interest on interindividual differences in acute affective reactions on sport activities has increased. Moreover, current studies show that besides interindividual differences, substantial intraindividual variations exist. Therefore, we assume that the potential of regulating affective well-being through sport activities varies situationally. This ambulatory assessment study analyzes affective reactions on sport activities in daily routine to identify possible factors for situational variability of changes in affective well-being. First, situational differences in affective well-being (valence, calmness, energetic arousal), goals for sport activities (e.g., regulation of body weight, activation), and activity characteristics (e.g., activity dose, perceived exertion) were analyzed. Second, associations between these parameters and activity characteristics were dissected. Third, associations with affective well-being after sport activities are identified. For 7 days, 25 women and 21 men (M_age = 32 years) participated. Activity characteristics were captured objectively (accelerometer, electrocardiogramm). Affective well-being, situational goals, and perceived exertion were gathered via smartphone. Multilevel analyses confirmed situational heterogeneity of affective well-being (e.g., intraclass-coefficient ICC_valence = 0.48), situational goals (e.g., ICC_activation = 0.59), and activity characteristics (e.g., ICC_{activity dose} = 0.21). Furthermore, we observed that higher feelings of calmness and stronger situational goals for body weight and activation are followed by a higher activity dose. This higher activity dose comes along with higher energetic arousal after sport activities, whereas higher perceived exertion is followed by lower feelings of calmness. Study results confirm intraindividual variation of affective well-being, specific goals, and activity characteristics. They emphasize the relevance of situational characteristics for the regulation of affective well-being through sport activities.  相似文献   

Page 22 The Organizaitonal Scan     

Donald T Tosti  Stephanie F. Jackson 《Performance Improvement》1997,36(10):39-40

Performance technologists are likely to face at least two kinds of large-scale efforts. In one, the performance technologist is presented with a big issue to address; in the other, with a big program to make successful. This presents problems in implementing analysis: the results of the analysis must correspond to the size of the effort, but the project's sponsors want to see progress. The ideal approach, then, would be one that produces short-term benefits yet is not expensive or time-consuming. The organizational scan model can help performance technologists do a complete analysis without running up costs or wasting time. The keyword is “scan,” for the performance technologist will review the processes and traits of the organization, yet not place the organization under a microscope. The model is systemic, comprehensive, manageable, and communicable. It will help the performance technologist to identify actions that can be taken immediately to improve performance. From there the performance technologist can set priorities and plan further interventions to be used as necessary.  相似文献   

The organizational scan     

Donald Tosti  Stephanie D. Jackson 《Performance Improvement》1997,36(10):22-26

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The president's message     

Stephanie Jackson 《Performance Improvement》1982,21(4):1-1

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President's message     

Stephanie F. Jackson 《Performance Improvement》1982,21(6):1-1

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The role of design ethics in maintaining students' privacy: A call to action to learning designers in higher education     

Ahmed Lachheb  Victoria Abramenka-Lachheb  Stephanie Moore  Colin Gray 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1653-1670

Maintaining students' privacy in higher education, an integral aspect of learning design and technology integration, is not only a matter of policy and law but also a matter of design ethics. Similar to faculty educators, learning designers in higher education play a vital role in maintaining students' privacy by designing learning experiences that rely on online technology integration. Like other professional designers, they need to care for the humans they design for by not producing designs that infringe on their privacy, thus, not causing harm. Recognizing that widely used instructional design models are silent on the topic and do not address ethical considerations such as privacy, we focus this paper on how design ethics can be leveraged by learning designers in higher education in a practical manner, illustrated through authentic examples. We highlight where the ethical responsibility of learning designers comes into the foreground when maintaining students' privacy and well-being, especially in online settings. We outline an existing ethical decision-making framework and show how learning designers can use it as a call to action to protect the students they design for, strengthening their ethical design capacity.

Practitioner notes

What is already known about this topic

• Existing codes of ethical standards from well-known learning design organizations call upon learning designers to protect students' privacy without clear guidance on how to do so.
• Design ethics within learning design is often discussed in abstract ways with principles that are difficult to apply.
• Most, if not all, design models that learning design professionals have learned are either silent on design ethics and/or do not consider ethics as a valid dimension, thus, making design ethics mostly excluded from learning design graduate programs.
• Practical means for engaging in ethical design practice are scarce in the field.

What this paper adds

• A call for learning designers in higher education to maintain and protect students' privacy and well-being, strengthening their ethical design capacity.
• A demonstration of how to use a practical ethical decision-making framework as a designerly tool in designing for learning to maintain and protect students' privacy and well-being.
• Authentic examples—in the form of vignettes—of ethical dilemmas/issues that learning designers in higher education could face, focused on students' privacy.
• Methods—using a practical ethical decision-making framework—for learning design professionals in higher education, grounded in the philosophy of designers as the guarantors of designs, to be employed to detect situations where students' privacy and best interests are at risk.
• A demonstration of how learning designers could make stellar design decisions in service to the students they design for and not to the priorities of other design stakeholders.

Implications for practice and/or policy

• Higher education programs/institutions that prepare/employ learning designers ought to treat the topics of the designer's responsibility and design ethics more explicitly and practically as one of the means to maintain and protect students' privacy, in addition to law and policies.
• Learning designers in higher education ought to hold a powerful position in their professional practice to maintain and protect students' privacy and well-being, as an important aspect of their ethical design responsibilities.
• Learning designers in higher education ought to adopt a design thinking mindset in order to protect students' privacy by (1) challenging ideas and assumptions regarding technology integration in general and (2) detecting what is known in User Experience (UX) design as “dark patterns” in online course design.

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Developing instructional leaders' guides     

Stephanie Jackson 《Performance Improvement》1977,16(8):11-12

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