Supporting Educators to Implement Mand Training for a Student with Multiple Disabilities     

Virginia L. Walker  Stephanie N. DeSpain  James R. Thompson 《Exceptionality》2013,21(4):262-277

ABSTRACT

The purposes of the study were to assess the effects of an online learning module on the implementation of mand training by a classroom team and determine whether training improved manding for a student with multiple disabilities. The classroom team utilized the Support Needs Assessment and Planning (SNAP) process to identify supports and guide implementation of the mand training procedures. The results indicate that both the special education teacher and paraprofessional were able to implement the mand training strategy with fidelity after completing the online module and student manding increased. The classroom team reported that both the online learning module and SNAP process were valuable for planning and implementing research-based supports. Limitations, implications for practice, and future research considerations are addressed.  相似文献   

Introducing Group‐Based Asynchronous Learning to Business Education. Reflections on Effective Course Design and Delivery     

Richard Walker  Ivo Arnold 《Educational Media International》2013,50(3):253-265

This paper explores the contribution of virtual tools to student learning within full‐time management programmes. More specifically, the paper focuses on asynchronous communication tools, considering the scope they offer for group‐based collaborative learning outside the classroom. We report on the effectiveness of this approach for an economics course on International Money and Finance, which was delivered to two classes, following international MBA and MSc programmes, respectively, at Nyenrode University. Using questionnaire and interview data, we compare the learning experiences of both classes. Our analysis focuses on student reception of the asynchronous communication tools and the learner‐centred approach. Based on these findings, we propose a framework of pedagogical actions that may help to maximize the potential of e‐learning within hybrid course designs, particularly for novice users.

Introduction d'une formation non‐synchronique de groupe à une formation de business. Réflexions sur un projet et une diffusion de cours effectifs. Cet exposé décrit la contribution d'instruments virtuels pour la formation d'étudiants dans un programme business à temps plein. Plus spécialement, cet exposé se réfère aux instruments de communication non‐synchronique considérant le domaine qu'ils offrent pour la formation collaborative en groupe en dehors de la salle de classe. Nous parlons de l'efficacité de cet approche pour un cours d'économie sur les Sciences Monétaires et de Finance Internationales qui a été distribué à deux classes suivant des programmes internationaux de MBA et MSc à l'université de Nyenrode. En utilisant des questionnaires et des dates d'interview, nous avons comparé les expériences de formation dans les deux classes. Notre analyse s'occupe de la réceptivité des étudiants concernant les instruments de communication non‐synchroniques et l'approche basé sur la formation. Basés sur ces résultats, nous proposons une structure d'actions pédagogiques qui peuvent aider à augmenter le potentiel de la formation en ligne dans le cadre de projets de cours hybrides, spécialement pour des utiliseurs novices.

Einführung von gruppenbasiertem, asynchronem Lernen in Business‐Bildung. Reflektionen über effektive Kurskonzepte und –vermittlung. Dieser Bericht untersucht den Beitrag von virtuellen Instrumenten für studentisches Lernen innerhalb von Vollzeit‐Management Programmen. Er untersucht im Speziellen die asynchronen Kommunikationsmittel unter Beachtung der Möglichkeiten, die sie für ein gemeinschaftliches Lernen in Gruppen außerhalb des Klassenzimmers bieten. Wir berichten über die Wirksamkeit dieses Ansatzes, der an zwei Klassen eines Wirtschaftskurses über Internationales Geld- und Finanzwesen, die internationale MBA und MSc Kurse an der Nyenrode Universität belegen, verteilt wurde. Unter Verwendung von Fragebögen und Interviewdaten vergleichen wir die Lernerfahrungen beider Klassen. Unsere Analyse konzentriert sich auf die Aufnahmefähigkeit der Studenten bezüglich der asynchronen Kommunikationsmittel und des lernbasierten Ansatzes. Unter Berücksichtigung dieser Ergebnisse empfehlen wir einen pädagogischen Handlungsrahmen, der vielleicht das Potential des e‐Lernens innerhalb von hybriden Kursentwürfen, insbesondere für neue Nutzer, erhöhen kann.  相似文献   

Computational support for teachers’ design thinking: its feasibility and acceptability to practitioners and institutions     

Elizabeth Masterman  Simon Walker  Matt Bower 《Educational Media International》2013,50(1):12-23

A significant area of learning design research has been the development of software applications that guide teachers’ thinking as they plan, construct and revise learning events for their students. In this paper, we review conceptualisations of, and approaches to, the activity of pedagogic design and highlight the implications for the provision of computational support for this activity. We then outline different ways in which that support has been implemented in three digital tools: Phoebe, the LAMS Activity Planner and the Learning Designer. We consider the challenges to, and implications of, deploying these tools from the perspectives of three groups of stakeholders: developers, teachers and institutions. Our findings suggest that, while such tools are acceptable in principle, they face a number of technological and socio-cultural challenges to their acceptability from teachers’ perspectives and to their deployment within institutional strategies for teaching and learning in a digital age.  相似文献   

‘Really useful ideas’: building users' powers of persuasion. A response to the discussion of the Learning Outcomes Theme Group from a practitioner in the post-compulsory sector     

Ian Menter  Maggie Walker 《Curriculum Journal》2013,24(1):101-116

Taking as its starting point the murder of Stephen Lawrence and the failings which that case has demonstrated in justice and the judicial system in England, this article questions the extent to which current models of citizenship education address the reality of young people's lives. The critique focuses particularly on the proposed revisions to the English National Curriculum to be implemented in 2001. It is argued that unless citizenship education provides an opportunity to study the reality of contemporary experience, including the injustices and inequalities which continue to be features of that experience, it will be an ineffectual exercise. There are also severe dangers of the citizenship curriculum being overcrowded with factual knowledge at the expense of opportunities for experiencing democratic processes and playing a part in the formation of learners' identities. Some examples are given of effective work based on the principles outlined in the article. In conclusion, an agenda for research and curriculum development is described.  相似文献   

Weaving Curriculum Connections in International Baccalaureate (IB) Schools     

Allan Walker 《Peabody Journal of Education》2013,88(5):468-485

In this article we discuss how school leaders address challenges when implementing innovative international education curricula, namely International Baccalaureate (IB) programs. Specifically, we frame challenges in curriculum implementation of and transition between IB programs from a “disconnection” perspective. We have often noticed when innovative programs are parceled together without preparation and thrust at great speed at schools, they become disconnected. The hasty implementation of multiple IB programs simultaneously at a school also causes disconnection. Drawing on extensive interview data from principals, mid-level leaders, and teachers in five IB schools adopting multiple IB programs in Asia, we detail curriculum disconnection facing IB schools and how school leaders, including teacher leaders, address such challenges by weaving various disconnected points, namely instrumental, intellectual, cultural, professional, and communicative disconnections. Based on findings from the multisite case study, we argue that school leaders in the case of IB schools adopt a range of leadership strategies to weave disconnection points. We reframe the leadership strategies as two aspects of distributed leadership: distributed instructional leadership and teacher leadership. In conclusion, we suggest that a central facet for successful leadership of IB schools that adopt multiple IB programs is about finding, focusing, and facilitating ways to address disconnections in curriculum implementation of and transition between different IB programs.  相似文献   

State Education Finance and Governance Profile: South Carolina     

Zachary Conrad 《Peabody Journal of Education》2013,88(1):93-96

As more state legislatures join the debate on school-choice and parent-trigger legislation, their discussions draw attention to an evolving landscape outside school walls where parental action shapes educational opportunity. Parents wield their political, social, economic, and cultural capital to secure the best educational outcomes for their children. This paper identifies the political frames that distinguish the educational opportunity-seeking behavior of middle-, working-, and lower-class parents. Rational choice and interest group theories are used to explain the politics of middle-class opportunity hoarding by way of tracking and school-choice practices. Policy entrepreneurship and interest group theory provide the frameworks to explain the support for vouchers and parent-trigger laws by lower- and working-class parents as part of their opportunity-prying efforts.  相似文献   

The Educational Whirl     

Helen Halter  Grace Lawrence  Samuel Walker  Douglas S. Ward  Frederick Gordon Lyle  Effa E. Preston 《Clearing house (Menasha, Wis.)》2013,86(9):546-547

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Improving Public Confidence in Education     

John E. Walker  Richard L. Perez 《Clearing house (Menasha, Wis.)》2013,86(8):394-397

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The American faculty in an age of globalization: predictors of internationalization of research content and professional networks     

Martin J. Finkelstein  Elaine Walker  Rong Chen 《Higher Education》2013,65(3):325-340

A steady stream of studies on high-stakes tests such as University Entrance Examinations (UEEs) suggests that high-stakes tests reforms serve as the leverage for promoting quality of learning, standards of teaching, and credible forms of accountability. However, such remediation is often not as effective as hoped and success is not necessarily ensured. As reasons for such a failure were mostly studied after implementation or at completion phase of a reformed test, i.e., a-posteriori scrutinies, there remain theoretical and analytical gaps regarding policy/planning phase, i.e., a-priori explorations. To contribute toward ameliorating this problem, the present study, based on in-depth interviews with 14 policymakers and proponents of the UEEs reform, detailed their conceptualization of this change in terms of the underlying policies, prospects, and perspectives. The analysis came up with three major frameworks: ‘conceptual image of the intended impacts’, ‘paradigm shift from psychometrics traditions to edumetrics culture’, and ‘ulterior challenges of transition’. The analytic glance further provided corroborating links to two global perspectives on assessment: political and technological perspectives. The findings are suggestive that the technological challenges of the current change intersect with the policies that still envisage the same ‘selecting function’ for the UEE’s alternative. This would thwart the success rate of the ideals or desirable changes aimed by the ‘directing function’ of this reform. The a-priori planning analysis is, thus, noteworthy given that it becomes a terrain for examining the formulated policies and the intended practices, and for evidencing how policy influences and is influenced by the reals of practice.  相似文献   

A cognitive approach to threshold concepts   总被引：1，自引：0，他引：1  

Guy Walker 《Higher Education》2013,65(2):247-263

This paper asks a fundamental question: what is happening inside the mind of the undergraduate during teaching and learning experiences, and how should curricula be designed to support it? A number of concepts lend themselves to providing an answer, principle among which is the relatively recent idea of Threshold Concepts. In this paper we attempt to critically evaluate both the ‘product’ and ‘process’ of Threshold Concepts and subject the idea to a stress test by comparing it to the longer established Schema Theory of Learning. This mapping enabled a novel empirical study involving undergraduate civil engineering students to be performed. The methods derived from Schema Theories of learning provide a set of findings that compliment and strengthen certain key areas of Threshold Concepts, as well as leading to the development of some interesting principles of curriculum design.  相似文献