Supporting and Developing Teachers through Telecommunications     

John G Hedberg  Barry Harper 《Educational Media International》2013,50(2):88-93

Abstract

This article looks at how knowledge can be accessed using current technologies, so that forms of alternative delivery can be made available. It examines the effect of establishing links between schools and the university producing ‘virtual institutions’, and looks to the future.  相似文献   

Testing National Curriculum mathematics: some critical comments on the treatment of ‘real’ contexts for mathematics     

Barry Cooper 《Curriculum Journal》2013,24(3):231-243

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A case study of integration and destreaming: Teachers and students in an Ontario secondary school respond     

Christine L. Robertson  Barry Cowell  John Olson 《课程研究杂志》2013,45(6):691-717

The direction that secondary school reform should take has become a contested question in the province of Ontario, Canada, during the 1990s. This case study of one secondary school examines some of the issues surrounding the transition years. Two policies, destreaming and integration, mandatedbythe OntarioMinistryof Education in 1993, and fully implemented by 1995, are examined by means of interview and survey. Administrators, teachers and students commented on the transition from elementary to secondary school. We discuss questions related to destreaming (especially how teachers contend with mixed-ability classes) and integration (with a particular focus on mathematics, science and technology).  相似文献   

An Analysis of Some New Statistical Methods for Selecting Test Items     

Robert F. Barry 《Journal of Experimental Education》2013,81(3):221-228

In this study, the relationship between student affective performance and classroom physical environment, social climate, and management style were investigated in a sample of classes in Hong Kong primary schools. The results of Pearson and canonical correlation analyses indicated that among the measures of classroom environment, perceived quality of physical environment and class master's expert power, personal power, and coercive power were the strongest predictors of affective performance. This finding supports the importance of class master's management style in the classroom environment. Students' attitudes toward school and teachers appeared to be most sensitive to variation in the classroom environment, and self-concept was the least sensitive among the seven student affective measures. Students' self-efficacy of learning and intention to drop out were moderately sensitive to classroom environment. Profiles of effective and ineffective classroom environments were also mapped. In effective classrooms, class masters care for students, pay attention to teaching, do not use force or punishment but do create a good classroom climate with their professional knowledge, personal morality, and personality. Physical environment and psychological environment are both important; a good classroom environment is highly correlated with student affective performance.  相似文献   

The communal constraints on parody: The symbolic death of Joe Bob Briggs     

Barry Alan Morris 《Quarterly Journal of Speech》2013,99(4):460-473

Arguments and Addresses of Joseph H. Choate. Collected and edited by Frederick C. Hicks, LL. B., Litt. D. With a Memorial by Elihu. Boot. St. Paul: West Publishing Company, 1927. 1189 pp.

Great Speeches, by Elizabeth W. Baker. New York: Allyn and Bacon, 1927. Pp. 191 and Appendix.

The Speech Arts, by Alice Evelyn Craig. New York: The Macmillan Company, 1926. 500 pp.

The Memoirs of William Jennings Bryan. Philadelphia: Winston and Company, 1925. 556 pp.

The Growth of the Mind—An Introduction to Child‐Psychology. By Kurt Koffka. Translated by R. M. Ogden. New York: Harcourt, Brace and Company, 1924. xvi + 383 pp.

Psychology and Education, by Robert Morris Ogden. New York: Harcourt, Brace and Company, 1926. xiii + 364 pp.

Causes and Their Champions, by M. A. DeWolfe Howe. Boston: Little, Brown and Company, 1926.

Trumpets of Jubilee, by Constance Mayfield Rourke. New York: Harcourt, Brace and Company, 1927.

The Pocket Oxford Dictionary, by P. G. Fowler and H. W. Fowler. American Edition, revised by George Van Santvoord. Oxford University Press, American Branch. Pp. xvi +1029.

The Romance of Words, by Ernest Weekley, M. A. New York: E. P. Dutton and Company, 1927. Pp. xi + 225.  相似文献   

Between patriotism and nationalism: Johan Hendrik Swildens and the ‘pedagogy of the patriotic virtues’ in the United Dutch Provinces during the 1780s and 1790s     

Barry J. Hake 《History of education》2013,42(1):11-38

The dominant influences that forged curriculum policy in relation to the literacy curriculum in New Zealand during the 1930s can be seen to be enmeshed in the politics of the wider context of what de Castell and Luke have identified as the ‘literacy ideologies of the British Empire’. ^{1 1} See de Castell, Suzanne and Allan Luke. “Literacy Instruction: Technology and Technique.” American Journal of Education 95, no. 3 (1987): 413–440. It was these literacy ideologies and concerns over the cultural authority of ‘standard English’ that were to spark a growing public and professional concern during the 1930s over New Zealanders’ speech and the growing ‘insidious’ influence of American‐derived popular culture. These tensions led to debates that would eventually highlight the need for New Zealanders to develop their own national and cultural identity. They would also bring into question the role of Maori language and culture in New Zealand primary school education, and herald the first challenges to the cultural dominance of the English language in New Zealand’s Native schools in the late 1930s.  相似文献   

Doing research/reading research: re-interrogating education     

Barry Golding 《Studies in Continuing Education》2013,35(3):276-278

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Justification beliefs and multiple-documents comprehension     

Ivar Bråten  Leila E. Ferguson  Helge I. Strømsø  Øistein Anmarkrud 《European Journal of Psychology of Education - EJPE》2013,28(3):879-902

Building on the multidimensional framework of epistemic cognition proposed by Greene et al. (Educational Psychologist 43:142–160, 2008), this study examined beliefs about justification of knowledge claims in science among 65 Norwegian 10th graders. The first research question asked whether beliefs in personal justification, justification by authority, and justification by multiple sources differed in strength among the participants. It was found that the students most strongly believed in justification by authority, followed by justification by multiple sources and personal justification. The second research question asked whether the three types of justification beliefs differentially and uniquely predicted the comprehension of multiple conflicting documents on a science issue. In a multiple regression analysis with multiple-documents comprehension indicated by essay performance as the dependent variable, both personal justification and justification by multiple sources emerged as unique predictors when topic knowledge was controlled for. Specifically, beliefs in personal opinion as a means of justifying knowledge claims in science was negatively related to multiple-documents comprehension, whereas beliefs in justification through corroboration across multiple sources of information were positively related to multiple-documents comprehension. This study provides new evidence about relationships between epistemic beliefs and new literacy competencies needed in an information society, such as integrating across multiple conflicting sources of information; relationships that may also have practical implications.  相似文献   

Staff deployment in an age of contraction     

Barry Taylor 《Education 3-13》2013,41(1):39-42

Teacher educators from eight European countries undertook a collaborative study into children's understanding of their own national and European identity, their understanding of the geography and cultures of Europe and finally their understanding of how countries are governed. The views of the British children are reported here, set alongside a summary of those from the seven other countries. Findings indicate a confusion with the notion of British identity, a limited understanding of Europe's geography and peoples, but a high level of acceptance of those from other cultures and countries. The implications for geography teaching and for teaching about identity, tolerance, respect and European citizenship are discussed.  相似文献   

Promoting secondary school students’ evaluation of source features of multiple documents     

Jason L.G. Braasch  Ivar BråtenHelge I. Strømsø  Øistein AnmarkrudLeila E. Ferguson 《Contemporary educational psychology》2013

The current research examined whether instructional activities centering on contrasting cases promoted secondary school students’ evaluations of source features present in a multiple-documents inquiry context. Two hypothetical students’ document evaluation strategy protocols were designed: One featured more sophisticated strategies commonly enacted by experts and better college students and a second featured less sophisticated strategies commonly enacted by secondary school students. A series of classroom-based activities required that students compare/contrast the two protocols to decide which were the best strategies when analyzing multiple scientific documents and why. The findings demonstrated that students who previously participated in the intervention activities included more scientific concepts from more useful documents when generating essay responses from memory, displayed better rankings of the usefulness of the set of multiple documents, and offered more principled justifications based on source feature evaluations of trustworthiness compared to students who instead received typical classroom instruction. We discuss the instructional implications of a contrasting-cases approach in facilitating secondary school students’ usage of source features within multiple-documents inquiry contexts.  相似文献