The pedagogical benefits of enacting positive psychology practices through a student–faculty partnership approach to academic development     

Alison Cook-Sather  Joel Alden Schlosser  Abigail Sweeney  Laurel M. Peterson  Kimberly Wright Cassidy  Ana Colón García 《International Journal for Academic Development》2018,23(2):123-134

Academic development that supports the enactment of positive psychology practices through student–faculty pedagogical partnership can increase faculty confidence and capacity in their first year in a new institution. When student partners practice affirmation and encouragement of strengths-based growth, processes of faculty acclimation and self-authoring can be accelerated. This article presents a student–faculty pedagogical partnership program and positive psychology practices that focus on faculty strengths and capacities as the foundation for reinforcing and revising existing pedagogical strategies and for sustaining energy for continued development. It combines collaborative autoethnographic and comparative case study approaches to investigate the pedagogical benefits of these practices.  相似文献   

Alternative conceptions in animal classification: A cross-age study     

John E. Trowbridge  Joel J. Mintzes 《科学教学研究杂志》1988,25(7):547-571

Employing a cross-age design, this study examined students' alternative conceptions in animal classification at the elementary, secondary, and college levels. Based on a previous study that made use of clinical interviews and a classification task, subjects (N = 468) were administered a multiple-choice/free-response instrument that probed understanding of the concept animal, the vertebrate/invertebrate distinction, and the principal vertebrate classes. Results suggest that students subscribe to a highly restricted view of animals; applying the label almost exclusively to vertebrates, especially to common mammals. When asked to distinguish between vertebrate and invertebrate animals and to classify several species into vertebrate groups, a wide range of alternative conceptions emerged. Cross-age comparisons indicate that many of these alternative views remain intact throughout the school years, while others yield more readily to formal instruction and/or nonschool experiences. Considered within the context of a neoconstructivist view of learning, several suggestions are offered for teaching concepts in animal classification.  相似文献   

Share advanced courses with other schools via interactive cable television     

Rhonda S. Robinson  Keith M. Collins  Peter C. West 《TechTrends》1985,30(2):17-17

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Tablet computers in Philippine public schools: school-level factors that influence technology management and use     

Jedaiah Joel Lumagbas  Wally Smith  Esther Care  Claire Scoular 《Technology, Pedagogy and Education》2019,28(1):73-89

Many developing countries are investing in large-scale initiatives to deploy information and communications technology in schools. However, merely equipping schools with hardware and software does not guarantee that the technology is used effectively to improve learning outcomes. This study aims to identify factors that influence the use of technology in schools in a developing-country context. It investigates this through a multiple-case study of the Australian AID tablet computer programme in the Philippines, in which 1000 tablets were given to nine public schools for student use. Focusing specifically on the impact at a whole-school level, the study revealed factors affecting outcomes that were specific to a developing-country context, as well as confirming the relevance of more general factors identified in the literature. The study also brings to light tablet-specific benefits and issues in this context. These results have implications for the effective school-level implementation of technology programmes in developing countries. Recommendations that proceed from these are presented for policy-makers and school administrators looking to use these devices in schools.  相似文献   

How New is New Labour? The Quasi-market and English Schools 1997 to 2001     

Anne West  & Hazel Pennell 《British Journal of Educational Studies》2002,50(2):206-224

This paper focuses on the reforms made to the quasi-market in school-based education in England that occurred between May 1997 and May 2001. It discusses the changes that have taken place in relation to parental choice, admissions to schools, school diversity, fund-ing and examination 'league tables'. The Labour Government can be seen as having embraced the quasi-market with a similar enthusiasm to that of its Conservative predecessors although it has tended to emphasise social inclusion as opposed to competition. While it has attempted to soften the edges of the quasi-market it has not tackled some of its major deficiencies such as the power that schools that are their own admission authorities have to distort the admissions process.  相似文献   

Neoliberalism,imperialism and conservatism: tangled logics of educational inequality in the global South     

Joel Windle 《Discourse: Studies in the Cultural Politics of Education》2019,40(2):191-202

ABSTRACT

Accounts of neoliberalism in education frequently evoke a universal trend, with insufficient attention to context, as well as routinely presenting the ‘pre-neoliberal’ as the ideal. This paper argues that studies of neoliberalism, concentrated in the global North, frequently ignore the distinctive forms and histories of neoliberalism in the global South, as well as its connections to other logics of power, which are illustrated using examples of schooling in Brazil. The differing weight of neoliberal politics and policies across geopolitical boundaries suggests caution in casting neoliberalism as a unique institutional setting for contemporary educational inequalities or attributing all educational conservatism to neoliberalism. A conceptual contribution is provided by proposing a multi-scalar approach to educational inequalities, in which educational sites, events and practices are considered in terms of nexus.  相似文献   

The Political Experience of Primary School Teachers in the People's Republic of China     

Joel Glassman 《比较教育学》1979,15(2):159-173

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Predicting parental involvement in children's schooling within an economically disadvantaged African American sample     

Stacy Overstreet  Joel Devine  Katherine Bevans  Yael Efreom 《Psychology in the schools》2005,42(1):101-111

Predictors of parental school involvement were examined within a sample of 159 economically disadvantaged, African American parents living in an urban setting. School involvement was defined in terms of parent activity within the school. Parent demographics, attitudes about education, and community engagement behaviors as well as parent perceptions of school receptivity to parental involvement were evaluated as predictors of school involvement. Predictors of school involvement were examined separately for parents of elementary school students and for parents of middle and high school students. Results indicated that school receptivity was the strongest predictor of parental school involvement within both groups of parents. In addition, parental educational aspirations for the child and community engagement behaviors were significant predictors for both groups of parents. Parent level of employment was a significant predictor of school involvement only for parents of middle/high school students. Implications for school psychologists based on the findings are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 101–111, 2005.  相似文献   

K. Hakkarainen,T. Palonen,S. Paavola, &; E. Lehtinen,Communities of networked expertise: professional and educational perspectives     

Richard E. West  Charles R. Graham 《Educational technology research and development : ETR & D》2007,55(4):391-393

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A comparison of sentence-learning errors in children of different achievement levels     

Joel R. Levin  Elizabeth S. Ghatala  Bruce G. Bender 《Contemporary educational psychology》1978,3(4):358-366

Theoretical analyses of the multiple-choice test format suggest that a test constructor should give serious consideration to the form in which correct and incorrect alternatives are presented. In this experiment, third and fourth graders were tested for previously exposed information by multiple-choice items in which: (a) correct alternatives were stated in either verbatim or synonym form; and (b) incorrect alternatives consisted of plausible responses that were either familiar or new. Comparisons of errors and error patterns were made between high and low achieving students who had been given one of two different information-processing strategies. Based on a dual test function argument, it was concluded that synonym correct alternatives combined with plausible new responses are the most desirable of the four multiple-choice variations studied here. In particular, such items were sensitive to achievement level and strategy differences without systematically increasing students' likelihood of retaining misinformation.  相似文献