An investigation into the effect of a NATE/Becta training programme on the use of interactive whiteboards in teaching and learning in Secondary English     

Lorna Smith 《English in Education》2008,42(3):269-282

This paper describes the evaluation of the impact of a training programme in the use of Interactive whiteboards in Secondary English lessons. It is based on work commissioned from NATE by Becta that produced the publication, Entitlement to ICT in Secondary English ( NATE, 2002 ). Drawing from the work of Kress (2003) , the author argues that new technologies can help teachers to address confidently aspects of multimodality that are a core aspect of the New Literacies. Data collected from a small sample of Secondary English teachers who engaged in the training suggest that all teachers benefited from the training; however, it was found that there has been insufficient support in schools to date for the development of fully confident practice.  相似文献   

Yellow Fever in New York City     

Heaton CE 《Bulletin of the Medical Library Association》1946,34(2):67-78

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The World in a Classroom     

Lorna Jimerson 《Clearing house (Menasha, Wis.)》2013,86(1):16-19

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Academia and community action: actionaid,a community-based united kingdom parents' project     

Lorna Cork 《Educational Action Research》2013,21(3):327-342

A fundamental challenge for research in the twenty-first century may necessitate consideration of the extent to which the goals and aspirations of research includes a renewed commitment to combining the knowledge and experience of the research community, the educational practitioner community and local communities. A cohesive triangular alliance is conceptualised, which takes account of the epistemological variation in these triple communities. The challenge is to forge collaborative relationships with links that provide support for new constructions of knowledge, rather than chains that may act as a restriction to innovatory and potentially constructive connections. This article investigates the potential for fresh links between the ‘community triangle’ of research, education and local communities with reference to ‘Actionaid’, a case study of a community-based parents' project, arising in conjunction with a doctoral study, combining the writer's academic and research knowledge, community based knowledge, education practitioner knowledge as well as her cultural knowledge and understanding as an African Caribbean woman. In describing this study the researcher will draw attention to questions surrounding ‘positionality’ and professionalism, in particular their impact on the development of knowledge formulations, which encompass methodological, professional and community credibility across the three communities  相似文献   

Socioeconomic factors influencing the rate of non‐promotion in elementary schools     

Daniel Safer  Ronald Heaton  Richard P. Allen 《Peabody Journal of Education》2013,88(4):275-281

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Web 2.0 Technologies and Back Channel Communication in an Online Learning Community     

Lorna R. Kearns  Barbara A. Frey 《TechTrends》2010,54(4):41-51

Communication, collaboration and community development are processes that contribute to student satisfaction and learning in online courses. This paper describes a study that investigated how campus and distance graduate students in a library science program communicated with one another outside the official boundaries of their courses. We conducted a survey to answer two research questions: 1) What Web 2.0 technologies do students use to communicate with one another outside of the formal structure of their online courses? and 2) What do they talk about in such communication? The results showed that, while students used a variety of technologies to communicate with one another, those enrolled at a distance made greater use of technology to communicate with one another. Moreover, clear preferences emerged according to age. Younger students preferred mobile technologies while older students experimented with a wider range of web-based technologies. We interpret these results and offer recommendations for practice based on our interpretation.  相似文献   

PRESIDENTIAL REFLECTION: TRANSCENDING BOUNDARIES     

Lorna M. A. Bowman 《Religious education (Chicago, Ill.)》2013,108(3):215-224

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THE INCULTURATION OF HOLY CHILD EDUCATION: ACTIONS NOT WORDS     

Lorna M.A. Bowman 《Religious education (Chicago, Ill.)》2013,108(3):334-350

This paper arises out of an oral history research project involving West African women in Nigeria and Ghana. It begins to examine the manner in which the educational philosophy of the Society of the Holy Child Jesus provided a religious education enabling the alumnae of its schools in Nigeria and Ghana to attain a liberated means of self‐expression and leadership faithful to their cultural heritage as African women and their self‐understanding and formation as Christians. Attention is given to the spirit that informed the education and the sociocultural context into which the first Holy Child schools were introduced in “South‐East” [sic] Nigeria.  相似文献   

Understanding the Study of Religion in Undergraduate Programs of Religious Studies as Religious Education   总被引：1，自引：0，他引：1  

Lorna M. A. Bowman 《Religious education (Chicago, Ill.)》2013,108(2):143-146

The aim of this research is to investigate the intergenerational changes that have occurred in Australian Jewish day schools and the challenges these pose for religious and Jewish education. Using a grounded theory approach according to the constant comparative method (Strauss 1987), data from three sources (interviews [296], observations [27], and documents) were analyzed, thus enabling triangulation. Findings show that there is an incongruity between what the adult community defines as the central components of Jewish and religious identity, which are more particularistic, and the perspectives of Jewish youth, which are more universalistic.  相似文献   

VII. NIH TOOLBOX COGNITION BATTERY (CB): FACTOR STRUCTURE FOR 3 TO 15 YEAR OLDS     

Dan Mungas  Keith Widaman  Philip David Zelazo  David Tulsky  Robert K. Heaton  Jerry Slotkin  David L. Blitz  Richard C. Gershon 《Monographs of the Society for Research in Child Development》2013,78(4):103-118

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