Online professional development for environmental educators: strategies to foster critical thinking and social interactions     

Bryce DuBois  Alex Russ 《Environmental Education Research》2019,25(10):1479-1494

Abstract

Massive open online courses (MOOCs) offer opportunities for professional development of environmental educators globally, yet we lack understanding of participants? cognitive and social learning processes and of how instructors can enhance these processes. Based on the Community of Inquiry framework, we used a survey and coded participant discussion board and Facebook posts to examine the cognitive, social, and teaching presence in the Environmental Education: Transdisciplinary Approaches to Addressing Wicked Problems MOOC, offered by Cornell University. Rather than train educators in a specific curriculum, the goal of the MOOC is to expand educators? critical and transdisciplinary thinking about the field of environmental education and to enhance social interactions to support learning, educators, and knowledge co-creation. Results indicate that cognitive presence is higher on the discussion board whereas social presence is higher on Facebook. Over half of cognitive posts focused on exploration, a lower level of learning, whereas just less than a fifth reflected higher level integration, suggesting room for enhancing cognitive learning. Our results suggest strategies to encourage higher levels of thinking and more meaningful social interactions to foster learning, educator support, and co-creation of knowledge, thereby improving online professional development.  相似文献   

Parents' role in the academic motivation of students with gifts and talents     

Alex C. Garn  Michael S. Matthews  Jennifer L. Jolly 《Psychology in the schools》2012,49(7):656-667

Parents play a key role in developing their children's academic motivation, and parents of children with gifts and talents also may face additional parenting challenges that are less commonly faced by parents of average‐ability learners whose needs are more readily met in the school setting. School psychologists may be charged with addressing these issues, despite having little or no training on the needs of families of high‐ability learners. We use the lens provided by the self‐determination theory of motivation to consider how social–environmental climates created by parents can promote or impede the academic motivation of students with gifts and talents. © 2012 Wiley Periodicals, Inc.  相似文献   

Robert Glaser 1921‐2012     

Alex Romiszowski  Jim Hartley 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(3):357-358

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What is global education and where is it taking us?     

Alex Standish 《Curriculum Journal》2014,25(2):166-186

Global education began as a movement to reform education and society in the 1960s and 1970s, through the work of educationalists, NGOs and also intergovernmental organisations. The global approach seeks to break with a curriculum that is grounded in subject knowledge and national culture. Instead, it seeks to explore alternative rationales for education and alternate futures. A second wave of global or international education occurred from the 1990s alongside discussion of globalisation, which brought the movement into mainstream education. One of the characteristics of global/international education is its ambiguity. It seeks to break with the past curriculum, but it is not always clear what will take its place. For some, preparing young people for the global market is foremost, while others aim to facilitate the child's sense of himself or herself as a personal being. What is common to both is a desire to challenge the boundaries that previously gave meaning to education (especially theoretical knowledge and culture) and a search for meaning and opportunity in the projection of power beyond national boundaries. We conclude by questioning whether children are adequately prepared to act as global citizens without an education based on academic knowledge and an ethical framework that is culturally grounded.  相似文献   

Application of digital image correlation to full-field measurement of shrinkage strain of dental composites     

Jian-ying LI  Andrew LAU  Alex S. L. FOK 《浙江大学学报(A卷英文版)》2013,14(1):1-10

Objectives: Polymerization shrinkage of dental composites remains a major concern in restorative dentistry because it can lead to micro-cracking of the tooth and debonding at the tooth-restoration interface. The aim of this study was to measure the full-field polymerization shrinkage of dental composites using the optical digital image correlation (DIC) method and to evaluate how the measurement is influenced by the factors in experiment setup and image analysis. Methods: Four commercial dental composites, Premise Dentine, Z100, Z250 and Tetric EvoCeram, were tested. Composite was first placed into a slot mould to form a bar specimen with rectangular-section of 4 mm mm, followed by the surface painting to create irregular speckles. Curing was then applied at one end of the specimen while the other part were covered against curing light for simulating the clinical curing condition of composite in dental cavity. The painted surface was recorded by a charge-coupled device (CCD) camera before and after curing. Subsequently, the volumetric shrinkage of the specimen was calculated with specialist DIC software based on image cross correlation. In addition, a few factors that may influence the measuring accuracy, including the subset window size, speckle size, illumination light and specimen length, were also evaluated. Results: The volumetric shrinkage of the specimen generally decreases with increasing distance from the irradiated surface with a conspicuous exception being the composite Premise Dentine as its maximum shrinkage occurred at a subsurface distance of about 1 mm instead of the irradiated surface. Z100 had the greatest maximum shrinkage strain, followed by Z250, Tetric EvoCeram and then Premise Dentine. Larger subset window size made the shrinkage strain contour smoother. But the cost was that some details in the heterogeneity of the material were lost. Very small subset window size resulted in a lot of noise in the data, making it difficult to discern the general pattern in the strain distribution. Speckle size did not seem to have obvious effect on the volumetric shrinkage strain along specimen length; however, larger speckles resulted in higher level of noise or heterogeneity in the shrinkage distribution. Compared with bright illumination, dimmer lighting produced larger standard deviations in the measured shrinkage, indicating a higher level of noise. The longer the specimen, the greater was the rate of reduction with distance from the irradiated surface, especially for the longitudinal strain. Significance: The image correlation method is capable of producing full-field polymerization shrinkage of dental composites. The accuracy of the measurements relies on selection of optimal parameters in experimental setup and DIC analysis.  相似文献   

Evolution and Diffusion of the Michigan State University Tradition of Organizational Communication Network Research     

Alex M. Susskind  Donald F. Schwartz  William D. Richards  J. David Johnson 《Communication Studies》2013,64(4):397-418

This article documents the 30‐year history of communication network research at Michigan State University (M.S.U.), providing a case study of the evolution and diffusion of an academic innovation. Three past and continuing issues for network scholars are identified: a lack of professional reward for developing user‐friendly computer programs, unresolved methodological problems, and a need for better theoretical and conceptual frameworks. The narrative also illustrates the difficulty communication as a discipline has in impacting broader intellectual traditions. The story begins with the first doctoral dissertation (Schwartz, 1968 Richards, W. D. and Barnett, G., eds. 1993. Progress in communication sciences: Advances in communication network analysis, Norwood, NJ: Ablex.  [Google Scholar]) and the first network analysis software program in 1970 (Richards’ Negopy), continuing to the last dissertation (Susskind, 1996 Susskind, A. M. 1996. The impact of an organizational downsizing effort on survivors’ communication network relationships and attitudes, East Lansing: Department of Communication, Michigan State University. Unpublished doctoral dissertation [Google Scholar]), and ending in 1998 when J. David Johnson left the M.S.U. faculty. Other major players in the M.S.U. network tradition included David K. Berlo, Eugene Jacobson, Everett M. Rogers, Vincent Farace, Peter Monge, and Erwin Bettinghaus. Ironically, Schwartz and Susskind met in 1998 while Schwartz was preparing to retire from Cornell University and Susskind was starting as an Assistant Professor in a different department, thus providing closure to the M.S.U. network.  相似文献   

General Foreign/International Communication     

Alex S. Edelstein  John E. Bowes  Sheldon M. Harsel  Fred L. Casmir  Terry D. Peigh  Ernest D. Rose 《Communication Booknotes Quarterly》2013,44(10):189-191

A Free and Balanced Flow: Report of the Twentieth Century Fund Task Force on the International Flow of News (Lexington, Mass.: Lexington Books, 1979—$12.50 with a paperback also available)

Alex S. Edelstein, John E. Bowes, and Sheldon M. Harsel's Information Societies: Comparing the Japanese and American Experiences (International Communication Center, School of Communications, University of Washington, Seattle, Wa 98195—$10.95, paper)

Fred L. Casmir, ed. Intercultural and International Communication (Washington: University Press of America, 1978—$21.50, paper)

Terry D. Peigh, et al. The Use of Radio in Social Development (Chicago: Communication Laboratory, Community and Family Study Center of the University of Chicago, 1979—price not given, paper)

Ernest D. Rose's World Film & Television Study Resources (Friedrich-Ebert-Stiftung, Godesberger Allee 149, D 5300 Bonn 2, Federal Republic of Germany—price not given)

Medios Audiovisuales (Desengano 12, Madrid-13, Spain—650 pesetas per year/11 issues, surface mail)

List of International Instruments Concerning Different Aspects of Communication (Paris: Unesco International Commission for the Study of Communication Problems, not dated—apparently free on request, paper)  相似文献   

A comparison of scholarly productivity among current professors who obtained terminal degrees     

Angela Hollman  Matthew R. Bice  James Ball  Nate Bickford  Alex B. Shafer  Sonja Bickford 《The American journal of distance education》2013,27(4):267-282

ABSTRACT

Although scholarship is important in higher education and faculty productivity expectations are continually increasing, we still do not understand the holistic view of faculty productivity. This study takes a different viewpoint on faculty productivity examining differences by university classification and by discipline. Most importantly, we sought to obtain the effects of the delivery mode of terminal degree on later faculty productivity. The mode of terminal degree via Internet delivery looks attractive to students, but this study found that this has implications for future research productivity. These three elements illustrate a different scope that has important implications for administrative leaders looking to hire future faculty as well as students thinking about becoming a future faculty member. To capture this view, 600 faculty members from 59 American universities were surveyed. From this survey, five different variables emerged to create an overall faculty scholarly productivity factor. This factor was then compared against university classification, discipline, and mode of terminal degree. Results showed surprising significant differences between university classifications and disciplines as compared to scholarly productivity. One of the most noteworthy findings was that there is a significant difference in faculty productivity based on the mode of terminal degree. Furthermore, no difference in later faculty scholarly productivity exists between that of a hybridized, online degree and a purely online degree. Again, these results indicate significant finds which have a high influence on faculty scholarly productivity, which holds important implications for the future of the university.  相似文献   

Music theatre: at the crest of music education's third wave     

Robert Legg  Alex Green 《Curriculum Journal》2013,24(4):518-533

In the United Kingdom, curricular music education has seen two main waves of development and is in the process of shaping a third. Ideas from the second wave have maintained theoretical dominance to the present day, despite the concerns expressed by some about their practical implementation. This paper suggests that problems with the implementation of second-wave ideas have been caused by hermeneutic complexities inherent to the word ‘music’ as well as by an ongoing ideological debate about the proper purpose of music education. It is proposed here that by approaching musical learning in the emergent third wave through the sub-discipline of ‘music theatre’ – and by conceiving that term in its broadest sense – this interpretive difficulty can be avoided whilst many practical advantages may be reaped. The notion of music theatre as a key component of music education's third wave is explored alongside its theoretical prerequisites, and a number of questions are identified for further consideration.  相似文献   

Professional standards,teacher identities and an ethics of singularity     

Matthew Clarke  Alex Moore 《Cambridge Journal of Education》2013,43(4):487-500

This paper offers a critical analysis of the education policy move towards teacher professional standards. Drawing on Lacan’s three registers of the psyche (real, imaginary and symbolic), the paper argues that moves towards codification (and domestication) of teachers’ work and identities in standardized (and sanitized) forms, such as the Australian Institute for Teaching and School Leadership professional standards recently adopted in Australia, can be read as a colonization of the Real and the imaginary by (a rather static, mortified form of) the symbolic. The paper argues that in response to such normalizing moves, we need to consider how we might conceptualize the reanimation of what it means to teach and be a teacher, something we attempt in terms of enabling each of the psyche’s registers to inter-animate each other, as a means of engendering teacher identities characterized by criticality, creativity and passion – that is, by an ethics of singularity rather than by standardization.  相似文献