A National Analysis of Endowed Chairs and Distinguished Professors in the Field of Education     

Nicholas Daniel Hartlep  Daisy Ball  Kendra Theodosopoulos  Kevin Wells  Grant B. Morgan 《Educational Studies A Journal of the American Educational Studies Association》2016,52(2):119-138

  相似文献   

Design,Desire, and Dif ference     

Kevin M. Leander  Gail Boldt 《理论付诸实践》2018,57(1):29-37

  相似文献   

Empower Foster Parents Toward Caring Relations with Children     

Kevin James Swick 《Early Childhood Education Journal》2007,34(6):393-398

Foster parents face many challenges in caring for children in foster care. Perhaps the major challenge is to achieve a caring environment for children who have experienced trauma and much change. Thus, this article provides ideas and strategies for nurturing foster parents toward a caring relationship with their children.  相似文献   

Linking rights,needs, and fairness in high-stakes assessments and examinations     

Kevin Woods  Tamsin McCaldin  Amanda Hipkiss  Beverley Tyrell  Megan Dawes 《牛津教育评论》2019,45(1):86-101

This paper presents a novel explanation for the continued absence of a children’s rights strategy within high-stakes educational assessment with reference to the competing purposes of high-stakes assessments and group-based constructions of fairness in assessment. We provide an original critique of group-based perspectives on the validity of assessment accommodations which supports an individual perspective on fair educational assessment. From this, the (almost forgotten) concept of ‘student assessment needs’ is (re-)introduced as a central axiom, to be constructed through feedback from, and dialogue with, students about their experience of high-stakes assessments, giving primacy to their purpose as an attainment demonstration opportunity for the student. To promote a new movement towards student participation in educational assessment processes and reforms, we propose ‘rights respecting assessment’, complementary to UNICEF’s ‘Rights Respecting Schools’ initiative, in which regular system-wide student representation would contribute to the development of high-stakes examination systems. In recognition of this aspiration, this paper is co-authored with a recent school-leaving age examination candidate.  相似文献   

Technology Disruptions and Elementary Teachers' Problem Solving in an Urban Canadian District: A Case Study     

Elyssa Derban  D. Kevin O’Neill 《Journal of Research on Technology in Education》2018,50(4):365-383

Abstract

This case study of one urban school district in British Columbia, Canada, examines technology-related disruptions to the teaching plans of seven midcareer elementary school teachers over a 1-year period. Despite having relatively good access to current digital technologies and relatively strong experience in using them, teachers commonly experienced disruptions to their plans that necessitated the use of diverse problem-solving strategies and supports. We examine the types of disruptions teachers recalled experiencing, the strategies they chose to address them, and the perceived success of those strategies in allowing teachers to carry through with their plans for classroom technology use in ways that preserved their pedagogical intent. Implications are discussed with regard to ways that districts might more effectively support elementary teachers’ technology use. (Keywords: technology, lesson planning, disruptions, barriers, professional development)  相似文献   

The representation of the management of behavioural difficulties in EP practice     

C. Eleanor Law  Kevin Woods 《Educational Psychology in Practice》2018,34(4):352-369

Behavioural difficulties, whether externalising or internalising, concern educational policy makers, practitioners and educational psychologists (EPs). The present configurative systematic literature review (SLR) aims to explore EPs’ representations of their behaviour management practices and application of psychology within behaviour work, in peer-reviewed studies published between 2000 and 2017. Four research databases, Google Scholar and a University Online Library were systematically searched. A total of 29 papers were found, 12 of which met the study inclusion criteria and were deemed to be of at least medium methodological quality and relevance. A synthesis of the studies’ accounts and outcomes revealed a range of EP practices at individual, group and organisational levels, exemplifying the core functions of the role. EPs draw upon single or multiple integrated psychological paradigms and commonly adopt a social constructionist and relational approach to their work, which can be seen to empirically validate existing models of EP professional practice. Links to EP practice and implications for further research are considered.  相似文献   

Student understanding of the volume,mass, and pressure of air within a sealed syringe in different states of compression     

Kevin Charles De Berg 《科学教学研究杂志》1995,32(8):871-884

Problem-solving strategies in the physical sciences have been characterized by a dependence on algorithmic techniques often devoid of any reasoning skills. The purpose of this study was to examine student responses to a task relating to Boyle's Law for gases, which did not demand the use of a mathematical equation for its solution. Students (17- to 18-year-olds) in lower sixth form from two colleges in the Leeds district of Yorkshire in England were asked to respond to a task relating to pressure and volume measurements of air within a sealed syringe in different states of compression. Both qualitative and quantitative tasks for the sealed syringe system were examined. It was found that 34% to 38% of students did not understand the concepts of volume and mass, respectively, of a gas under such circumstances. Performance on an inverse ratio (2:1) task was shown to depend on gender and those students who performed well on the 2:1 inverse ratio task did not necessarily perform well on a different inverse ratio task when an arithmetic averaging principle was present. Tasks which draw upon qualitative knowledge as well as quantitative knowledge have the potential to reduce dependence on algorithms, particularly equation substitution and solution. The implications for instructional design are discussed.  相似文献   

A Time and a Place for Everything: A Discrete Systems Perspective on the Role of Children's Rough-and-Tumble Play in Educational Settings     

Kevin MacDonald 《Early education and development》1992,3(4):334-355

This paper emphasizes the following points regarding the appropriate role of rough-and-tumble play (R & T) in educational settings. (1) There has been an important secular trend toward an increasing importance of adult supervision of children's play. As a result, children's R & T must be considered in the context of social values regarding the expected developmental significance of children's play. (2) R & T is an aspect of evolved systems that propel the children into enthusiastic interaction with their environment and can be reasonably supposed to have several beneficial influences on children's cognitive and social development. (3) R & T can be distinguished from aggression, and adult supervised R & T is potentially an important arena for learning the limits of appropriate R & T. (4) It is suggested that supervised educational settings should be concerned with socializing several discrete systems that underlie children's development, including the present emphasis on socializing children to be able to focus attention, inhibit behavior, and be neat and orderly. However, the purpose of the present paper is to present a case for socializing the systems underlying stimulus seeking, extroversion, sociability, and intellectual creativity as well.  相似文献   

Educational Psychologists’ Contribution to the Every Child Matters Agenda: The parents’ view     

Garry Squires  Peter Farrell  Kevin Woods  Sarah Lewis  Steve Rooney  Mike O’Connor 《Educational Psychology in Practice》2007,23(4):343-361

In the DfES review of the role and contribution of educational psychologists (2006) the views of a range of different stakeholders were surveyed about the work that EPs do. As part of this process, questionnaires were devised and sent out to 300 parents, 30 from 10 local authorities (LA), distributed by the principal educational psychologist in each LA. Thirty per cent of parents completed the questionnaires and their responses indicated that they valued highly the contribution made by EPs to the outcomes for their child. Their responses also illustrate the broad range of work in which EPs are involved and the multiprofessional nature of support that is available. In this paper, the main findings from the survey are discussed and consideration is given to their implications for the future development of EP services.  相似文献   

Gender differences in national assessment of educational progress science items: What does “i don't know” really mean?     

Marcia C. Linn  Tina De Benedictis  Kevin Delucchi  Abigail Harris  Elizabeth Stage 《科学教学研究杂志》1987,24(3):267-278

The National Assessment of Educational Progress Science Assessment has consistently revealed small gender differences on science content items but not on science inquiry items. This assessment differs from others in that respondents can choose “I don't know” rather than guessing. This paper examines explanations for the gender differences including (a) differential prior instruction, (b) differential response to uncertainty and use of the “I don't know” response, (c) differential response to figurally presented items, and (d) different attitudes towards science. Of these possible explanations, the first two received support. Females are more likely to use the “I don't know” response, especially for items with physical science content or masculine themes such as football. To ameliorate this situation we need more effective science instruction and more gender-neutral assessment items.  相似文献