Fostering geospatial thinking in science education through a customisable smartphone application     

Sara Price  Paul Davies  William Farr  Carey Jewitt  George Roussos  George Sin 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(1):160-170

Enhanced capabilities of modern smartphones offer the potential to design tools that support new forms of teaching and learning. Increased access to mobile‐networked environments and geospatial systems provide opportunities for developing new educational experiences that support a geospatial approach to science, fostering new ways of thinking about science. However, designing effective innovative educational mobile applications remains a challenge. Applications need to be accessible to teachers that are not tech‐savvy as well as those that are, foster active learning pedagogies, enable flexible and creative use, as well as fit within the curriculum. This paper describes a smartphone application developed together with pre‐service science teachers, designed to be customisable by teachers while supporting a geospatial approach to science education. The design process and trial illustrate application use, how it supports a geospatial approach to science education and raises issues around mobile technologies, teacher pedagogies and adoption.  相似文献   

“We Have a Great Task Ahead of Us!”: Child-Hate in Roald Dahl’s The Witches     

James M. Curtis 《Children‘s Literature in Education》2014,45(2):166-177

The depictions of cruel witches in Roald Dahl’s novel The Witches echo the cruel, abusive measures taken by adults in the historical treatment of children. The concept of child-hatred, described by Lloyd Demause and other critics, is an effective lens through which to view the hyperbolized hatred of children described in The Witches. However, Dahl’s text deals with more than just the explicit hatred of children. In fact, in its characterization of Grandmamma as an adult that truly values the state of childhood, and in Dahl’s narrative treatment of both his child protagonist and his child audience, Dahl’s text counters the notion that we have progressed to a culture that values and, at times, sacralizes the child. The Witches presents to readers the possibility that child-hatred is not some now-defunct phenomenon, but rather an extant danger in the historical present of childhood, a danger made ever more threatening by its ability to hide under a mask of benevolence. With the many instances of both child-protection and child-hatred that pervade The Witches, the text serves as an apt illustration of the ambivalence inherent in many works of children’s literature, which has been a central concern for scholars of children’s texts for decades.  相似文献   

What Do Test Score Really Mean? A Latent Class Analysis of Danish Test Score Performance     

James McIntosh 《Scandinavian Journal of Educational Research》2014,58(4):435-452

Latent class Poisson count models are used to analyse a sample of Danish test score results from a cohort of individuals born in 1954–1955, tested in 1968, and followed until 2011. The procedure takes account of unobservable effects as well as excessive zeros in the data. We show that the test scores measure manifest or measured ability as it has evolved over the life of the respondent and is, thus, more a product of the socioeconomic status of the parents and the human capital formation process than some latent or fundamental measure of pure cognitive ability. We find that variables which are not closely associated with traditional notions of intelligence explain a significant proportion of the variation in test scores. This adds to the complexity of interpreting test scores and suggests that school culture and possible incentive problems make it more difficult to understand what the tests measure.  相似文献   

The relationship between inhibition and working memory in predicting children's reading difficulties     

Josephine N. Booth  James M.E. Boyle  Steve W. Kelly 《Journal of Research in Reading》2014,37(1):84-101

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Lifelong learning and social justice. Communities,work and identities in a globalised world S. Jackson, 2012 Leicester,National Institute of Adult Continuing Education £24.95, 298 pp. ISBN 978‐1‐86201‐497‐8          下载免费PDF全文

Nalita James 《British Educational Research Journal》2014,40(3):581-582

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Dodgy car     

Mike Fletcher 《Teaching Statistics》2014,36(3):82-82

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The dark side of social support: Understanding the role of social support,drinking behaviors and alcohol outlets for child physical abuse     

Bridget Freisthler  Megan R. Holmes  Jennifer Price Wolf 《Child abuse & neglect》2014

The purpose of this study is to examine how parental drinking behavior, drinking locations, alcohol outlet density, and types of social support (tangible, emotional, and social companionship) may place children at greater risk for physical abuse. Data on use of physical abuse, drinking behaviors, types of social support, social networks, and demographic information were collected via telephone interviews with 3,023 parent respondents in 50 cities in California. Data on alcohol outlet density were obtained by the California Department of Alcoholic Beverage Control. Multilevel Poisson models were used to analyze data for the drinking levels in the entire sample and dose-response drinking models for drinkers. Social companionship support was related to more frequent use of physical abuse. Having a higher percentage of social companionship support network living within the neighborhood was related to more frequent physical abuse in the full sample. This relationship was moderated by on-premise alcohol outlet density. With regards to drinking behaviors, drinking behaviors from ex-drinkers to frequent heavy drinkers used physically abusive parenting practices more often than lifetime abstainers. The dose-response models show that each additional drinking event at a bar or home/party was related to more frequent use of physical abuse. Practitioners working with parents who abuse their children should be aware that not all social support is beneficial. Findings build evidence that child maltreatment is influenced by the interaction between individual and ecological factors.  相似文献   

Ethical issues associated with information and communication technology in counseling and guidance     

James P. Sampson Jr.  Julia Panke Makela 《International Journal for Educational and Vocational Guidance》2014,14(1):135-148

For more than 50 years, literature on the use of information and communication technology in counseling and guidance has presented ethical issues related to the development and use of technologies in practice. This paper reviews the ethical issues raised, organizing them into three categories: Social equity, resources, and services. Career professionals’ efforts to address these ethical issues are introduced via a discussion of ethical, credentialing, and accreditation standards. The article concludes with a call for additional standards development, training resources, and research to shape the use of rapidly changing technologies in ways that ethically and effectively enhance client services.  相似文献   

Does improving school level attendance lead to improved school level achievement? An empirical study of indigenous educational policy in Australia     

James G. Ladwig  Allan Luke 《The Australian Educational Researcher》2014,41(2):171-194

Current federal government policy initiatives in Aboriginal education and social welfare reform are based on assumptions about the relationship between increased attendance and increased student performance on standardized tests. There are empirical assumptions underlying these policy interventions and their accompanying public debates. Our aim here is to empirically explore the relationships between patterns of student attendance and patterns of student achievement in schools with significant cohorts of Aboriginal and/or Torres Strait Islander students at the school level. Based on an analysis of the publicly available data reported on the ‘MySchool’ website, we find that reforms and policies around attendance have not and are unlikely to generate patterns of improved achievement. Questions about the rationale and rhetoric of government policy focused at the school level as opposed to the need to focus on pedagogy and curriculum are discussed.  相似文献   

Perceptions of Barriers to the Evaluation of Workplace Learning Programs     

James Marshall  Allison Rossett 《Performance Improvement Quarterly》2014,27(3):7-26

The need to evaluate training programs is indisputable. Measurement can serve a range of purposes, from informing improvements to shaping existing and future courses, to determining the return on training investments. Yet research suggests that evaluation, when accomplished, is most often used to solicit participant reactions. This study examined barriers faced by learning and performance professionals when they attempt to conduct evaluation in their organizations. Lack of access to data in the workplace and reporting data in meaningful and actionable ways are two of the most prominent barriers identified by practitioners. Recommendations for addressing key barriers in the workplace are presented.  相似文献