Parent and student perceptions of classroom learning environment and its association with student outcomes   总被引：2，自引：2，他引：2  

Debra Allen  Barry J. Fraser 《Learning Environments Research》2007,10(1):67-82

This research is distinctive in that parents’ perceptions were utilised in conjunction with students’ perceptions in investigating science classroom learning environments among Grade 4 and 5 students in South Florida. The What Is Happening In this Class? (WIHIC) questionnaire was modified for young students and their parents and administered to 520 students and 120 parents. Data analyses supported the WIHIC’s factorial validity, internal consistency reliability and ability to differentiate between the perceptions of students in different classrooms. Both students and parents preferred a more positive classroom environment than the one perceived to be actually present, but effect sizes for actual-preferred differences were larger for parents than for students. Associations were found between some learning environment dimensions (especially task orientation) and student outcomes (especially attitudes). Qualitative methods suggested that students and parents were generally satisfied with the classroom environment, but that students would prefer more investigation while parents would prefer more teacher support. The study provides a pioneering look at how parents and students perceive the science learning environment and opens the way for further learning environment studies involving both parents and students.  相似文献   

Education for citizenship: The role of progressive education and interdisciplinary studies     

Newell  William H.  Davis  Allen J. 《Innovative Higher Education》1988,13(1):27-37

Critiques of education from both the left and right conclude that educational institutions hold the key for involving more citizens in the political process. While neither progressive nor interdisciplinary education is sufficient by itself to prepare students for what we identify as the chief requirements for citizenship in the 21st century-civic literacy, critical thinking, social conscience, tolerance and respect for diversity, global citizenship, and political action-a combination of the two can meet all six requirements. We propose an action agenda for high education that includes promoting student involvement in off-campus political projects and on-campus governance, modifying mission statements and promotion/tenure criteria, and offering interdisciplinary general education courses at the beginning and end of college that are progressively taught, and registering students to vote.Newell was the founding president of the Association for Integrative Studies, author ofInterdisciplinary Undergraduate Programs and several articles on interdisciplinary higher education, and a veteran of 19 years of interdisciplinary teaching.Dr. Davis has administered progressively taught institutions for college students, high school students, and the elderly. He is currently Executive Director of the United Way of Franklin County, Massachusetts, applying the same principles to community service agencies.  相似文献   

Organisational climate and strategic change in higher education: Organisational insecurity   总被引：3，自引：0，他引：3  

D.K. Allen 《Higher Education》2003,46(1):61-92

This research introduces the concept oforganisational climate and contributes to anunderstanding of the recursive relationshipbetween organisational climate and strategicchange initiatives. In the 1990s there wasrecognition that higher education worldwide wasmoving through a period of rapid change.Alterations in the external environment wereput forward as rationales for universities toreconsider the way they organised from theirtraditional governance and managementstructures through to the way in which theyperformed their primary activities of research,teaching and learning. A common approach tothis adaptation or change has been through anincreased emphasis upon strategic planning.This was accompanied by discourses rooted intechnological determinism and the unquestioningbelief in the rightness of a particular brandof corporate management. This research focusedon one such approach to strategic change: thedevelopment of information strategies in 12 UKHigher Education Institutions. Using a groundedapproach to theory generation, it highlightsthe influence of different styles of managementon organisational climate. The paper discussesthe antecedents and influence of one of thedimensions of organisational climateidentified: insecurity/security. Itestablishes that that climates of insecurity(or security) can exist within an HEI and canbe shared on an organisational level, or can berooted in sub-cultures. Six issues wereidentified which affected the climate ofinsecurity or security within the differentHEIs. These issues related to perceptions ofchange management and its frequency,predictability, openness, degree ofparticipation, discontinuous or incrementalnature of change, and whether or not decisionsare implemented by use of persuasive power orcoercive power. The paper goes on to discussthe multi-dimensional nature of insecurity. Itnotes that `managerial' approaches are morelikely to create highly insecure environmentswhich reinforce a vicious circle: staff beingde-motivated, cautious, less willing to takerisks or exercise discretion and are morelikely to resist change. In contrast, inenvironments where a more `collegial' approachhad been used, a virtuous cycle was created,whereby there was a willingness to be open andshare information, there was a greater degreeof cognitive conflict, and more positiveinterpersonal relationships. These factorshelped create consensus, the widespreadunderstanding of decisions (acceptance of theirlegitimacy) and commitment to both thestrategic decisions and the university. Thepaper concludes by arguing that a moresophisticated approach to strategic planningand change should be utilised reflecting theneed to view the HEI as a symbioticcommunity.  相似文献   

Investigating Academic Success Factors for Undergraduate Business Students   总被引：1，自引：0，他引：1  

Mehdi Kaighobadi  Marcus T. Allen 《Decision Sciences Journal of Innovative Education》2008,6(2):427-436

Student academic performance is of major interest to all stakeholders of higher education institutions. This study questions whether or not statistical analysis of information that is readily available in most universities' official records system can be used to predict overall academic success. In particular, this study is an attempt to understand factors that affect academic success for business students by examining gender, age, ethnicity, and performance in two required core knowledge courses as predictors of academic success for a large sample of undergraduate students at a Association to Advance Collegiate Schools of Business–accredited business school. The results suggest that student performance is significantly related to some basic demographic variables, but the strongest predictors of overall academic success are the grades the students receive in core knowledge courses that are typically taken in the earlier semesters of business students' plans of study.  相似文献   

Conceptualizing Research–Practice Partnerships as Joint Work at Boundaries     

William R. Penuel  Anna-Ruth Allen  Cynthia E. Coburn  Caitlin Farrell 《Journal of Education for Students Placed at Risk》2015,20(1-2):182-197

This article presents a conceptual framework for analyzing how researchers and district leaders perceive and navigate differences they encounter in the context of research–practice partnerships. Our framework contrasts with images of partnership work as facilitating the translation of research into practice. Instead, we argue that partnership activity is best viewed as a form of joint work requiring mutual engagement across multiple boundaries. Drawing on a cultural–historical account of learning across boundaries (Akkerman & Bakker, 2011) and evidence from a study of two long-term partnerships, we highlight the value of the concepts of boundary practices in organizing joint work and boundary crossing as a way to understand how differences are recognized and navigated. The framework has implications for how partnerships can surface and make productive use of difference in organizing joint work and for how funders can better support the work of research–practice partnerships.  相似文献   

Sexual assemblages: mobile phones/young people/school     

Louisa Allen 《Discourse: Studies in the Cultural Politics of Education》2015,36(1):120-132

This paper asks, what more can we think in relation to debates around young people's use of mobile phones at school? Rather than attempting to answer the question of whether mobile phones are ‘good’ or ‘bad’ for young people, this paper recasts the debate's ontological underpinnings. To do this feminist appropriations of the Deleuzian concept of assemblage and a relational materialist notion of ‘more-than-human’ are drawn on. By recognising sexuality-as-assemblage, it is possible to see more-than-human elements (such as mobile phones) as implicated in the becoming of sexuality at school. This conceptualisation implies new texture and dimensionality to the wider project of (re)producing sexual meanings and identities at school. It also necessitates acknowledging an ontologically different understanding of the human-non-human divide, that decentres young people and/or phones as to ‘to blame’ for ‘negative’ practices like sexting. Instead, agency manifests via the intra-activity that occurs when mobile phones and young people are in-relation.  相似文献   

Recent research in science teaching and learning     

Allen D 《CBE life sciences education》2011,10(4):334-337

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Codesigning learning environments guided by the framework of Universal Design for Learning: a case study     

Zhang  Ling  Jackson  Haidee A.  Yang  Sohyun  Basham  James D.  Williams  Cassandra H.  Carter  Richard Allen 《Learning Environments Research》2022,25(2):379-397

Learning Environments Research - Universal Design for Learning (UDL) is defined as a scientifically-valid instructional framework for guiding the design of learning environments that support all...  相似文献   

ACED IT: A tool for improved ethical and moral decision-making     

Crystal Mata Kreitler  Cheryl K. Stenmark  Allen M. Rodarte  Rebecca Piñón DuMond 《Journal of moral education》2014,43(4):447-467

Numerous examples of unethical organizational decision-making highlighted in the media have led many to question the general moral perception and ethical judgments of individuals. The present study examined two forms of a straightforward ethical decision-making (EDM) tool (ACED IT cognitive map) that could be a relatively simple instrument for organizations to improve the moral and EDM of its members. Results revealed that participants utilizing either form of ACED IT were more likely to identify a moral dilemma than were control participants. Additionally, participants in the modified condition responded differently to the situation. Implications and other findings are discussed.  相似文献   

Confucius,the analects and western education Frank M. Flanagan, 2011 London,Continuum £70, 208 pp. ISBN 978‐0‐8264‐9930‐1          下载免费PDF全文

Ansgar Allen 《British Educational Research Journal》2014,40(5):908-909

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