Tapping the educational potential of Facebook: Guidelines for use in higher education     

Rex Wang  Phil Scown  Cathy Urquhart  Julie Hardman 《Education and Information Technologies》2014,19(1):21-39

Facebook is a frequently used Computer Mediated Environment (CME) for students and others to build social connections, with identities and deposited self-expression. Its widespread use makes it appropriate for consideration as an educational tool; though one that does not yet have clear guidelines for use. Whether a social networking site can be used for educational objectives remains largely unexplored as a research question. This paper discusses a study conducted at the University of Auckland and at Manchester Metropolitan University on how their students use Facebook, and its impact on their social and academic lives. Using theories of social capital and knowledge management, we explore some potential educational uses of Facebook. Guidelines are included for the educational use of Facebook by tutors in a university environment. These include both positive recommendations and activities and approaches to avoid; and include educational, administrative and legal issues.  相似文献   

Action learning for professionals: a new approach to practice     

Christine Abbott  Cathy Mayes 《Action Learning: Research and Practice》2014,11(1):72-80

Following on from the article ‘Building Capacity in Social Care: An Evaluation of a National Programme of Action Learning Facilitator Development’ (Abbott, C., L. Burtney, and C. Wall. 2013. Action Learning: Research & Practice 10 (2): 168–177), this article describes how action learning is being introduced in Cornwall Council, UK and explores the relationship between social work and action learning in practice. In essence social work needs to perform well and achieve positive outcomes for users of its services. Cornwall Council's Children's Social Work and Psychology Services is introducing action learning for professionals as a new approach to practice.  相似文献   

Editorial     

Julia Davies  Cathy Burnett 《Literacy》2014,48(2):57-58

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Planning, teaching and assessing the curriculum for pupils with learning difficulties: a response from EQUALS     

Keith Humphreys 《British Journal of Special Education》2001,28(3):123-125

EQUALS is a national organisation that has a major concern for the development of a curriculum that promotes the inclusion of all pupils. The EQUALS movement has, in the past, published its own materials in support of curriculum development for pupils with learning difficulties. In this article, Keith Humphreys, EQUALS' quality assurance manager, provides a response to the publication of the QCA/DfEE guidelines. He discusses EQUALS' response to these guidelines and proposes a way forward for schools already using EQUALS materials. While acknowledging that the implementation of the QCA/DfEE guidelines will lead to an evolution of good practice, he articulates a concern that staff should continue to appreciate and value their own development work. Keith Humphreys details the ways in which EQUALS intends to support this process of evolution in the future.  相似文献   

Race and Sex Differences and Their Implications for Educational and Occupational Equality*     

Lloyd G. Humphreys 《Educational theory》1976,26(2):135-146

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Cathy Vainio  Rod MacDonald 《Interchange》1978,9(3):1

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SOME NOTES ON LATIN AMERICAN UNIVERSITIES     

Humphrey Humphreys 《Higher Education Quarterly》1954,9(1):58-65

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Inclusive practice within the lived cultures of school communities: research case studies in teaching,learning and inclusion     

Adrienne Alton-Lee  Christine Rietveld  Lena Klenner  Ngaio Dalton  Cathy Diggins  Shane Town 《International Journal of Inclusive Education》2013,17(3):179-210

This paper provides an account of a teacher's use of theory as a tool to develop inclusive practice through a social studies programme in a new entrant class. The account illustrates the ways in which the teacher drew on research to assist in the facilitation of an inclusive educational environment. Presented are research case studies the teacher encountered in an in-service teacher education programme, and the ‘social constructionist’ and ‘personal tragedy’ models that were used as theoretical tools to assist the teacher's planning and teaching practice. Mounted cameras, broadcast microphones and pre- and post-unit interviews with the teacher and students were used to explore the lived culture of the classroom, and the nature and effectiveness of the strategies the teacher used. An ‘interrupted narrative’ methodology engages the reader in the interplay between research and theory in the research case studies. Four major strategies used by the teacher have been identified and these are presented as theoretical tools for other teachers and teacher educators to use, critique and develop to support inclusive practice in their own contexts.  相似文献   

Long-Term Mentors’ Perceptions of Building Mentoring Relationships with At-Risk Youth     

Cindy Ann Smith  Cathy Newman-Thomas  Melissa Stormont 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):248-267

Youth mentoring, defined within this study, as the pairing of a youth at risk with a caring adult, is an intervention that is often used for youth at risk for academic and social failure. We sought to understand mentors’ perspectives of the fundamental elements that foster positive mentor–mentee relationships that build resiliency and increase social and academic success. Twelve participants with extensive experience in mentoring youth at high risk participated in structured interviews during two focus groups. Major themes revealed in data analysis included needs for supportive acceptance and consistency to help the mentees build social literacy and future visioning.  相似文献   

The experience of receiving and then losing a scholarship: a tracer study of secondary school scholarship recipients in Uganda     

Cathy Watson  Charles Opolot Okurut 《Educational Research and Evaluation》2013,19(6):494-511

This study reports findings of a tracer that investigated differences in the profile and subsequent experiences of scholarship recipients in Uganda who were able to complete the lower secondary school cycle (O level) without interruption (N = 174) and those that dropped out before completing their O-level cycle (N = 51), thereby losing their scholarship. Findings indicate that the scholarship programme had important positive impacts on all participants, even if they were unable to complete their O level. Moreover, scholarships had a multiplier effect; they had positive impacts on recipients' siblings, parents, and neighbours. When scholarship recipients did drop out, the most prevalent causes were poverty, pregnancy, and poor performance. However, even the modest amounts of education these dropouts received changed the course of their lives in positive ways.  相似文献