The meaning of quality professional learning for school improvement: articulating a coherent vision rooted in a theoretical perspective on learning     

Jared R. Lancer 《School Effectiveness & School Improvement》2013,24(4):639-667

A clearly articulated theoretical perspective on learning is essential for developing consistency among learning, pedagogy, and leadership and for planning and making adjustments to better serve students in all areas. Notwithstanding, few professional learning and school improvement approaches in pre-school through 12th grade (P-12) schools improve student learning (Guskey, 2003). Therefore, the central question is raised, how is theory used in professional learning and school improvement approaches that advance teaching and learning?

Examination of peer-reviewed literature resulted in the identification of 3 effective approaches for analysis using 4 major learning theories. Analysis revealed that each approach was associated with the tenets of either a cognitive, constructivist, or sociocultural theoretical perspective on learning. This introduced a way to examine the theoretical soundness of school improvement and professional learning approaches. Conclusions regarding the use of learning theory in improvement designs are discussed.  相似文献   

ICEM News     

Stephen W. Harmon  Marshall G. Jones 《Educational Media International》2013,50(4):271-272

This article addresses the results of analysis of the data collected over four semesters of a situated course in Web-based instruction. In particular, it discusses results in such areas as synchronous vs. asynchronous interaction, the importance of technical prowess, aids and barriers to the establishment of a learning community, and the affective dimensions of Web-based instruction. In addition, it discuses the effectiveness of various traditional and constructivist instructional strategies in a Webbased environment. We also focus on the use of social engineering techniques as a means of facilitating the creation of a constructivist learning community. Analyse d’un environnement éducatif en ligne. Cet article présente les résultats d'une analyse de données collectées durant quatre semestres d'un cours utilisant Internet. En particulier, il étudie les résultats obtenus dans le domaine des interactions synchrones et asynchrones, l'importance du potentiel technologique, les aides ou les freins à l'établissement d'une communauté éducative, ainsi que la dimension affective de l'éducation par Internet. De plus, il examine l'efficacité de différentes stratégies d'apprentissage constructivistes utilisées dans cet environnement en ligne. Il aborde aussi des techniques d'ingénierie sociale utilisées qui sont aptes à faciliter l'établissement d'une véritable communauté d'apprentissage. Analyse einer Web-basierten Ausbildung. Dieser Artikel behandelt die Ergebnisse der Analyse der über vier Semester gesammelten Daten eines vorliegenden Kurses über web-basierte Ausbildung. Insbesondere werden Ergebnisse zu Fragen von synchroner versus asynchroner Interaktion, die Wichtigkeit des technischen Prozesses, Hilfen und Hindernisse für die Aufstellung einer Lerngemeinschaft und die affektiven Dimensionen web-basierten Instruierens diskutiert. Außerdem wird in dem Artikel die Wirksamkeit verschiedener traditioneller und konstruktivistischer Lehrstrategien in einer web-basierten Lernumgebung problematisiert. Wir verweisen auch auf die Verwendung von Sozialtechniken als ein Mittel, die Schaffung einer konstruktivistischen Lerngemeinschaft zu erleichtern.  相似文献   

President’s Column     

AECT President Steve Harmon 《TechTrends》2014,58(3):4-5

  相似文献   

Counselor educators using self as instrument in antiracist teaching     

Kok-Mun Ng  S Anandavalli  Gideon Litherland  Tamekia R. Bell  Edward Ewe  Jared Lau  Allison List 《Counselor Education & Supervision》2023,62(2):171-184

In this autoethnography inquiry, seven counselor educators from diverse intersectionalities discuss how they leverage their selfhood to promote antiracist counselor education. Based on two cycles of pattern coding, the authors identified themes of perceiving, experiencing, creating, and facilitating. Implications for future research and practice are offered.  相似文献   

The Neuroscience of PowerPointTM     

Jared Cooney Horvath 《Mind, Brain, and Education》2014,8(3):137-143

Many concepts have been published relevant to improving the design of PowerPoint^TM (PP) presentations for didactic purposes, including the redundancy, modality, and signaling principles of multimedia learning. In this article, we review the recent neuroimaging findings that have emerged elucidating the neural structures involved in many of these concepts. First, we explore the research suggesting that the brain utilizes similar structures to process written text and oral speech leading to neural competition and impaired performance during dual linguistic text/audition tasks (redundancy principle). Next, we examine research that demonstrates that the brain processes visual images in a manner different from and parallel to oral speech leading to improved performance during dual nonlinguistic visual/audition tasks (modality principle). Finally, we look at how the brain responds to contextual and direct attention cues (signaling principle). We link this research to PP design and suggest a number of concrete ways to implement these findings to improve the didactic strength of slide‐show presentations.  相似文献   

Factors influencing technology planning in developing countries: A literature review     

Jared Keengwe  Sandy Malapile 《Education and Information Technologies》2014,19(4):703-712

This article is a literature review concerning the factors that play an important role in the development of educational technology plans in the educational system of developing countries (DCs). Largely, the technology plans are influenced by factors that emanates from within the country (internal) and those outside of their borders (external). Internal factors include the high prices and low effectiveness of services provided by technology-related multinational corporations in DCs, the philosophical perspectives and priorities of organizations, foundations and development agencies promoting the implementation of ICTs in DCs, pilot programs without sustainability, uncoordinated pilot projects, selling of refurbished computers for use at a large scale, and dominance of the English language in the software. External factors include international summits and conferences, global partnerships and establishment of international organizations, and technology-related multinational corporations. To this end, this article is intended to stimulate reflections on the different factors that play an important role in the development and implementation of educational technology plans in Dcs.  相似文献   

Using computer-assisted instruction to enhance achievement of English language learners     

Jared Keengwe  Farhan Hussein 《Education and Information Technologies》2014,19(2):295-306

Computer-assisted instruction (CAI) in English-Language environments offer practice time, motivates students, enhance student learning, increase authentic materials that students can study, and has the potential to encourage teamwork between students. The findings from this particular study suggested that students who used computer assisted program had a greater chance of closing achievement gap and meeting NCLB requirements than those students who did not use computer-assisted instruction. Additionally, the students that used computer-assisted classroom instruction gained scores in reading and math. Based on these findings, teachers, school administrators, and other educational stakeholder should explore strategies for technology integration to close the achievement gap.  相似文献   

Shelf-ready: A cost-benefit analysis     

Rebecca Schroeder  Jared L. Howland 《Library Collections, Acquisitions, and Technical Services》2011,35(4):129-134

Brigham Young University's Harold B. Lee Library conducted a time-task cost study to compare the cost and processing time of shelf-ready books to non-shelf-ready books to determine if it could better use its human resources and if it should expand the use of shelf-ready to include its approval books. The results showed that shelf-ready was, on average, 5.7% cheaper, took 47% less processing time, and arrived on the shelves 33 sooner than books processed in-house. Based on the results of the study, the library moved its approval books to the shelf-ready program and was able to reallocate catalogers tasks.  相似文献   

Conceptualizing the Counseling Training Environment Using Bronfenbrenner’s Ecological Theory     

Jared Lau  Kok-Mun Ng 《International journal for the advancement of counseling》2014,36(4):423-439

While learning environment research has been growing in popularity over the past few decades, little attention has been given towards the learning environment of graduate students, and virtually no attention has been given specifically towards graduate counseling and related programs such as professional counseling, clinical and counseling psychology, and marriage and family therapy. In this paper we propose using Bronfenbrenner’s (1979, 1992) ecological theory as a model to conceptualize the training environment of such counselor preparation programs. Through the application of Bronfenbrenner’s theory, counselor educators and counseling trainees can better understand the systemic nature of the training environment that they create and where they train. Implications and recommendations for future research are provided to further advance the knowledge and awareness of the counseling training environment.  相似文献   

Innovate! Integrate! Communicate!     

Steve Harmon 《TechTrends》2013,57(4):4-4

  相似文献