Implications of social network sites for teaching and learning. Where we are and where we want to go     

Stefania Manca  Maria Ranieri 《Education and Information Technologies》2017,22(2):605-622

This conceptual paper deals with some of the implications that the use of social network sites, though not originally developed and conceived for learning purposes, have for schools and academic activities when they are used as tools able to modify and innovate teaching/learning practices and academic culture. Beside the differences that characterize the two contexts, the attention that social network tools are progressively gaining in schools and higher education practices and pedagogies requires adjustments in learning and teaching that should be constantly considered by educators and policy makers. These environments are also presenting new and crucial opportunities for teacher training and teachers’ professional development. The purpose of the study is to reflect on some significant challenges and opportunities offered by social network sites, and how to exploit the latter, in relation to a number of themes. These themes have been identified as those that deserve better comprehension and further research investigation: communication between students and teachers and appropriate professional behaviours; pedagogical and technological challenges related to incorporating social networking practices into teaching and academic practices; how social networking can be exploited for teachers’ professional training and development. The study also provides some implications for policy and practice.  相似文献   

School principals’ views of teacher evaluation policy: lessons learned from two empirical studies     

Maria Assunção Flores  Mary Lynne Derrington 《International Journal of Leadership in Education》2017,20(4):416-431

Teacher evaluation accountability policies are emerging worldwide. This study examines principals’ perceptions of teacher evaluation in terms of commonalities and differences arising from two research projects conducted in Portugal and in the US. Perceptions of school principals in regard to a new policy on teacher evaluation as well as its perceived effects at school and conditions for its implementation will be analysed. Findings point to the challenges and successes of coping with mandated accountability measures in two different contexts. Principals balanced perceived conflicting goals, sought maintenance of positive teacher relationships and school culture and managed the tensions of policy implementation and the making sense of its effects at school. Implications of the findings are discussed.  相似文献   

The student experience of learning using networked technologies: an emergent progression of expanding awareness     

Maria Cutajar 《Technology, Pedagogy and Education》2017,26(4):485-499

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Que Luchen por sus Intereses (To Fight for Your Interests): Unearthing Critical Counter-Narratives of Spanish-Speaking Immigrant Parents     

Kevin Roxas  Maria L. Gabriel 《Journal of Latinos & Education》2017,16(3):243-262

This article reports on findings from a year-long research project conducted during the 2012–2013 school year in a PK–12 school district, located in the Mountain West region of the United States, utilizing the Photovoice method. The findings in the project point to the important critical counter-narratives Spanish-speaking immigrant parents present to the larger school community when given the opportunity to have their voices and perspectives heard and recorded in written form. The article provides teachers, counselors, administrators, and support staff in schools and school districts with insight into the hopes and aspirations of Spanish-speaking immigrant parents and highlights educational practices that address issues of equity and access, as seen through the eyes of the participants in the study.  相似文献   

Development of a didactical training concept for peer tutors in gross anatomy          下载免费PDF全文

Simone Alvarez  Christoph Nikendei  Jobst‐Hendrik Schultz 《Anatomical sciences education》2017,10(5):495-502

Even though peer tutors are often used in gross anatomy courses, research in the field is rather a subject of the last two decades. This is especially true about the didactical challenges these types of peer tutors experience during their tutorials and about how they are prepared for the task. The aim of the presented study was to learn about the training needs of the tutors, and to subsequently design, implement, and evaluate a didactical training concept. A qualitative design was chosen to examine how tutors can best be prepared for tutorials of gross anatomy. To do so, focus group interviews were conducted. The data were analyzed and grouped into various concepts, using semi‐structured interview questions as guidance. It was found that peer tutors are in need of training in the following aspects: Dealing with students who are experiencing difficulties during or as a result of dissection, dealing with group dynamics, that is, at the dissection table, keeping students motivated, time management, and staying confident as a tutor. In order to be regarded as useful and relevant in the eyes of tutors, a preparatory training course should include all these aspects in addition to general didactical training elements. Training needs of peer tutors of gross anatomy go beyond the content of standardized didactical curricula; therefore, tutors should be prepared with a curriculum that is specifically geared toward the many challenges associated with teaching gross anatomy to first year medical students which are already so well documented in the research literature. Anat Sci Educ 10: 495–502. © 2017 American Association of Anatomists.  相似文献   

How reflexivity enhances organizational innovativeness: the mediation role of team support for innovation and individual commitment     

Maria Luisa?FarneseEmail author  Stefano?Livi 《知识管理研究与实践》2016,14(4):525-536

Reflexivity is a learning process that, through questioning and critically monitoring objectives and methods in use, promotes a change of habits and routines and, in so doing, fosters organizational performance and innovativeness. This paper looks at the contribution of team reflexivity to enhancing openness to innovation, and the mediating role of individual and team involvement. Specifically we tested whether affective commitment (Study 1, n=156) and a team climate of support for innovation (Study 2, n=152) facilitate reflexivity processes in promoting organizational openness to innovation. Overall, results confirmed that reflexivity enhances innovativeness, and this relationship is mediated by a high degree of involvement that increases the motivation of teammates and their engagement in innovation processes.  相似文献   

Cognitive and environmental predictors of early literacy skills     

Davidse NJ  de Jong MT  Bus AG  Huijbregts SC  Swaab H 《Reading and writing》2011,24(4):395-412

Not all young children benefit from book exposure in preschool age. It is claimed that the ability to hold information in mind (short-term memory), to ignore distraction (inhibition), and to focus attention and stay focused (sustained attention) may have a moderating effect on children’s reactions to the home literacy environment. In a group of 228 junior kindergarten children with a native Dutch background, with a mean age of 54.29 months (SD = 2.12 months), we explored therefore the relationship between book exposure, cognitive control and early literacy skills. Parents filled in a HLE questionnaire (book sharing frequency and an author recognition checklist as indicator of parental leisure reading habits), and children completed several tests in individual sessions with the researcher (a book-cover recognition test, PPVT, letter knowledge test, the subtests categories and patterns of the SON, and cognitive control measures namely digit span of the KABC, a peg tapping task and sustained attention of the ANT). Main findings were: (1) Children’s storybook knowledge mediated the relationship between home literacy environment and literacy skills. (2) Both vocabulary and letter knowledge were predicted by book exposure. (3) Short-term memory predicted vocabulary over and above book exposure. (4) None of the cognitive control mechanisms moderated the beneficial effects of book exposure.  相似文献   

Interest,enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics     

Maria Tulis  Mary Ainley 《教育心理学》2011,31(7):779-807

The current investigation was designed to identify emotion states students experience during mathematics activities, and in particular to distinguish emotions contingent on experiences of success and experiences of failure. Students’ task-related emotional responses were recorded following experiences of success and failure while working with an individualised computer-based mathematics learning environment. In addition, relations between these patterns of emotional responses after success and failure experiences and trait-like motivational variables, self-concept of ability, subject value, orientation to learning from errors, goal orientation and causal attributions, were examined. Two separate studies are reported. In Study 1 emotions associated with success and failure experiences in mathematics were investigated in relation to self-concept of ability, subject value and orientation to learning from errors. In Study 2, patterns of emotion following success and failure were examined in relation to students’ goal orientation and their causal attributions for success in school.  相似文献   

‘Learning Experience’ Provided by Science Teaching Practice in a Classroom and the Development of Students’ Competences     

J. Bernardino Lopes  Julia Branco  Maria Pilar Jimenez-Aleixandre 《Research in Science Education》2011,41(5):787-809

According to the literature, there is a very important corpus of knowledge that allows for the investigation of some dimensions of ‘learning experience’ provided to students, in relation to epistemic, pedagogical and meta-cognitive practices. However, in the literature, there is little investigation into the invariance (or not) of the characteristics of students’ learning experience while being taught a scientific subject by the same teacher. This paper suggests that the relationship between the learning experience provided and the competences developed is not properly highlighted. This paper analyses the learning experience provided to students in epistemic, pedagogical and meta-cognitive terms. The students were taught the proprieties and applications of light by one teacher, in three classes, over 7 weeks. We analysed the data in each referred learning experience, using a pre-defined category system. The students’ competences were evaluated by a competence test. The epistemic demand of each item and the students’ performances were also analysed. Our findings point to the non invariance of learning experiences provided to students and the influence of some dimensions of learning experiences provided in the development of certain competences. These findings and their implications are contextualized and discussed.  相似文献   

Dyslexic Students: Success Factors for Support in a Learning Environment   总被引：1，自引：0，他引：1  

Maria Björklund 《The Journal of Academic Librarianship》2011,37(5):423-429

This study examines possible success factors when developing technical solutions for dyslexic students. Findings in the literature, in a web survey answered by students and in the experiences from the development process at the Medical Faculty Library, Lund University, were used to find out potential success factors and difficulties. The literature found describes what dyslexia is, the situation for dyslexic students and available technical compensatory devices. One conclusion is that it is important to recognize the needs of individual students and choose flexible technical solutions.  相似文献