Media and attitudes: A bibliography part 2     

Michael R. Simonson 《Educational technology research and development : ETR & D》1980,28(1):47-50

A continuation of the bibliography published in the Fall 1979 issue of ECU, this article presents an annotated bibliography of 73 reports of research on the impact of instructional media on attitude formation and change. The author also shares some general observations about the findings, including procedures most likely and least likely to produce the desired attitudinal outcomes. Research for this study was supported by a grant from the Research Institute for Studies in Education, College of Education, Iowa State University.  相似文献   

The residual impact of information technology exportation on Thai higher education     

Miller  Michael  Lu  Mei-Yan  Thammetar  Thapanee 《Educational technology research and development : ETR & D》2004,52(1):92-96

Educational technology research and development -  相似文献   

English language learners and kindergarten entry age: Achievement and social-emotional effects     

Michael Gottfried  Vi-Nhuan Le  Ashlesha Datar 《The Journal of educational research》2016,109(4):424-435

In evaluating the role of kindergarten entry age, previous researchers have not examined the entry-age effects for English language learners (ELL). Additionally, little work has assessed the role of entry age on both achievement and social-emotional outcomes. This study is the first to do both simultaneously. The authors used data from a longitudinal study that followed a national sample of U.S. students from kindergarten through Grade 5. Relying on variation in children's birth dates and in states' kindergarten entrance age cutoffs, the authors estimated how differences in the age at which children enroll in kindergarten are related to their achievement and social-emotional outcomes. Our results show that enrolling in kindergarten as an older entrant is associated with significantly higher achievement and social-behavioral outcomes during the early elementary school years for ELL students, but that these effects largely disappear by the end of elementary school. Policy implications are addressed.  相似文献   

Decolonial innovation in teacher development: praxis beyond the colonial zero-point     

Michael Domínguez 《师资教育杂志》2019,45(1):47-62

ABSTRACT

Despite a rich repertoire of inventive and robust practices, and stated commitments to equity, social justice, and diversity, teacher education has continued to struggle to produce educators capable of enacting culturally sustaining pedagogies, and providing historically marginalized youth and communities with meaningful learning opportunities. This paper contends that ontological distance between educators and youth of colour, and the ways Eurocentric epistemologies exist as a colonial ‘zero point’ in teacher education praxis, are a core element of this existential crisis facing teacher educators. Drawing on decolonial theory and epistemologies of the global south, I suggest that teacher education is in need of epistemic innovation; radically revising our approaches to preparing educators by anchoring them in the epistemic and ontological perspectives of the global south, and in so doing, crafting pedagogical imaginaries through which we might disrupt the ways coloniality lives (often invisibly) in, and is reproduced by, our assumptions about best practices, ways of being, and measures of success. Such a decolonial approach to innovation in teacher education holds promise for ensuring our praxis, and the educators we prepare, are positioned to engage with a hyperdiverse world in humanizing ways.  相似文献   

Piketty,social criticism,and critical education     

Michael W. Apple 《British Journal of Sociology of Education》2016,37(6):879-883

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Teacher as Researcher,Teacher as Scholar,and Teacher as Leader     

Michael Ryan  Monica Taylor  Amanda Barone  Leslie Della Pesca  Sona Durgana  Kelly Ostrowski 《The New Educator》2017,13(2):102-116

ABSTRACT

Too often, because of the static nature of schools and the dominant existence of high-stakes testing, professional learning for teachers is determined by administrators or policy and is facilitated by those who are not part of the school community using prepackaged programs. These initiatives run counter to authentic teacher inquiry where teachers enhance their understanding of students and learning and, ideally, develop new teaching practices (Borko, 2004; Cochran-Smith & Lytle, 1999, 2009; Darling-Hammond, 1997). In this article, we focus on how teachers participating in action research begin to position themselves as teacher leaders.  相似文献   

A Multilevel CFA–MTMM Approach for Multisource Feedback Instruments: Presentation and Application of a New Statistical Model     

Jana Mahlke  Martin Schultze  Tobias Koch  Michael Eid  Regina Eckert  Felix C. Brodbeck 《Structural equation modeling》2016,23(1):91-110

Multisource feedback instruments are a widely used tool in human resource management. However, comprehensive validation studies remain scarce and there is a lack of statistical models that account appropriately for the complex data structure. Because both peers and subordinates are nested within the target but stem from different populations, the assumption of traditional multilevel structural equation models that the sample on a lower level stems from the same population is violated. We present a multilevel confirmatory factor analysis multitrait–multimethod (ML–CFA–MTMM) model that considers this peculiarity of multisource feedback instruments. The model is applied to 2 scales of the Benchmarks® instrument and it is demonstrated how measures of reliability and of convergent and discriminant validity can be obtained using multilevel structural equation modeling software. We discuss the results as well as some implications and guidelines for the use of the model.  相似文献   

Home ownership and the emotional and behavioral problems of children and youth   总被引：1，自引：0，他引：1  

Boyle MH 《Child development》2002,73(3):883-892

This study examined the impact of home ownership on the emotional-behavioral problems of children and youth ages 4 to 16 years. Data came from two large-scale general population surveys conducted in the province of Ontario in 1983, the Ontario Child Health Study (N = 3,325) and the National Longitudinal Study of Children and Youth (N = 12,592). Results showed an inverse association between home ownership and ratings of emotional-behavioral problems. The net effects of home ownership expressed in standard units dropped from the .20 to .43 range for teacher and parent ratings to the .07 to .17 range, after controlling for socioeconomic variables. Furthermore, the concentration of home ownership in neighborhoods was not associated with ratings of child problem behavior in either study. Projects aimed at supporting home ownership among low-income families may provide a means for improving the emotional and behavioral functioning of disadvantaged children.  相似文献   

Difficulties in defining mobile learning: analysis,design characteristics,and implications     

Grant  Michael M. 《Educational technology research and development : ETR & D》2019,67(2):361-388

Educational technology research and development - Mobile learning, or m-learning, has become an umbrella term for the integration of mobile computing devices within teaching and learning. In the...  相似文献   

After-School Spaces: Looking for Learning in All the Right Places     

Christine G. Schnittka  Michael A. Evans  Samantha G. L. Won  Tiffany A. Drape 《Research in Science Education》2016,46(3):389-412

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