To walk invisible: distance students in a dual-mode university*     

Lorraine Delaney  Mark Brown 《Distance Education》2018,39(2):209-223

Abstract

This paper argues that dual mode provision has a critical role to play in widening participation. The mixed methods study drew on institutional records, an online survey (n = 126) and 17 semi-structured interviews to explore the participation experience of a group of distance graduates (n = 268) from a dual mode university. Derived from the theories of Bourdieu, a social reproduction framework was employed, using the concepts of habitus, field and capital. Findings indicate that graduates shared a predominantly working class background. They chose a dual mode university as they did not want their degree seen in any way as different from those of conventional university graduates. During their participation they experienced a sense of belonging to their peer group, but not to the university. They perceived themselves to have been less important to the university than full-time students and felt excluded from institutional supports. Implications for dual mode provision are drawn from the findings.  相似文献   

The Common Core debate on Twitter and the rise of the activist public     

Jonathan Supovitz  Alan J. Daly  Miguel Del Fresno 《Journal of Educational Change》2018,19(4):419-440

The Common Core State Standards (CCSS) were adopted with broad bipartisan backing in 46 states in 2010. Yet by 2015 they had become a lightning rod for a range of critiques about the education system while public support declined precipitously and became increasingly partisan. Not coincidentally, the CCSS were also the first major education initiative to play out in a social media environment. In this study we used mixed methods to analyze the debate surrounding the Common Core on Twitter for a 6-month period in 2013–2014, with a focus on the central participants in the discussion and the linguistic argumentation they used. We found an active debate about the Common Core on Twitter, consisting of about 190,000 tweets from 53,000 distinct actors. Using social network analysis, we identified three major factions in the debate, which represented supporters of the CCSS, educators who opposed the CCSS, and a large contingent of opponents from outside of the education industry. We also detected that many of the most prolific participants from outside of education were individual activists, rather than members of formal advocacy organizations. Analyzing the content of the debate amongst the most influential participants, we found it to be less about the CCSS themselves than a proxy war about larger education-related social issues. Finally, through an examination of the language of the tweets, we determined that the central members used a form of linguistic argumentation called ‘politicalspeak,’ which they employed to rouse their followers and influence the public discourse. Thus, the tactics of the factions on Twitter, particularly opponents of the CCSS from outside of education, employed both issue framing and linguistic strategies to establish a dominant narrative. Based on these findings, we argue that the discourse on Twitter at the time of the study was less of a means to introduce new ideas and perspectives, then it was amplify the voices of a broader array of public activists seeking to influence the direction of public policy.  相似文献   

Development,implementation and assessment of a concussion education programme for high school student-athletes     

Jeffrey G. Caron  Scott Rathwell  J. Scott Delaney  Karen M. Johnston  Alain Ptito  Gordon A. Bloom 《Journal of sports sciences》2018,36(1):48-55

Although experts have noted that adolescent athletes should be educated about concussions to improve their safety, there is no agreement on the most effective strategy to disseminate concussion education. The purpose of this study was to develop, implement and assess a concussion education programme. More precisely, four interactive oral presentations were delivered to high school student-athletes (N = 35, M_age = 15.94, SD = 0.34) in a large urban centre. Participants completed a questionnaire at three time-points during the season to measure changes in their knowledge (CK) and attitudes (CA) of concussions, and focus group interviews were conducted following the concussion education programme. Questionnaire data revealed participants’ post-intervention CK scores were higher than their pre-intervention scores. During the focus groups, the student-athletes said they acquired CK about the role of protective equipment and symptom variability, and in terms of CA, they intended to avoid dangerous in-game collisions in the future. Our study was the first to create and deliver a concussion education intervention across multiple time-points, and to use mixed-methods in its assessment. These findings may be of interest to researchers, practitioners and stakeholders in sport who are invested in making the sport environment safer through concussion education and awareness.  相似文献   

Learning to Lead: an Approach to Mathematics Teacher Leader Development     

Borko  Hilda  Carlson  Janet  Deutscher  Rebecca  Boles  Kelly L.  Delaney  Victoria  Fong  Alissa  Jarry-Shore  Michael  Malamut  James  Million  Susan  Mozenter  Suki  Villa  Anthony Muro 《International Journal of Science and Mathematics Education》2021,19(1):121-143

This paper describes a partnership between a university and an urban school district, formed with a goal of preparing mathematics teacher leaders to conduct professional development (PD) at their schools. The university and district partners worked together to achieve the district’s mission of providing every student with high-quality instruction and equitable learning opportunities in mathematics by building the district’s capacity to conduct school-based PD for mathematics teachers. Given the power of school-based subject-specific PD for improving instructional quality, we worked with Teacher Leaders from participating schools to prepare and support them to lead PD workshops at their schools. In this paper, we examine how Teacher Leaders learn and adapt key elements of a PD model over three school years through the lenses of Prediger et al.’s Three-Tetrahedron-Model (2019) and the university’s Learning to Lead model. Over 3 years, we see that Teacher Leaders use the key structures of the PD model; make adaptations in response to school goals, interests, and priorities; and gain confidence in their work with colleagues. By viewing the adaptations through the lens of pedagogies of practice as well as the relationships illustrated by the 3-T model, this work offers insights into the complexities of teacher leadership development.

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Family disruption and academic functioning in urban,black youth     

Cheryl L. Somers  Lisa M. Chiodo  Jina Yoon  Hilary Ratner  Elizabeth Barton  Virginia Delaney‐Black 《Psychology in the schools》2011,48(4):357-370

The purpose of this study was to examine from an ecological perspective the relationships between multiple levels of family disruption and children's academic functioning in a sample of 390 urban, Black adolescents at age 14. Subjects in this cohort have been followed longitudinally since before their birth. Data from previous assessments at birth and age 7 years allowed for control of important correlates in this analyses. Examination of this unique sample, using multisource data collection procedures, provides important information about the many family disruptions among urban, low‐income families and the effects of these disruptions on academic outcomes. Results revealed several consistent findings, the most notable of which is that, when parents were married, adolescents demonstrated significantly higher grades, mediated through paternal involvement. Of all variables studied, the role of fathers in the lives of these adolescents was the most influential on academic outcomes. In this unique sample, even variables such as involvement with child protective services were not significantly related to outcomes after important control variables were factored into analyses. Results of this study have important implications for future research and for prevention and intervention efforts in urban, at‐risk samples. Emphasis is made for work in the school context, particularly for school psychologists. © 2011 Wiley Periodicals, Inc.  相似文献   

Teaming up: Linking collaboration networks, collective efficacy, and student achievement     

Nienke M. Moolenaar  Peter J.C. SleegersAlan J. Daly 《Teaching and Teacher Education》2012,28(2):251-262

Improving student achievement through teacher collaboration networks is a current focus of schools in many countries. Yet, empirical evidence on the relationship between teacher networks and student achievement and mechanisms that may explain this relationship is limited. This study examined the relationship between teacher networks and student achievement and the mediating role of teachers’ collective efficacy beliefs. Data were collected from 53 Dutch elementary schools. Using social network analysis and multiple regression we analyzed teacher survey and student achievement data. Findings indicate that well-connected teacher networks were associated with strong teacher collective efficacy, which in turn supported student achievement.  相似文献   

Skill Acquisition and Perception Change of Counselor Candidates During Practicum     

Daniel J. Delaney  Thomas J. Long  Michael J. Masucci  Harold A. Moses 《Counselor Education & Supervision》1969,8(4):273-282

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Exploring online social networks of school leaders in times of COVID-19     

Martin Rehm  Sara Moukarzel  Alan J. Daly  Miguel del Fresno 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(4):1414-1433

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Age Differences in Imagery Abilities   总被引：7，自引：0，他引：7  

Stephen M. Kosslyn  Jonathan A. Margolis  Anna M. Barrett  Emily J. Goldknopf  Philip F. Daly 《Child development》1990,61(4):995-1010

Age differences were examined in 4 aspects of visual mental imagery, namely, image generation, maintenance, scanning, and rotation. The results suggested that one or more distinct processes are used to carry out each aspect of imagery, and that this is true for 5-year-olds, 8-year-olds, 14-year-olds, and adults. There was no evidence that younger children have fewer processing components, which become differentiated into more specialized subsystems over age. In addition, the results suggested that younger children are relatively poor at scanning, rotating, and generating objects in images, but are relatively good at maintaining images.  相似文献   

Barriers to participation and retention: engaging and returning ‘out of school’ children in the Gambia     

Angela Daly  Basiru Mbenga  Alpha Camara 《Education 3-13》2016,44(2):181-196

This study explores the phenomenon of out-of-school children in the Gambia through the perspectives of children and families. Using mixed methods, the study reports the extent of school participation. Interviews with urban and rural out-of-school children reveal their experiences and reasons for non-enrolment or leaving school. The study highlights children's and families' views about the value of and aspiration for education, so often missed through statistical studies on access to education. Findings suggest the main barriers to participation and retention are a mix of family and school-based factors encompassing issues of affordability and accessibility of school, and family and cultural circumstances. In the context of wider policy reforms, initiatives to address unaffordable costs of school and to improve the quality of education such as the School Improvement Grant and Early Childhood Development provision show promise for engaging and returning children to school.  相似文献