Bottom line: From the right to fail to the right to succeed: Black males in community colleges     

J. Luke Wood 《About Campus》2012,17(2):30-32

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Accelerated HE digitalisation: Exploring staff and student experiences of the COVID-19 rapid online-learning transfer     

Nicklin  Laura Louise  Wilsdon  Luke  Chadwick  Darren  Rhoden  Laura  Ormerod  David  Allen  Deborah  Witton  Gemma  Lloyd  Joanne 《Education and Information Technologies》2022,27(6):7653-7678

Education and Information Technologies - In the UK, the first ‘lockdown’ of the COVID-19 pandemic necessitated a rapid shift to online learning and digital technologies in Higher...  相似文献   

Looking at the Next 20 Years of Multiliteracies: A Discussion with Allan Luke     

Antero Garcia  Allan Luke  Robyn Seglem 《理论付诸实践》2018,57(1):72-78

In this discussion with literacies researcher Allan Luke, the New London Group Member reflects on the role of multiliteracies in shaping literacies research and the continuing changes to technology, capitalism, and learning. Focused on looking toward future advances in literacies research, Luke reflects on the role of multiliteracies in contemporary educational policy and how this work is shaping literacy scholarship and practice today. Luke looks pragmatically at the current political landscape and emphasizes how colonial practices of technology over the past twenty years bend literacies research away from the initial optimism expressed by the New London Group. At the same time, Luke grounds contemporary literacies interpretations of technology and learning in foundational critical theorist like Freire, Illich, and Dewey. By focusing on how technology has changed schooling, power, and literacies, Luke considers what challenges loom for the theory and practice of powerful, equitable literacies in the next two decades.  相似文献   

The Effect of Cooperative and Mastery Learning Methods on Primary Grade Students' Learning and Retention of Economic Concepts     

James D. Laney  Dean K. Frerichs  Linda P. Frerichs  Luke K. Pat 《Early education and development》1996,7(3):253-276

Empirical studies have shown the positive effects of combining cooperative and mastery learning methods on mathematics achievement higher order questioning skills, and originality, but little is known, at present, about the effects of cooperative-mastery learning in other subject areas or on other cognitive outcomes. The problem of this study was to explore the effects of cooperative and mastery learning methods, alone and in combination, on first and second grade students' learning and retention of basic economic concepts. A 2 X 2 (cooperative X mastery) factorial design compared the achievement of one hundred-twenty students who were individually randomly assigned (using grade level as a stratification variable) to one of four treatment conditions—instruction on basic economic concepts using (1) cooperative learning, (2) mastery learning, (3) cooperative-mastery learning, or (4) a control treatment (no cooperative or mastery learning). All subjects were administered a written pretest, post-test, and delayed post-test on their understanding of economic concepts. To further probe children's understanding of economic concepts, a randomly selected sub-sample of sixty- four students was interviewed using an oral pretest, post-test, and delayed post-test. Overall, the results support the superiority of the cooperative-mastery learning method over either method alone in promoting the acquisition and retention of economic concepts. Pretest data verified the initial equivalence of groups. The cooperative-mastery learning group outperformed (a) the control group on all post-tests and delayed post-tests and (b) the cooperative learning group on all post-tests and delayed post-tests except the written post-test. By delayed post-test on the oral measure, the cooperative-mastery learning group was also outperforming the mastery learning group. As further evidence of the superiority of the cooperative-mastery learning method, the mean score of the cooperative-mastery learning group was greater than the combined mean scores of the mastery and cooperative learning groups on the oral post-test and delayed post-test. The authors suggest that the cooperative-mastery learning method is in line with current early childhood practices and has the capacity for simultaneously boosting the conceptual development and language development of young children. This capacity is said to stem from the method's provision of (a) specific, positive feedback, (b) a social context for sustained effort and involvement in a topic, (c) child-child communication exchanges, and (d) adult-child communication exchanges.  相似文献   

The Queensland Year 2 Diagnostic Net: a critical commentary     

Christina Van Kraayenoord  Allan Luke  John Elkins  Ray Land 《Journal of Research in Reading》1999,22(1):95-105

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新时代的批判媒介和文化研究   总被引：2，自引：0，他引：2  

卡门·卢克  张玲 《大学.研究与评价》2007,(10)

本文从历史的角度分析了批评性媒介素养在不同历史阶段的关注重点,并辅以事例着重阐释了如何利用分析方法使批判性素养的理论与实践相结合,从而提高学生的批判性媒介素养,特别是随着多种新媒体的出现,更需要在文化研究的关照下关注新的媒介素养问题。  相似文献   

浅析比较文学学科定义中的跨越性     

李璐珂  祁晓冰 《鸡西大学学报》2013,(10):82-84

兴起于19世纪70年代的比较文学在其发展过程中,国内外学者都表现出了极大的热情,尤其是在比较文学究竞如何定义上做出了积极的探索。国内学界倾向于根据“跨越性”特征来界定比较文学,但对跨越的具体内容却持论不一。  相似文献   

Psychological Factors in Community College Student Retention     

Chad Luke  Frederick Redekop  Chris Burgin 《Community College Journal of Research & Practice》2013,37(3):222-234

This study explored psychological factors in the context of a community college population purported to impact decisions to remain in college from one semester to another. Researchers examined results from 1191 responses from students attending a community college in the Mid-Atlantic United States. The study further explored the predictive power of four factors—career decision self-efficacy, career locus of control, education-employment connection, and intent to return—on both intent to return and on actual return to the college. Results indicated that intent to return was significantly predictive of actual return among this community college population. Additionally, age and gender differences, along with differences in the various psychological factors had differential impacts on each other, as well as on intent to return and subsequent return. Implications are discussed.  相似文献   

Developing Urban School Leaders: Building on Solutions 15 Years after the Los Angeles Riots     

Carlos Nevarez  J. Luke Wood 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3):266-280

The 15th Anniversary of the Los Angeles riots serves as an impetus to continue efforts in addressing how institutionalized theories, norms, and practices in schools and society lead to social, political, economic, and educational inequalities. The challenges of school inequalities continue to be chronic and remain unresolved through traditional practices, scholarship, theory, and professional training of school leaders. The intersection between urban school leadership and diversity is examined through critically reviewing hurdles that school leaders encounter, such as low socioeconomics, low representation of leaders of color, violence, and academic underachievement. We argue that urban school leaders can change school conditions by facilitating the development of proficient and culturally-competent teachers and administrators, and creating a positive school climate. Two existing frameworks were used to guide the researchers in the development of the Leadership in Diversity Continuum Model (LDCM) that can help guide leaders in their efforts to transform schools through an introspective analysis of their own identity development.  相似文献   

Reviving praxis: stories of continual professional learning and practice architectures in a faculty-based teaching community of practice     

Wendy Green  Raymond Hibbins  Luke Houghton  Aaron Ruutz 《牛津教育评论》2013,39(2):247-266

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