Distance Education in the Rural K-12 Environment     

《学校用计算机》2013,30(3):27-32

Abstract

A small rural school in Idaho tried various forms of distance education to broaden the range of subjects offered to students. It gave up on satellite-based coursework because of high cost and synchronization problems. Correspondence courses solved the synchronization problem, but still required expensive adult supervision to keep students on task. IP-based videoconferencing appeared to promise lower costs and better synchronization, but in practice it proved to be difficult to implement and exhausting for course teachers. The school began to view videoconferencing in terms of its enrichment and collaboration values. The Internet, together with other distance education technologies, may one day erase the educational disadvantages of rural isolation. They also promise to make lifelong learning the expected norm.  相似文献   

Private for-profit higher education in Australia: widening access,participation and opportunities for public-private collaboration     

Mahsood Shah  Chenicheri Sid Nair 《高等教育研究与发展》2013,32(5):820-832

Private for-profit higher education has grown rapidly in many parts of the world. This growth is attributed to many factors, including a broadening of the student population and the recognition that wider access to higher education will be economically beneficial to individuals, governments and society as a whole. In Australia, the number of students in private for-profit higher education is rising, with dramatic projections for the next 10 years. The Australian government has set a target to increase the participation of students in higher education, with a focus on increasing the access and success of students from disadvantaged backgrounds. It is unclear, however, what role the burgeoning private for-profit institutions will play in meeting the government's targets, and what incentives will be provided for them to increase the access and participation of students from disadvantaged groups. This paper analyses the key drivers of growth in private for-profit higher education in Australia, and discusses issues around quality and standards. It examines the strengths and limitations of the sector, and the extent to which it contributes to diversity, access and the participation of students from disadvantaged backgrounds. It argues that the sector needs clear government directions to improve levels of access, and new government policies to encourage public-private collaborations to help ensure sustainability. The paper also briefly touches on the need for a review into the current structure of Australia's higher education sector as a whole, and whether higher education would benefit from the formation of public community colleges with the explicit aim of widening access for disadvantaged student groups. Further, the paper suggests that encouraging such public-private collaboration may be beneficial to ensure access and participation of students from all walks of life, including disadvantaged groups.  相似文献   

Education for Interdisciplinary Community Collaboration and Development: The Components of a Core Curriculum by Community Practitioners     

Martha Lucia Garcia  Terry Mizrahi  Marcia Bayne-Smith 《Journal of Teaching in Social Work》2013,33(2):175-194

Social workers are actively engaging in the practice of interdisciplinary community collaboration (ICC) with the goal of bringing diverse groups together to improve the conditions of communities and enhance the quality of life of population groups. Yet, collaborations are challenging and require great skill and commitment. The pedagogy and the content of curricula have become a more prominent part of teaching to macro practice students and practitioners the art of effectively convening and moving collaborative efforts forward. This article adds to the literature on the content and methods of teaching students and novice practitioners the competencies embedded in ICC. It provides empirical data from six focus groups of experienced community practitioners (social workers and others) in New York City who identified components of a core curriculum for this work. Eight months later, these 33 community practitioners were asked to reprioritize the topics and concepts that they had collectively identified at the earlier time. Skills such as the ability to share power, manage differences, include the constituency and diplomacy are among those discussed. Core curriculum themes, the pedagogy and process, and the attributes and values necessary for training an ICC practitioner are presented.  相似文献   

The Psychodynamic Formulation of Marital Discord     

《Journal of Teaching in Social Work》2013,33(1-2):57-72

ABSTRACT

This paper addresses the contribution of object relations theory to an understanding of marital pairs in conflict. Both insight-oriented and briefer, “here and now” communication skills enhancing approaches are informed by a psychodynamic formulation of marital discord model. Utilized frequently in the treatment of individuals, the relevance of a psychodynamic formulation of conflict in couples is explored in detail for complex assessment, treatment planning, and as a guide in predicting the nature of the therapeutic alliance. This model, utilizing object relations theory, is presented conceptually and clinically with reference to a marital therapy case that required a variety of treatment strategies.  相似文献   

Lemons to Lemonade: How Five Challenges in Teaching Macro Practice Helped to Strengthen Our Course     

Joe Dooley  Sherril Sellers  Cornelia Gordon‐Hempe 《Journal of Teaching in Social Work》2013,33(4):431-448

Teaching macro practice can be challenging. While students have some concepts of what macro practice entails, their knowledge may be limited and sometimes inaccurate. Moreover, students may be reluctant to engage in macro change efforts. Given the scarcity of literature regarding teaching macro practice and the growing importance of it in social work, this article addresses major issues that we encountered in teaching macro practice at a large Midwestern school of social work. In our institution only 6% of students are enrolled in macro concentrations and we wish to encourage students to expand their interests in macro practice even if they do not wish to pursue a macro concentration. We describe a macro practice course we designed to meet the challenges of teaching community, organization, and policy practice skills to master's level and advanced undergraduate students. Our goal is to expand the macro practice pedagogy literature and encourage social work faculty to consider both established and innovative ways of introducing the planned change process in community, organization, and policy practice to their students.  相似文献   

Validating Teacher Performativity through Lifelong School-University Collaboration     

《Educational Philosophy and Theory》2013,45(10):1028-1039

Abstract

The main point of this article is that more credence should be given in teacher education to performative dimensions of teaching. I agree with David Carr (1999) that the requisite capabilities are probably best learned in actual schools. I employ Turnbull’s (2000) conception of performativity, which speaks of tacit cultural learning. Following Wilfred Carr (1987) I go back to Aristotle, and to debate between Gadamer and Habermas, before arriving at the view that expert teaching practice should be in the spirit of phronesis. The article then proposes that school-university collaboration should be the standard motif of teacher preparation, the context within which the spirit of phronesis can be realized and modeled.  相似文献   

From structural dilemmas to institutional imperatives: a descriptive theory of the school as an institution and of school organizations     

Gunnar Berg 《课程研究杂志》2013,45(5):577-596

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The Use of Textbooks as a Tool During Collaborative Physics Learning     

Carla van Boxtel  Jos van der Linden  Gellof Kanselaar 《Journal of Experimental Education》2013,81(1):57-76

The study examined how features of student interaction, and the way an individual student contributes to that interaction (his or her participation), relates to the improvement of conceptual understanding within the domain of physics. The study also investigated how textbooks are used during collaborative work and how that use affects the quality of student interaction and outcomes. The participants were 56 students aged 15 or 16. The students worked in dyads on a concept-mapping task that functioned as an introduction for a new course about electricity. A condition in which the students were provided with 2 textbooks was compared with a condition without the availability of textbooks. The use of textbooks had a negative influence on the amount of elaboration and coconstruction in the student interaction. Individual learning outcomes were positively related to the amount of collaborative elaboration in the student interaction.  相似文献   

The Interpersonal Dynamics of Collaborative Reasoning in Peer Interactive Dyads     

Kristiina Kumpulainen  Sinikka Kaartinen 《Journal of Experimental Education》2013,81(4):333-370

The authors investigated the microlevel processes of collaborative reasoning in heterogeneous peer dyads working on an open-design task in elementary geometry. Special attention was paid to the nature of student social interaction, problem-solving strategies, and mathematical language and how they shape collaborative problem-solving processes. Qualitative case-based analyses of 3 focal dyads reveal that collaborative reasoning was supported by equal participation in social interaction, consisting of joint negotiation of problem-solving strategies and active conceptualization and visualization of the situation. Challenges to collaboration were manifested in the existence of divergent strategies and verbal conceptualizations where negotiation did not lead to the construction of a shared understanding. In summary, the study demonstrates the power of microlevel process analyses in revealing the interpersonal dynamics of collaborative reasoning and shows how those dynamics mediate the learning opportunities in peer interactive dyads.  相似文献   

Analysis of the Effect upon the Reliability Coefficient of Changes in Variables Involved in the Estimation of Test Reliability     

Teobaldo Casanova 《Journal of Experimental Education》2013,81(3):219-228

First-year algebra high school students of various ability levels were presented lessons concerning the application of geometry theorems. The lessons varied in terms of the complexity of the examples that were shown. After the lessons, students completed a questionnaire concerning their perceptions of the lessons, and then they were tested over the material covered in the lessons. With test scores as the dependent variable, the main effect due to lesson complexity was not significant. With student perception as the dependent variable, significant main effects due to lesson complexity were identified. Significant interactions between lesson complexity and student ability level were identified also. These results are discussed in terms of teaching secondary school mathematics.  相似文献