Reflectors as online extraverts?     

Kevin Downing 《Educational studies》2004,30(3):265-276

Increasingly, online learning is perceived as an effective method of instruction. Much recent educational research has focused on examining the purposes and situations for which online education is best suited. In this paper, students enrolled in two online courses are compared with their peers enrolled in equivalent classroom‐based courses to investigate aspects of the relationship between learning style and mode of delivery. Student satisfaction measures are taken from participants in both modes of delivery and compared with student learning style. Feedback from the ‘Reflector’ learning style demonstrates higher satisfaction levels with the online mode of delivery compared with their matched counterparts following equivalent classroom‐based courses. Therefore, whilst ‘Reflectors’ might be regarded as Introverts in the traditional classroom setting, the additional time for reflection offered by online delivery makes this group more likely to contribute to online discussion, report higher satisfaction levels and generally behave more like online Extraverts.  相似文献   

‘You want us to teach outdoor education where?’ Reflections on teaching outdoor education online     

H. A. Smith  J. E. Dyment  A. Hill  J. Downing 《Journal of Adventure Education & Outdoor Learning》2016,16(4):303-317

This article reports on the experiences of two lecturers working at the University of Tasmania required to teach outdoor and sustainability education (O&SE) courses online. Using an (auto)ethonographic case-study approach, the lecturers were interviewed with a view to exploring their perceptions, challenges, ethical dilemmas, tensions, opportunities and experiences in this space. A number of themes emerged, including commitment to quality teaching and learning, the role of experience, and experiential learning, in the online space, the challenge of fostering a connection to place, difficulties faced when trying to develop a learning community, and the role of professional learning and support in terms of pedagogy and technology in the online space. These themes, and their implications for teaching and learning in higher education both generally, and specifically in O&SE, are discussed in light of what is a mounting body of literature exploring the move to online delivery in higher education.  相似文献   

Teacher Educators' Readiness,Preparation, and Perceptions of Preparing Preservice Teachers in a Fully Online Environment: An Exploratory Study     

Jillian J. Downing  Janet E. Dyment 《The Teacher Educator》2013,48(2):96-109

With a view to attracting more students and offering flexible learning opportunities, online teaching and learning is becoming increasingly widespread across the higher education sector. It is now found across a wide range of disciplines (e.g., business, health, psychology, accounting, information technology) and program levels (e.g., from associate degrees to doctorate degrees). Online delivery is also strongly represented in the teacher education sector at many universities. Research of online delivery in higher education generally and teacher education specifically has pointed to a range of benefits and challenges associated with this mode of learning. Within the teacher education literature, many aspects of the online preparation of teachers remain poorly understood. More specifically, there is scant literature on the experiences and beliefs of teacher educators in relation to their readiness and preparation for online teaching as well as their beliefs in relation to the appropriateness of online education for preservice teachers. This article responds to this gap in the literature and reports on an exploratory study that worked with academic staff, teaching in a fully online teacher education course, at a mid-size Australian university. Twenty-seven teacher educators completed a 34-item questionnaire that consisted of closed and open-ended questions. With regards to readiness and preparation for teaching online, the majority of teacher educators reported lacking confidence and competence in the technological and pedagogical skills required to teach online. By and large, the study participants were welcoming of individualized “at-elbow” support that seemed to abate some of their fears of online teaching. The teacher educators were generally divided on whether the online classroom was an appropriate method for preparing preservice teachers. This article concludes with several recommendations for consideration by teacher educators who work in an online environment and sets the stage for a more ambitious study.  相似文献   

School Art — What's in it?     

Dick Downing 《The International Journal of Art & Design Education》2005,24(3):269-276

In 2003/4 NFER undertook a study of the content of the art curriculum in secondary schools in England on behalf of the Arts Council England (ACE) and Tate Galleries [1]. In 18 schools, eight of which were identified as engaged with contemporary art practice (referred to throughout the article as the CAP schools), 54 art teachers were asked to describe the content of their most recently completed art module. ‘Content’ was taken as: the media and materials in which pupils worked; the artistic and cultural references used to support the teaching; the skills taught; and the thinking processes used. They were also questioned about the factors that influenced their choice of curriculum content and the aims that guided their choice of content. Most of the teachers (excluding the heads of department) were asked which of a set of six art images they would include in their teaching, and the reasons for their decisions. Teachers in the CAP schools were also asked to explain why they chose to include contemporary art. The findings revealed substantial differences between the two cohorts of schools, not all of which were related to the inclusion of contemporary art practice. A preoccupation with the teaching of skills was more apparent in the randomly selected schools, which also drew very heavily on the early twentieth century for their artistic references. Unsurprisingly, the CAP schools drew heavily on contemporary references, but included many from other periods, cited twice as many references overall, and had a generally more eclectic view of the purposes of teaching art.  相似文献   

Publishing in Scholarly Journals: Part II—Is it an Attitude or Technique? It's a Technique     

Marlowe H. Smaby  Judith Crews  Trae Downing 《Counselor Education & Supervision》1999,38(4):227-236

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Construct-Irrelevant Variance in High-Stakes Testing   总被引：1，自引：0，他引：1  

Thomas M. Haladyna  Steven M. Downing 《Educational Measurement》2004,23(1):17-27

There are many threats to validity in high-stakes achievement testing. One major threat is construct-irrelevant variance (CIV). This article defines CIV in the context of the contemporary, unitary view of validity and presents logical arguments, hypotheses, and documentation for a variety of CIV sources that commonly threaten interpretations of test scores. A more thorough study of CIV is recommended.  相似文献   

A better start to literacy learning: findings from a teacher-implemented intervention in children’s first year at school     

Gillon  Gail  McNeill  Brigid  Scott  Amy  Denston  Amanda  Wilson  Leanne  Carson  Karyn  Macfarlane  Angus Hikairo 《Reading and writing》2019,32(8):1989-2012

Reading and Writing - This study investigated the feasibility of a teacher implemented intervention to accelerate phonological awareness, letter, and vocabulary knowledge in 141 children (mean age...  相似文献   

Liana’s learning in a democratized classroom     

Christine Brigid Malsbary  Samantha Espinoza  Lisa Bales 《Pedagogies: An International Journal》2016,11(3):249-269

In usual understandings of learning, youths’ development in classrooms is portrayed as a move from being a novice to an expert. However, findings of the present anthropologically framed study support us to argue that learning, rather, can be characterized as youths’ simultaneous occupation of novice and expert roles. We refer to this simultaneous occupation as “mutual reliance”. We make this assertion within the context of a multilingual, transnational classroom, where the presence of heightened diversity led teachers to put in place a structure (“autonomous learning groups”) that supported youth to rely on one another to learn. In a video-based case study that tracks one group of students over 33 hours and engages micro-ethnographic analysis of a student named Liana, we found that autonomous learning groups created a democratization of the learning space – everyone contributed from his or her knowledge base because no single person, including the teachers, could ever be an expert.  相似文献   

Enhancing the metalinguistic abilities of pre-service teachers via coursework targeting language structure knowledge     

Caralyn J. Purvis  Brigid C. McNeill  John Everatt 《Annals of dyslexia》2016,66(1):55-70

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The Efficacy of Preschool Developmental Indicators as a Screen for Early Primary School-Based Literacy Interventions     

Philip J. Schluter  Richard Audas  Jesse Kokaua  Brigid McNeill  Barry Taylor  Barry Milne  Gail Gillon 《Child development》2020,91(1):e59-e76

Literacy success lays the foundation for children's later educational, health, and well-being outcomes. Thus, early identification of literacy need is vital. Using data from New Zealand's national preschool health screening program for fiscal years 2010/2011–2014/2015, demographic and health variables from 255,090 children aged 4 years were related to whether they received a literacy intervention in early primary school. Overall, 20,652 (8.1%) children received an intervention. Time-to-event analysis revealed that all considered variables were significantly related to literacy intervention (all p < .01), but the full model lacked reasonable predictive power for population screening purposes (Harrell's c-statistic = .624; 95% CI [.618, .629]). Including more direct literacy measures in the national screening program is likely needed for improvement.  相似文献