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Rocio Cardenas-Rodríguez Teresa Terrón-Caro Blanca Delia Vázquez Delgado Teresa Elizabeth Cueva-Luna 《Journal of Latinos & Education》2015,14(2):86-94
Education is an indispensable element for the development of society. In Latin America, the point of origin of most of the undocumented immigrants to the United States, equal opportunity in access to education and educational achievement is still pending. The study presented here focuses on the analysis of the expectations of female migrants via Mexico’s northern border, focusing attention on educational attainment as an important aspect of the “American Dream” of the migrant women interviewed and their dependents. 相似文献
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Delia Neuman 《TechTrends》2011,55(4):21-26
The information age has given library media specialists an unprecedented opportunity to play a leading role in helping teachers, administrators, and especially students access and use information intelligently. As the school??s premier information specialist; the library media specialist has a unique role to play in helping everyone in the school develop a true twenty-first century habit of mind: a habit of thinking about information itself as a basic and powerful tool for learning deeply and living well in the information age. This article explores this role in the ??brave new?? digital age and offers a number of collaborative strategies that can help the library media specialist work with the entire school community. 相似文献
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Vivienne Grace Bozalek Wendy McMillan Delia E. Marshall Melvyn November Andre Daniels Toni Sylvester 《Teaching in Higher Education》2013,18(5):447-458
This paper uses Tronto's political ethics of care as a normative framework to evaluate a model of teaching and learning professional development. This framework identifies five integrated moral elements of care – attentiveness, responsibility, competence, responsiveness and trust. This paper explicates on each of these elements to evaluate the piloting and implementation of a teaching and learning professional development model at a South African higher education institution. The political ethics of care was found to be a useful normative framework for a group of higher educators to reflect on the process of engaging in teaching and learning professional development in that it revealed the importance of differential power relations, the importance of working collaboratively and being attentive to the needs of both caregivers and care receivers. 相似文献
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Delia Baskerville 《Technology, Pedagogy and Education》2013,22(1):119-135
Continuing emphasis given to computer technology resourcing in schools presents potential for web-based initiatives which focus on quality arts teaching and learning, as ways to improve arts outcomes for all students. An arts e-learning collaborative research project between specialist on-line teacher/researchers and generalist primary teachers was designed to investigate student learning, quality teaching, and implementation factors. Constructionist-based teaching activities using on-line technology were designed to engage students in a learner-centred e-learning environment where students and teachers collaborated to produce a media and learning artefact. A case study highlights the outcomes for four students who transferred learnt drama skills to other classroom contexts. This model has potential to provide drama learning for students and professional development for primary generalist teachers, contingent on the availability of rigorously planned and well-resourced programmes. 相似文献
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Delia Cushway 《International journal for the advancement of counseling》1995,18(3):141-142
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Research on factors that shape recruitment and retention in undergraduate science majors currently is highly fragmented and in need of an integrative research framework. Such a framework should incorporate analyses of the various levels of organization that characterize academic communities (i.e., the broad institutional level, the departmental level, and the student level), and should also provide ways to study the interactions occurring within and between these structural levels. We propose that academic communities are analogous to ecosystems, and that the research paradigms of modern community ecology can provide the necessary framework, as well as new and innovative approaches to a very complex area. This article also presents the results of a pilot study that demonstrates the promise of this approach at the student level. We administered a questionnaire based on expectancy-value theory to undergraduates enrolled in introductory biology courses. Itself an integrative approach, expectancy-value theory views achievement-related behavior as a joint function of the person's expectancy of success in the behavior and the subjective value placed on such success. Our results indicated: (a) significant gender differences in the underlying factor structures of expectations and values related to the discipline of biology, (b) expectancy-value factors significantly distinguished biology majors from nonmajors, and (c) expectancy-value factors significantly predicted students' intent to enroll in future biology courses. We explore the expectancy-value framework as an operationally integrative framework in our ecological model for studying academic communities, especially in the context of assessing the underrepresentation of women and minorities in the sciences. Future research directions as well as practical implications are also discussed. 相似文献
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Tertiary Education and Management - This paper is based on a study conducted to establish if academic practice in a university designated as Azania is aligning or diverting from the expectations of... 相似文献
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Delia Fish 《Assessment & Evaluation in Higher Education》1991,16(1):22-36
This paper offers some perspectives on quality assurance for those who wish to retain the reflective practitioner approach to professional training. It takes its examples from teacher training, but is equally addressed to those in other professions whose work uses this approach. It contends that the way forward in finding a useful system of quality assurance which is compatible with institutional demands and the intentions of courses based upon the reflective practitioner approach, is to understand the different values that lie beneath two very different models of professionalism, and to use this understanding to seek rapprochement between them. This paper explores the industrial model of quality assurance, which currently strongly influences higher education. After contextualising the current debate about quality, this paper shows how the industrial view relates to the technical rational model of professionalism. This is contrasted with the professional artistry model of professionalism which lies at the heart of the reflective practitioner approach. Appraisal and reflection are considered and a framework for reflection is offered drawn from on‐going research. This might enable practitioners to capture data which might be used as evidence of quality. The beginnings of reciprocity between the two models are sketched, and a grim warning is issued. 相似文献
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This paper tries to accomplish two tasks. First, it uses a critical review of the concept of differentiation to shed light on the expansion of the Mozambican higher education system, a consequence of the global neoliberal dynamics of higher education. Second, the neoliberal framework is applied to account for the development of multi-campus systems in the country. The paper argues that, on the one hand, the dispersion of multi-campuses resulted from an early stage of loosely regulated expansion and differentiation of higher education in the context of the liberalisation of higher education. On the other hand, the competition for students, in a market driven economy dominated by the existence of two main public institutions absorbing two-thirds of the students, prompted the establishment of satellite campuses by both private and public institutions, with serious and adverse implications for quality. 相似文献