Technology enhanced feedback tools as a knowledge management mechanism for supporting professional growth and school reform     

Alan Bain  Gerry Swan 《Educational technology research and development : ETR & D》2011,59(5):673-685

Attempts at school reform and improvement have experienced difficulty creating and implementing feedback systems that energize and sustain change efforts. If the call for reform at all levels of education is to be met, attention must be given to establishing effective feedback mechanisms in educational institutions as they embark on improvement efforts. The purpose of this article is to describe application of an educational design metaphor to create a Knowledge Management System that provides teachers with timely and constructive feedback about their professional practice. This system includes the way in which a corpus of professional knowledge about differentiated content and instruction, classroom grouping, evidence-based practice and classroom management can be embedded in a set of tools that provides multiple stakeholders (teachers, students, administrators) the opportunity to generate feedback about instructional practice. Use of the approach is discussed within the broader context of Knowledge Management as a vehicle to extend the role of feedback in school reform and improvement within a long term pilot application in one school.  相似文献   

National Accreditation: An Opportunity Missed for Diversity and Quality in Teacher Education Courses?     

Desmond Connelly 《Asia-Pacific Journal of Teacher Education》1976,4(2):140-146

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Using digital technology to enhance formative assessment in mathematics classrooms     

Diane Dalby  Malcolm Swan 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):832-845

In this paper, which is based on research from the EU-funded project Improving Progress through Formative Assessment in Science and Mathematics Education, we explore how iPads are used within formative assessment processes by six mathematics teachers and their classes in two secondary comprehensive schools in the Midlands of England. A design research approach is first used to develop and trial six lessons in which iPads are used in different ways within formative assessment processes. Through lesson observations, video analysis and teacher interviews we then examine how iPad technology contributes to these processes, the functions it performs and the distribution of activity between the main actors (teacher, technology and student). An analytic approach is developed which captures the interactions in visual representations, showing how the technology is often used as a form of communication but also performs more active functions which affect the role taken by the teacher in formative processes. The study offers insight into ways in which iPad technology contributes to effective student learning through formative assessment and introduces an analytic approach that may be useful for further studies.  相似文献   

Commercial studies in Western Europe     

Desmond Anderson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(4):387-395

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ASSESSING MATHEMATICAL PROBLEM SOLVING USING COMPARATIVE JUDGEMENT     

Ian Jones  Malcolm Swan  Alastair Pollitt 《International Journal of Science and Mathematics Education》2015,13(1):151-177

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An experiment in paired reading     

Professor Desmond Swan 《Irish Educational Studies》2013,32(1):143-155

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Teacher Leader Model Standards and the Functions Assumed by National Board Certified Teachers     

Allison Swan Dagen  Aimee Morewood  Megan L. Smith 《The Educational forum》2017,81(3):322-338

The Teacher Leader Model Standards (TLMS) were created to stimulate discussion around the leadership responsibilities teachers assume in schools. This study used the TLMS to gauge the self-reported leadership responsibilities of National Board Certified Teachers (NBCTs). The NBCTs reported engaging in all domains of the TLMS, most frequently with Domain 1: Fostering a collaborative culture to support educator development and student learning, and least frequently with Domain 7: Advocating for student learning and the profession.  相似文献   

Authors and electronic publishing: what authors want from the new technology     

Alma Swan  Sheridan Brown 《Learned Publishing》2003,16(1):28-33

Responses from almost 1,250 academic authors around the world were analysed to obtain their views on electronic publishing of learned journals. Currently, having a print version of journals is still more important to them than an electronic version. The issue of greatest importance to authors and readers is the continuing availability of back volumes, and there are strong concerns about pricing of electronic journals. The potential gains in publication speed through publishing electronically appear not to be a priority. Electronic preprint and reprint archives are used very little at present, with the exception of the physics and mathematics communities. Of all publisher‐mediated tasks, the peer‐review process is the most valued, followed by provision of citation‐linking. Respondents' views of future developments in electronic publishing are also explored.  相似文献   

A Review of Research on School Bullying Among African American Youth: An Ecological Systems Analysis     

Desmond Upton Patton  Jun Sung Hong  Abigail B. Williams  Paula Allen-Meares 《Educational Psychology Review》2013,25(2):245-260

School bullying and peer victimization are social problems that affect African American youth across various environmental contexts. Regrettably, many of the empirical research on bullying and peer victimization among African American youth has examined individual and direct level influences in silos rather than a constellation of factors occurring in multiple settings, such as home, school, and neighborhood. As a holistic model, the social–ecological framework provides a context with which to situate and interpret findings and draw implications from a broader psychosocial framework, which can be applicable across various systems. We utilize Bronfenbrenner’s (American Psychologist 32:513–531, 1977) social–ecological framework as a springboard for investigating the accumulation of risk contributors and the presences of protective factors in relation to school bullying and peer victimization of African American youth. More specifically, we examine the risk and protective factors occurring in the micro- (i.e., parents, peers, school, and community), exo- (i.e., parental stress), and macrosystem levels (i.e., hypermasculinity, and gender role beliefs and stereotypes). We then discuss implications for research and school-based practice.  相似文献   

The experiences of pupils with SEN and their parents at the stage of pre-transition from primary to post-primary school     

Geraldine Scanlon  Yvonne Barnes-Holmes  Ciara McEnteggart  Deirdre Desmond  Nigel Vahey 《欧洲特需教育杂志》2016,31(1):44-58

The experiences of pupils with Special Educational Needs (SEN) and their parents at pre-transition from primary to post-primary school have received little attention in the literature. The current study investigated these experiences using a mixed methods approach within the Irish educational system. Thirty-two pupils with SEN and 42 parents of pupils with SEN participated in focus groups, and also completed a questionnaire which qualitatively complemented the parental focus groups. Emergent themes for pupils included: things I will miss; fitting in and performing as well as others; laying the groundwork: getting to know new people; and experiencing and talking about ‘going to the new school’. Emergent themes for parents included: losing ground?; information is critical: ‘I’m not asking for the moon, but a bit more information’; I’d like help but I don’t want to make trouble for my child; and challenge and support. Critical issues emerging from the data concerning pre-transition experiences for both pupils and parents are discussed.  相似文献