Teaching Criminal Justice Online: Current Status and Important Considerations     

Alicia H. Sitren  Hayden P. Smith 《Journal of Criminal Justice Education》2017,28(3):352-367

The most significant change to impact the pedagogy of criminal justice students in recent years has been the development of online classes. Online coursework is now a commonly accepted method of accessing criminal justice students and the sustained growth in online classes is expected to continue in the future. However, there is currently a lack of research that focuses on online classes in criminal justice. In response, we present and assess the modest literature regarding criminal justice online classes and highlight important themes. This leads into a presentation of important considerations along the following pedagogical continuum: Planning the online course (i.e. asynchronous timing, technological developments), implementing the online course (i.e. maintaining an online presence, managing student interactions and expectations), and identifying effective means to measure learning outcomes (i.e. measuring success, quality matters). Policy implications for online coursework that are likely to impact future criminal justice educational practices are then discussed.  相似文献   

How Can I Tell the Truth?     

Nick Eastmond  Robert Hayden 《TechTrends》2006,50(3):13-13

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Improvements in equity in the participation of young people in higher education in Australia during the 1980s     

Peter G. Carpenter  Martin Hayden 《Higher Education》1993,26(2):199-216

This paper addresses the question of the extent to which there were improvements in equity in the patterns of participation of young people in higher education in Australia during the 1980s. Data from theYouth in Transition longitudinal surveys of Australian youth are used to assess the effectiveness of the Labor Government's equity initiatives since 1983 in this area. The conclusion is that participation by young people in higher education in Australia did generally become more equitable under Labor during the 1980s, though differences in higher education participation rates persisted between certain sub-groups of the population.  相似文献   

A process for the critical analysis of instructional theory     

Jay A. Bostwick  Isaac Wade Calvert  Jenifer Francis  Melissa Hawkley  Curtis R. Henrie  Frederick R. Hyatt  Janeel Juncker  Andrew S. Gibbons 《Educational technology research and development : ETR & D》2014,62(5):571-582

Some have argued for a common language in the field of instructional design in an effort to reduce misunderstandings and simplify a multitude of synonymous terms and concepts. Others feel that this goal is undesirable in that it precludes development and flexibility. In this article we propose an ontology-building process as a way for readers to compare and analyze terms and concepts across theories. This process entails the development of categories that emerge from the literature, and the comparison of theories across categories. Such a process can reveal broader concepts that exist beyond specific theoretical terminology, differences in meanings behind common terms used by theorists, a greater understanding of the theorists’ intent, and discontinuities and gaps within the theoretical literature.  相似文献   

Establishing a special education management system--SEMS     

D Hayden  B Vance  M S Irvin 《Journal of learning disabilities》1982,15(7):428-429

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Excluding Primary School Children – The Outcomes Six Years On     

Carl Parsons  Ray Godfrey  Keith Howlett  Carol Hayden  & Tim Martin 《Pastoral Care in Education》2001,19(4):4-15

This article reports and discusses a study which followed up, through case records, 726 children excluded permanently, indefinitely or for fixed–term periods in 1993/4 in 10 LEAs. The outcomes at secondary level in 1998/9 were found to be moderately poor with the problems intensifying for half the sample. Forty six per cent had further primary school exclusions and 36 per cent received exclusions in their secondary education. Looked–after children and those with special educational needs fared worse and achieved less. Case studies showed the kinds of commitment and support that can work even with very difficult cases.  相似文献   

Juggling a New Format with Existing Tools: Incorporating Streaming Video into Technical Services Workflows     

Jennifer Leffler  Jessica Hayden  Todd Enoch 《期刊图书馆员》2017,72(1-4):102-104

ABSTRACT

The University of Northern Colorado (UNC) Libraries have experienced a surge in streaming video requests in the past few years. Like others, UNC’s Technical Services department has found new ways to manage procedures and workflows associated with this format. This session covered the experiences and strategies of the presenters for handling streaming video databases, licensed content ripped from DVD, firm orders, and multiyear streaming licenses.  相似文献   

Becoming Teachers for Social Justice: Raising Critical Consciousness     

Mary E. Styslinger  Jennifer Stowe  Nicole Walker  Kayla Hyatt Hostetler 《Clearing house (Menasha, Wis.)》2019,92(1-2):9-14

This article shares processes and practices which foster students’ critical consciousness. Critical consciousness, the core of social justice teaching, is a heightened awareness of the world and the power structures that shape it. Teachers can become forces for equity and change by: challenging students to reflect critically on their beliefs and the sources of these beliefs; using text to guide students to look outwards and discover the perspectives and challenges of others; selecting texts purposefully to heighten student awareness of issues of power and equity; teaching students to read texts critically, listening carefully for the points of view of others often ignored or silenced; creating space for dialogue beyond text; and finally, making the world their classroom, blurring the boundary between schools and communities as students research the world and take steps toward change in ways that recognize and re-value our common humanity. Becoming teachers for social justice entails moving students through intentional processes and practices to foster critical consciousness in the hope of effecting change.  相似文献   

Resources     

Gene Hayden 《TechTrends》2001,45(2):29-29

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From school to higher education in Australia   总被引：2，自引：1，他引：2  

Martin Hayden  Peter Carpenter 《Higher Education》1990,20(2):175-196

This paper addresses the question of why young people go on from school to higher education in Australia. A person-situation interactionist theory to explain decisions taken in the matter is developed, and in the light of this theory a model to predict entry to higher education is advanced. The model is tested using data from separate studies in two Australian States, Victoria and Queensland. Results of bivariate and logistic regression analyses are generally consistent with expectations from the model. Certain interactive effects of variables in the model upon entry to higher education are reported.  相似文献