Effects of an Online Mathematics Curriculum for English Language Learners     

Lindy Crawford 《学校用计算机》2013,30(3):248-270

This study measured the effects of an online supplementary mathematics curriculum designed for middle school English language learners who speak Spanish as a first language. A randomized experiment measured the achievement differences between middle school English language learners who used the Web-based HELP Math (Help with English Language Proficiency) curriculum and students who used other technology-based programs. Three hundred and ninety-six students participated. Both groups made statistically significant gains from pretest to posttest within their respective curricula, but no main effect was found between the two groups. Post hoc analyses revealed that students with higher levels of English proficiency, who participated in the comparison condition, performed significantly better than students in the HELP Math condition, while students with lower levels of English proficiency performed better in the HELP Math program (although these differences were not statistically significant). Findings are interpreted with caution due to the truncated length of the intervention.  相似文献   

Epistemology     

Dan D. Crawford 《Philosophical Books》2004,45(3):248-254

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Government and the universities in East Africa: I—On academic freedom in Africa     

Malcolm Crawford 《Minerva》1967,5(3):376-381

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On academic freedom in Africa     

Malcolm Crawford 《Minerva》1967,6(1):116-118

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Rebel-Doodle Dandy     

Sheri F. Crawford 《Journal of American culture (Malden, Mass. : 2003)》1991,14(3):13-18

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Vygotskian approaches in human development in the information era     

Kathryn Crawford 《Educational Studies in Mathematics》1996,31(1-2):43-62

The paper explores the opportunities and challenges of learning and teaching mathematics in the information era from a Vygotskian perspective. A systemic approach is taken to an investigation of the ways in which information technologies have changed the contexts for and forms of mathematical activity in society and the challenge that this change presents to mathematics educators at all levels.  相似文献   

Distributive Justice in Higher Education: Perceptions of Administrators     

Shawn M. Fitzgerald  Daniel Mahony  Fashaad Crawford  Hope Bradley Hnat 《Innovative Higher Education》2014,39(5):401-415

For the study we report here we used the theoretical framework of organizational justice to examine academic administrator’s perceptions of resource distribution decisions. We asked deans, school directors, and department chairs in one midwestern state about their perceptions of the fairness and likelihood of use of various distribution principles in scenarios involving distributions of compensation to faculty and resources to schools/departments. Differences based on Carnegie classification and current position were examined. Overall, we found that participants perceived compensating faculty members and allocating resources to departments based on the quality of teaching and impact on students was most fair, but they believed factors such as research productivity and funding secured were more likely to be used. While there were no differences based on current position, there were differences based on Carnegie classification with the research universities indicating greater preference for and likelihood of using research principles and non-research institutions indicating greater likelihood of using equality.  相似文献   

Reflexive deliberation in international research collaboration: minimising risk and maximising opportunity     

Angela Brew  David Boud  Lisa Lucas  Karin Crawford 《Higher Education》2013,66(1):93-104

International research collaboration raises questions about how groups from different national and institutional contexts can work together for common ends. This paper uses issues that have arisen in carrying out the first stage of an international research project to discuss a framework designed to map different kinds of multi-national research collaboration in terms of increasing complexity and increasing time to research outputs. The paper explores factors that enable and that constrain progress in carrying out collaborative research. The paper highlights the complex interplay within research practice of factors that derive from institutional structures and those that appertain to individuals as agents. It uses the personal and collective reflexive deliberations of the authors, to demonstrate that as the complexity of the research interface increases, and as the time to research outputs increases, so structural risk increasingly develops into agentic risk, and that structural risk becomes increasingly required to be managed through agentic action.  相似文献   

Sir Alec Clegg     

Megan Crawford 《Education 3-13》2013,41(2):101-102

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Influences on academics' approaches to development: voices from below     

Karin Crawford 《International Journal for Academic Development》2013,18(3):189-202

The purpose of this qualitative case study research was to explore faculty‐based academics' views on what influences their behaviours and attitudes towards their development. Informed by critical realist ontology, the data collection was carried out through narrative interviews with academics in two contrasting English universities. Findings, or areas for reflection, have emerged about the constraints and enablements academics perceive in respect of their professional development. In particular, themes such as: the significance of professional status; misaligned initiatives and priorities; the influence of supportive networks; and emergent personal, individual concerns have surfaced. The conclusion is drawn that the significance of agency raises the importance of responding to the ‘voices from below’.  相似文献