TECHNOLOGY IN COMMUNITY-BASED ORGANIZATIONS THAT SERVE OLDER PEOPLE: HIGH TECH MEETS HIGH TOUCH     

Carl Renold  Cheryl Meronk  Christopher Kelly 《Educational gerontology》2013,39(3):235-245

Appropriate implementation of information technology (IT) can help create a more efficient, less costly, and higher-quality service-delivery environment for community-based organizations that serve older people. Relevant studies and reports on technology in healthcare can be compared and applied to these organizations. This study is the result of an assessment and analysis of the technological needs of 17 community-based organizations that serve older people in Orange County, California. Preliminary results suggest that appropriate implementation of technology, along with complementary workflow processes and positive attitudes toward technology usage, might lead to improvements in the level and quality of service in these agencies.  相似文献   

Education and the ‘universalist’ idiom of empire: Irish National School Books in Ireland and Ontario     

Patrick Walsh 《History of education》2013,42(5):645-660

This paper compares the founding of the elementary school systems of Ireland and Ontario in the nineteenth century. The systems shared a common set of textbooks that had originated in Ireland. Using examples from a number of these books, which were part of a series that had been specially prepared for the Irish national school system, founded in 1831, and information from archive sources on policy and administration in both countries, the paper argues that there was a common, ‘universalist’, imperialist ideology being promulgated in both systems. The article focuses on these ‘universalist’ principles rather than undertaking a detailed analysis of the textbooks.  相似文献   

Teaching writing,learning to write: proceedings of the XVIth colloquium of the Comité International de Paléographie Latine     

Christopher Freeman 《History of education》2013,42(1):135-137

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Fragmented catholicity and social cohesion. Faith schools in a plural society     

Christopher Meehan 《British Journal of Religious Education》2013,35(3):345-347

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A Qualitative Metasynthesis of How Early Educators in International Contexts Address Cultural Matters That Contrast With Developmentally Appropriate Practices     

Christopher P. Brown  Yi-Chin Lan 《Early education and development》2013,24(1):22-45

Research Findings: The National Association for the Education of Young Children's guidelines for developmentally appropriate practices (DAP) have been imported and researched by others across the globe. A central issue that has arisen for these international early childhood educators is whether these best practices are sensitive to the sociocultural contexts in which they work. To shed further light on this issue, a qualitative metasynthesis was conducted that examined findings from published peer-reviewed studies of DAP in international early childhood contexts that investigated how early educators conceptualized and/or engaged in practices with young children. It then looked at whether these understandings and/or practices culturally contrasted with DAP. In brief, matters involving culture that contrasted with the framework of DAP arose frequently for the early educators in the data set. Yet researchers rarely offered suggestions for early educators to attend to these issues. Practice or Policy: It seems that to address matters involving culture that contrast with the framework of DAP in international contexts early educators should examine the 3 central tenets of DAP simultaneously when addressing the needs of children—their sociocultural, individual, and developmental needs. It also appears that advocates for DAP need to consider whether particular materials, resources, and/or policies should be in place in any early childhood education context for early educators to conceptualize as well as practice DAP. Lastly, there is a need for further research that examines how teachers in international contexts are responding to cultural issues that contrast with DAP in their conceptions of and/or practices in early education.  相似文献   

Authentic arts‐based learning in teacher education: a musical theatre experience     

Holly Ogden  Christopher DeLuca  Michelle Searle 《Teaching Education》2013,24(4):367-383

There is increasing concern over disengagement of teacher candidates during on‐campus periods of pre‐service programs due to the perceived disconnect between educational theory and practice. In response, teacher education has been called to engage candidates in praxis through authentic learning. In this paper, we bring together the fields of teacher education, authentic learning, and arts‐based learning to articulate a means of enhancing pre‐service programs. Specifically, this paper documents and analyzes the process of engaging teacher candidates in an authentic learning experience of a musical theatre production. Data collected from 30 teacher candidates through rehearsal observations, a post‐production questionnaire, and focus group interviews indicated that participation created a sense of community and belonging, as well as developed skills necessary to carry forward art‐based learning activities into their teaching careers.  相似文献   

Exploring the Scholarly Output of Academic Organization Leadership in Criminology and Criminal Justice: A Research Note on Publication Productivity     

Wesley G. Jennings  Christopher J. Schreck  Michael Sturtz  Margaret Mahoney 《Journal of Criminal Justice Education》2013,24(3):404-416

A number of studies analyzing publication productivity of criminology and criminal justice scholars have emerged in recent years. More specifically, this body of literature applies varied cross‐sectional and longitudinal methodological approaches to demonstrate the publication productivity of scholars. Furthermore, these studies often diverge in their operationalization of the key construct of interest (publication productivity); however, one relative consistency is the list of “elite” criminology and criminal justice journals. This study seeks to explore the elite publication productivity among recent executive board members of the American Society of Criminology and the Academy of Criminal Justice Sciences along with the board members of Academy of Criminal Justice Sciences’ regional affiliate associations. Comparisons are made between and within organizations/associations, and individual board member rankings are also presented. The results of this study indicate that publishing in the elite criminology and criminal justice journals is rare and there is variation across organizations/associations and variation among their respective members in the rate of publishing in these elite journals. Suggestions for future research examining publication productivity are also discussed.  相似文献   

Voices From Test-Takers: Further Evidence for Language Assessment Validation and Use     

Liying Cheng  Christopher DeLuca 《Educational Assessment》2013,18(2):104-122

Test-takers' interpretations of validity as related to test constructs and test use have been widely debated in large-scale language assessment. This study contributes further evidence to this debate by examining 59 test-takers' perspectives in writing large-scale English language tests. Participants wrote about their test-taking experiences in 300 to 500 words, focusing on their perceptions of test validity and test use. A standard thematic coding process and logical cross-analysis were used to analyze test-takers' experiences. Codes were deductively generated and related to both experiential (i.e., testing conditions and consequences) and psychometric (i.e., test construction, format, and administration) aspects of testing. These findings offer test-takers' voices on fundamental aspects of language assessment, which bear implications for test developers, test administrators, and test users. The study also demonstrated the need for obtaining additional evidence from test-takers for validating large-scale language tests.  相似文献   

What a Difference the Community Makes: Zero Tolerance Policy Interpretation and Implementation     

Christopher Dunbar  Francisco A. Villarruel 《Equity & Excellence in Education》2013,46(4):351-359

The implementation of zero tolerance policies raises important questions. In this article we explore how zero tolerance policies are interpreted, implemented, and enforced differently in urban, rural, and suburban districts, and how this results in unequal numbers of expulsions and suspensions. Using a policy analysis framework, we explored how administrators from economically and culturally distinct communities developed an understanding of zero tolerance policy. In some cases, administrators modified the policy to meet the needs and culture of their districts, while in other situations, administrators adhered to the policy as written. The varying interpretations allowed some children to remain in school for particular offenses while other children were expelled immediately for similar infractions. Our data show that this policy adversely impacts a disproportionately higher number of students color in urban school districts.  相似文献   

25 Hours in Family: How Family Internships Can Help School Leaders Transform from Within     

Julie Alonzo    Douglas Gardner  Susan Hasazi  Christopher Johnstone  Peter Miller 《Equity & Excellence in Education》2013,46(2):127-136

This article describes the ways in which a 25-hour internship with families who have children with disabilities impacted four doctoral students in educational leadership. We discuss the lessons we learned as a result of our experiences and provide insight into the structural components of the internship experience that were critical to enhancing our professional development. Key lessons include: (1) the realization that disability is a socially-constructed term that does not describe the talents, feelings, and aspirations of individuals with disabilities; (2) increased knowledge and strategies about how school leaders can provide support to families by listening to their hopes, dreams, and challenges; and (3) the critical need to include families in decision-making processes to ensure that the family perspective is represented. Important structural components of the internship experience included spending time with families in their homes and communities for extended periods of time. Implications for the preparation of educational leaders are discussed.  相似文献