The effects of computer‐based marking on completion rates and student achievement for students taking a secondary‐level distance education course     

Terry A. Boucher  M. Helen Barron 《Distance Education》1986,7(2):275-280

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Subjects of Western education: Discursive practices in Western postgraduate studies and the construction of international student subjectivities     

Deirdre Barron  Margaret Zeegers 《The Australian Educational Researcher》2006,33(2):77-96

This paper focuses on discursive practices of postgraduate research as a crucial element in constructs of international student subjectivities when they undertake postgraduate studies in Australian universities. As such, it focuses on a discursive field emerging within domains of internationalisation, globalisation, and resistance. It examines processes and protocols in a number of Australian universities’ postgraduate divisions’ practices in the conduct of postgraduate supervision, in the context of increasing pressures towards internationalisation within frameworks of globalising influences. It takes issue with Western custom and tradition as privileged within the field of supervision of postgraduate research studies and suggests a model of postgraduate research supervision as intentional and systematic intervention, based on literature deriving from research in postgraduate supervision which acknowledges the problematic natures of cultural relationships as to teaching and learning and knowledge production, and student resistances within these fields. In doing so, it examines issues of discursive practices and the problematic natures of power relationships in supervisor-supervisee protocols and possibilities suggested by alternative models of postgraduate supervision of international students.  相似文献   

The retention and success of under-represented groups in a Bachelor of Education program in New Zealand     

Pamela Millward  Rolf Turner  Deirdre van der Linden 《Asia-Pacific Journal of Teacher Education》2012,40(2):171-183

For several decades researchers have raised questions regarding factors that enable undergraduate students, particularly those from ethnic minority groups living in low socio-economic areas, to persist with their studies to degree completion. Seeking answers to these questions becomes more urgent as universities around the world enrol increasingly diverse cohorts of students. This article reviews the patterns of participation and success for students enrolled in a Bachelor of Education program at one university, distributed across three different locations and attracting different cohorts of students. This provided the university with a unique opportunity to learn about the retention and success of diverse cohorts, particularly those traditionally under-represented at undergraduate-level study. At least 75% of students in the under-represented groups passed their courses. Surprisingly the pass rates of students at the three campuses were similar, despite dissimilarities in ethnicity, socio-economic status and previous academic success.  相似文献   

Are gender differences in perceived and demonstrated technology literacy significant? It depends on the model     

Tina N. Hohlfeld  Albert D. Ritzhaupt  Ann E. Barron 《Educational technology research and development : ETR & D》2013,61(4):639-663

This paper examines gender differences related to Information and Communication Technology (ICT) literacy using two valid and internally consistent measures with eighth grade students (N = 1,513) from Florida public schools. The results of t test statistical analyses, which examined only gender differences in demonstrated and perceived ICT skills, indicate significant differences in all areas in favor of females. Females had higher factor scores in perception measures for Frequency of Computer Use, Perceived ICT Skills, and Attitudes toward Computers. In addition, female students had significantly higher scores on all six sections from the Student Tool for Technology Literacy, a performance-based assessment. These results counter many empirical research studies that show males generally perform better with ICT skills and have overall better attitudes toward computers than their female counterparts. However, when adding predictors to the model and using multilevel modeling statistical methods, findings indicate that gender was no longer significant. These findings question the importance of the gender differences related to ICT skills that were found with previous statistical examinations. Using more advanced statistical methods to answer research questions pertaining to ICT skills is important in order to determine which factors have the greatest potential for intervention programs that focus on developing equitable ICT skills and career choices for all students.  相似文献   

BOOK REVIEW     

Deirdre Torrance 《School Leadership & Management》2013,33(2):215-218

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Distributed leadership: challenging five generally held assumptions     

Deirdre Torrance 《School Leadership & Management》2013,33(4):354-372

This article reports on a study exploring a distributed perspective on school leadership through three head teacher case studies conducted in Scottish primary schools. Drawing from a sequence of in-depth, semi-structured and narrative style interviews conducted with each head teacher, as well as from a semi-structured questionnaire and sociometric analysis conducted with staff, the article analyses the experiences and the perceptions of head teachers. The paper finds that in practice, distributed leadership is more complex and challenging than often represented, challenging five generally held assumptions in the theoretical, policy and practice frames. Implications are drawn for educational leadership at both school and system levels.  相似文献   

Sharpening the focus: methodological issues in analysing on-line conferences     

Deirdre Cook 《Technology, Pedagogy and Education》2013,22(3):361-376

Abstract

As on-line discussion becomes an increasingly important and significant aspect of teachers' professional education, most particularly as part of distance learning environments, there is a need to understand and develop effective analytic techniques that provide insights into the processes at work within these systems. The computer conferencing environment at the centre of this study is a complex, unstructured discussion forum, of a type increasingly found as a component of continuing professional development courses. In these situations the evidence of knowledge building processes is a key concern. This study concentrates on a close examination of some existing analytic tools and considers their contribution to identifying the processes at work within these on-line environments, as teachers discuss aspects of education.  相似文献   

The academic formation of the Fin De Siecle female: Schooling for girls in late nineteenth century Ireland     

Deirdre Raftery 《Irish Educational Studies》2013,32(1):321-334

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Convent Schools and National Education in Nineteenth‐Century Ireland: Negotiating a Place within a Non‐denominational System     

Deirdre Raftery  Catherine Nowlan‐Roebuck 《History of education》2013,42(3):353-365

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‘Little prisoners of city streets’: London elementary schools and the School Journey Movement, 1918–1939     

Hester Barron 《History of education》2013,42(2):166-181

This article examines the experience of the ‘school journey’, an educational fieldtrip of a fortnight’s duration, as practised in London’s interwar elementary schools. Established historical debates over perceptions of the countryside in interwar Britain have previously failed to discuss the messages promoted in schools. This article demonstrates that an idyllic notion of the rural countryside often influenced school practice, but that there was little attempt to link this explicitly to a wider ideological message around national identity or patriotism. Although exposure to the countryside was seen as undoubtedly beneficial, school journeys were not uncritical of rural life. They also encompassed a much wider range of purposes, being an opportunity to study different industries and local heritage, or foster contact with local people. Furthermore, they provided an unequalled opportunity for increased supervision by teachers, and thus a valuable chance to counter the perceived moral ill-effects of a child’s usual working-class environment.  相似文献