By design: Professional learning ecologies to develop primary school teachers’ makerspaces pedagogical capabilities     

Michael Stevenson  Matt Bower  Garry Falloon  Anne Forbes  Maria Hatzigianni 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1260-1274

Makerspaces embody a growing movement of educators promoting constructionist learning with physical materials and digital technologies such as 3D design and 3D printing. As it gains traction in K-12 settings, the maker movement represents an interesting context in which to explore how professional ecologies can equip teachers with the knowledge, skills and dispositions needed to implement twenty-first century learning in their school context. This study investigated the roles of different participants from industry, school leadership and colleagues in influencing teachers’ confidence, enthusiasm, capabilities and beliefs when teaching in makerspaces. Utilising triangulated observations of activities through online questionnaires at beginning, middle and end points, as well as postproject interviews, the study explored the participation of 27 primary school teachers in a blended professional learning programme, followed by classroom delivery of modules focusing on tablet-based 3D design applications and the use of newly instaled 3D printers. Reporting no prior knowledge or experience with makerspaces, quantitative analyses revealed significant increases in teachers’ confidence and enthusiasm. Qualitative analyses of questionnaire and interview data underscored the influence of hands-on and theoretically grounded professional learning providing practical exposure to constructionist ideas, design thinking methodologies and 3D design technologies. Findings reveal the importance of targeted professional learning coupled with a substantial collegially supported implementation phase, as well as support from school leaders and industry partners to promote meaningful pedagogical change in technology-mediated maker-based learning.  相似文献   

Australia’s supervising teachers: motivators and challenges to inform professional learning     

Wendy Nielsen  Juanjo Mena  Anthony Clarke  Sarah O’Shea  Garry Hoban  John Collins 《Asia-Pacific Journal of Teacher Education》2017,45(4):346-368

This paper offers an overview of what motivates and challenges Australian supervising teachers to work with preservice teachers in their classrooms. In the contemporary Australian context of new National Professional Standards for Teachers, a new national curriculum and new standards for Initial Teacher Education programs, what motivates and challenges supervising teachers becomes a focus for professional learning through analysis presented in this paper. Data are reported from a national data set that includes 314 responding supervising teachers who took the Mentoring Perspectives Inventory from 2012–2014. The MPI data are aggregated in this paper to suggest that the wider system of teacher education could benefit from attention at various levels of interest to develop the underlying knowledge base of supervising teachers and our understanding of how they are challenged and motivated in their work with preservice teachers.  相似文献   

International student use of university health and counselling services     

Jean Russell  Garry Thomson  Doreen Rosenthal 《Higher Education》2008,56(1):59-75

A large sample of international students attending an Australian metropolitan university provided data concerning use of university health and counselling services—their perceived need for help, resultant help-seeking, satisfaction with help given, explanations for not seeking help when in need, and variables that predicted help-seeking. Using as criterion the individual’s perceived need for help, we found students were under-utilizing both health and counselling services. Those who did seek help evaluated their experiences positively. The gap between need and action is a concern. Students explained failure to act in terms of insufficient seriousness of problems, lack of information about services and, to a lesser extent, doubts and discomfort about the services. Contrary to views commonly expressed in the literature, student perceptions and responses showed few differences based on cultural background. Within-person variables played a stronger role than culture in accounting for students’ help-seeking decisions.  相似文献   

Book reviews     

Robert C. Snider  Lewis A. Rhodes  Stanley J. Applebaum  Geoffrey Squires  Elwood E. Miller  David L. Parker  John P. Vergis  Charles J. Vento 《Educational technology research and development : ETR & D》1972,20(3):307-341

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Proceedings, ninety-fourth annual meeting medical library association, inc. San antonio, Texas may 13-19, 1994     

Squires SJ 《Bulletin of the Medical Library Association》1995,83(1):118-146

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What Futures?     

Geoffrey Squires 《British journal of educational technology : journal of the Council for Educational Technology》1973,4(1):74-75

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Identification of social-emotional problems in young children using a parent-completed screening measure     

Jane Squires  Diane Bricker  Kay Heo  Elizabeth Twombly 《Early childhood research quarterly》2001,16(4):207

The early identification of social and emotional problems in infants, toddlers, and young children is critical for improving developmental outcomes. The Ages and Stages Questionnaires: Social-Emotional, a newly-developed screening tool, is described in this article. Questionnaires span the 3- to 63-month period with 8 separate assessment intervals. Research findings, including data on 3014 questionnaires, are reported. Internal consistency was generally high, with an overall alpha of 0.82. Test-retest reliability between parents’ classifications was 0.94. Sensitivity ranged from 0.75 to 0.89 with 0.82 overall sensitivity; specificity ranged from 0.82 to 0.96 with 0.92 overall specificity. Parents reported easy understanding and high satisfaction with the questionnaires.  相似文献   

DEPARTMENT OF RELIGIOUS EDUCATION     

Walter Albion Squires∗ 《Religious education (Chicago, Ill.)》2013,108(5):458-459

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Jay S. Albanese (ed): Combating Piracy: Intellectual Property Theft and Fraud     

Peggy Garry 《Publishing Research Quarterly》2010,26(2):144-145

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Follow‐up study of ex‐students of a residential school for children with emotional and behavioural difficulties in New Zealand     

Garry Hornby  Chrystal Witte 《Emotional and Behavioural Difficulties》2013,18(2):79-93

A follow‐up study was conducted on ex‐students of a residential special school for children with emotional and behavioural difficulties in New Zealand. Previous research on post‐school outcomes for students with emotional and behavioural difficulties has found low levels on quality of life indicators such as education, employment and community adjustment. Twenty‐nine ex‐students and/or their parents or caregivers were located and interviewed 10–14 years after they had left residential school. Interviews focused on their educational achievement, employment record and community adjustment. Findings indicated low levels of achievement in terms of educational qualifications and employment records, high rates of involvement with the criminal justice system and low levels of community adjustment. Implications of the study findings suggest that key factors in improving student outcomes are establishing effective procedures for transition, providing ongoing support for ex‐students, and better special needs training for teachers in mainstream schools.  相似文献