Methodological and Ethical Dilemmas in International Research: school attendance and gender in Ghana     

Morwenna Griffiths  Marie Parker‐Jenkins 《牛津教育评论》2013,39(4):441-459

abstract

The paper considers questions of ethics and methodology in international research. An action research project designed for Ghana/UNICEF as part of a consultancy on school attendance is used as a case‐study from which to examine the ethical dilemmas facing consultants and their clients in educational research carried out as part of international aid. Ethical dilemmas of resourcing, ownership, accountability and self‐interest are discussed by the English consultants. It thus has a double purpose. It both contributes to research on school attendance, and also furthers debate about methodology and constraints on it.  相似文献   

Collaborative learning: A memorable model     

Megan Tschannen‐Moran  Anita Woolfolk Hoy 《The Teacher Educator》2013,48(2):148-165

Abstract

Reform movements envision schools that will involve greater levels of cooperation and collaboration. Collaborative learning strategies provide a powerful mechanism not only to address affective goals in education but also to enhance students’ cognitive development; to deepen their understanding of concepts; and to press them to examine, articulate, and elaborate their ideas with greater clarity and rigor. Unless teachers have effective means to manage the complex problem solving involved in implementing collaborative learning strategies, the rich possibilities offered will not be realized. This paper proposes a five‐part conceptual framework to guide teachers decision making in order to capitalize on these powerful strategies. The framework incorporates a “G” mnemonic to make the elements memorable.  相似文献   

The analysis of the sex role orientation of gifted male and female adolescents     

Marolyn A. Wells  Steve Peltier  Cheryl Glickauf‐Hughes 《Roeper Review》2013,35(4):46-48

  相似文献   

Beyond Traditional Ethnography     

Diane Gerin‐Lajoie 《Review of Education, Pedagogy & Cultural Studies》2013,35(3-4):223-226

  相似文献   

Exploration of teachers' awareness and knowledge of (Central) Auditory Processing Disorder ((C)APD)     

Anita Ryan  Maria Logue‐Kennedy 《British Journal of Special Education》2013,40(4):167-174

The aim of this study was to explore primary school teachers' awareness and knowledge of (Central) Auditory Processing Disorder ((C)APD). Teachers' awareness and knowledge are crucial for initial recognition and appropriate referral of children suspected of having (C)APD. When a child is diagnosed with (C)APD, teachers have a role in implementing and monitoring the effectiveness of interventions. A questionnaire was designed and distributed to 53 primary schools in the Republic of Ireland. Findings indicated that 89.1% of participants reported poor/very poor awareness, while 92% reported poor/very poor knowledge of (C)APD. Results were compared with specific data obtained from a similar study carried out simultaneously in Northern Ireland. Overall, the majority of the participants reported that they have poor/very poor awareness and knowledge of (C)APD. These findings emphasise the need to establish training programmes for teachers and ultimately to support the provision of an appropriate service for children with (C)APD.  相似文献   

ENTREPRENEURIAL GERONTOLOGY: CREATIVE MARKETING OF GERONTOLOGICAL SKILLS     

Jean M. Coyle 《Educational gerontology》2013,39(2-3):161-167

In order to operate successfully in today's work force, gerontologists need to learn, and to utilize, marketing of their gerontological skills. Entrepreneurial gerontology focuses on creative marketing for the individual gerontologist who wants to create gerontological positions within new or existing organizations and on the gerontologist who seeks to develop a gerontology‐related business. Essential are academic gerontologists who instill and promote within their students, their professional colleagues, older persons, and, indeed, within themselves, the entrepreneurial spirit, the innovative approach.  相似文献   

The Archimedes palimpsest: the definitive edition     

Jean Christianidis 《Metascience》2013,22(1):137-142

  相似文献   

Cultural Compromise? The fate of the eighth Mayer Key Competency     

Claire Wyatt‐Smith  Karen Dooley 《Discourse: Studies in the Cultural Politics of Education》1999,20(1):125-139

  相似文献   

Meta‐Analytic Methodology and Inferences About the Efficacy of Formative Assessment     

Derek C. Briggs  Maria Araceli Ruiz‐Primo  Erin Furtak  Lorrie Shepard  Yue Yin 《Educational Measurement》2012,31(4):13-17

In a recent article published in EM:IP, Kingston and Nash report on the results of a meta‐analysis on the efficacy of formative assessment. They conclude that the average effect of formative assessment on student achievement is about .20 SD units. This would seem to dispel the myth that effects between .40 and .70 can be attributed to formative assessment. They also find that there is considerable variability in effect sizes across studies, and that only the content area in which the treatment is situated explains a significant proportion of study variability. However, there are issues in the meta‐analytic methodology employed by the authors that make their findings somewhat equivocal. This commentary focuses on four methodological concerns about the Kingston and Nash meta‐analysis: (1) the approach taken to select studies for inclusion, (2) the application of study inclusion criteria, (3) the extent to which the effect sizes being combined are biased, and (4) the relationship between effect size magnitude and characteristics of outcome measures. After examining these issues in the context of the Kingston and Nash review, it appears that considerable uncertainty remains about the effect that formative assessment practices have on student achievement.  相似文献   

Developing alternative theoretical lenses on educational policy and practice     

Anna Robinson‐Pant  Paul Morris  Yusuf Sayed 《Compare》2010,40(5):557-560

  相似文献