An exploration of instructors' and students' perspectives on remote delivery of courses during the COVID-19 pandemic     

Victoria Chen  Adam Sandford  Matthew LaGrone  Kayla Charbonneau  Jessica Kong  Shenoa Ragavaloo 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(3):512-533

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Build It and will They Come?: The Effect of Investing in Cultural Consumption Amenities in Higher Education on Student-Level Outcomes     

Mughan  Siân  Sherrod Hale  Jessica  Woronkowicz  Joanna 《Research in higher education》2022,63(1):60-91

Research in Higher Education - Despite a climate of fiscal scarcity, higher education institutions are making big investments in campus consumption amenities while reducing instructional...  相似文献   

Brain Engagement During a Cognitive Flexibility Task Relates to Academic Performance in English Learners     

Tehila Nugiel  Mackenzie E. Mitchell  Damion V. Demeter  AnnaCarolina Garza  Paul T. Cirino  Arturo E. Hernandez  Jenifer Juranek  Jessica A. Church 《Mind, Brain, and Education》2023,17(2):149-160

English Learners (ELs), students from non-English-speaking backgrounds, are a fast-growing, understudied, group of students in the U.S. with unique learning challenges. Cognitive flexibility—the ability to switch between task demands with ease—may be an important factor in learning for ELs as they have to manage learning in their non-dominant language and access knowledge in multiple languages. We used functional MRI to measure cognitive flexibility brain activity in a group of Hispanic middle school ELs (N = 63) and related it to their academic skills. We found that brain engagement during the cognitive flexibility task was related to both out-of-scanner reading and math measures. These relationships were observed across the brain, including in cognitive control, attention, and default mode networks. This work suggests the real-world importance of cognitive flexibility for adolescent ELs, where individual differences in brain engagement were associated with educational outcomes.  相似文献   

Enabling integrated knowledge acquisition and management in health care teams     

Duncan Pentland  Kirsty Forsyth  Donald Maciver  Mike Walsh  Richard Murray  Linda Irvine 《知识管理研究与实践》2014,12(4):362-374

Basing treatment, policy and planning decisions on the best available research knowledge remains a central principle in modern health care around the world, yet many health professionals find acquiring and managing published research knowledge challenging. In this paper, we report on a Soft Systems Methodology-based collaborative action research initiative with a specialist mental health service from the United Kingdom's National Health Service. Our objective was to design and implement improvements to their knowledge acquisition and management activities in order to facilitate sustained and effective evidence-based practices. We report on both the factors found to impede effective research knowledge acquisition and management and the development of more integrated knowledge management processes designed to improve the situation.  相似文献   

Attention Deficit Disorder as a factor in the origin of behavioural disturbance in schools     

Maurice Place  Jo Wilson  Elaine Martin  & Jessica Hulsmeier 《British Journal of Special Education》1999,26(3):158-163

The education of children with behavioural difficulties is under scrutiny from various quarters. The provision of specialised school environments isbeing questioned and, at the same time, there is pressure to minimise the exclusion of disruptive pupils. The study reported in this article lookedat a group of children whose behaviour had prompted placement in a school for emotionally and behaviourally disordered (EBD) pupils. The results showed the overall rate of psychiatric disturbance in the group was 86% and, in particular, that the rate of Attention Deficit Hyperactivity Disorder (ADHD) was 70%. These findings suggest that a significant minority of disruptive pupils may have their difficulties compounded by the presence of ADHD, and raises the question of whether specific screening processes should be established for such pupils.  相似文献   

Identity: A covert pedagogy in northern Irish schools     

Dominic Murray 《Irish Educational Studies》2013,32(2):182-197

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Computer utilization by schools: An example     

Murray Tondow 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1968,14(2):182-210

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Primary prevention of reading failure: Effect of universal peer tutoring in the early grades     

Giavana Jones  Dragana Ostojic  Jessica Menard  Erin Picard 《The Journal of educational research》2017,110(2):171-176

Reading is typically considered a survival skill in our technology- and literacy-bound culture. Individuals who struggle with learning to read are at significantly elevated risk for a number of negative outcomes, including school failure, under- and unemployment, and special education placement. Thus, those who do not learn to read fluently will likely be a greater drain on society's resources. The authors examined the effects of a universal (school district-wide) implementation of a well-validated peer-tutoring reading intervention as a system-wide prevention measure in kindergarten through Grade 3 in a small metropolitan area in Canada. Results suggest that nearly all children demonstrated improved reading fluency over time. Yet those at highest-risk for poor outcomes, including those living in poverty and those who face learning challenges due to English as a second-language status or special education enrollment, did not make parallel gains to same-age peers in more affluent schools. Implications for educational policy are discussed.  相似文献   

Struggles for a past: Irish and Afro-Caribbean histories in England, 1951–2000, by Kevin Myers     

Jessica Gerrard 《History of education》2017,46(4):533-534

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Searching for the public: school funding and shifting meanings of ‘the public’ in Australian education     

Jessica Gerrard  Glenn C. Savage  Kate O’Connor 《教育政策杂志》2017,32(4):503-519

School funding is a principal site of policy reform and contestation in the context of broad global shifts towards private- and market-based funding models. These shifts are transforming not only how schools are funded but also the meanings and practices of public education: that is, shifts in what is ‘public’ about schooling. In this paper, we examine the ways in which different articulations of ‘the public’ are brought to bear in contemporary debates surrounding school funding. Taking the Australian Review of Funding for Schooling (the Gonski Report) as our case, we analyse the policy report and its subsequent media coverage to consider what meanings are made concerning the ‘publicness’ of schooling. Our analysis reveals three broad themes of debate in the report and related media coverage: (1) the primacy of ‘procedural politics’ (i.e. the political imperatives and processes associated with public policy negotiations in the Australian federation); (2) changing relations between what is considered public and private; and (3) a connection of government schooling to concerns surrounding equity and a ‘public in need’. We suggest these three themes contour the debates and understandings that surround the ‘publicness’ of education generally, and school funding more specifically.  相似文献