The new Soviet computer literacy campaign     

Richard W. Judy  Jane M. Lommel 《Educational technology research and development : ETR & D》1986,34(2):108-123

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An Interview with Frank Pajares     

Judy Madewell  Michael F. Shaughnessy 《Educational Psychology Review》2003,15(4):375-397

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Choosing Chemistry at Different Education and Career Stages: Chemists,Chemical Engineers,and Teachers     

Shwartz  Gabriella  Shav-Artza  Or  Dori  Yehudit Judy 《Journal of Science Education and Technology》2021,30(5):692-705

Journal of Science Education and Technology - In response to the realization that qualified applicants’ choice of a career in chemistry is declining, we investigated the factors involved in...  相似文献   

Investigating the impact of flexible furniture in the elementary classroom     

Attai  Shanna L.  Reyes  Jorge C.  Davis  John L.  York  Judy  Ranney  Kerri  Hyde  Truell W. 《Learning Environments Research》2021,24(2):153-167

Learning Environments Research - Educators are beginning to consider the physical learning environment as an additional resource in meeting learning outcomes in modern classrooms. In order to...  相似文献   

Collecting student feedback: a comparison of questionnaire and other methods     

Mark Huxham  Phyllis Laybourn  Sandra Cairncross  Morag Gray  Norrie Brown  Judy Goldfinch 《Assessment & Evaluation in Higher Education》2008,33(6):675-686

A study was conducted comparing the feedback received from students about teaching obtained using different instruments. Twelve first‐ and second‐year undergraduate modules were selected from seven different schools within a single university. Students studying each module were allocated to ‘questionnaire’ and ‘comparator’ groups. ‘Questionnaire’ students completed the standard end‐of‐module questionnaire, whilst ‘comparator’ groups evaluated the modules using ‘rapid feedback’, ‘H form’, focus group and reflective diary methods. The responses of 335 students to questionnaires were compared with those of 160 using the other methods; no results were obtained from the reflective diary students. Only a minority of the issues raised by students using the comparator methods were covered by the questionnaire, and the comparator methods showed different rankings of the issues in common. The key difference between questionnaire and comparator methods was the use of closed and open questions respectively, with comparator methods being more appropriate for formative evaluation.  相似文献   

School experiences of Children in Need: Learning and support     

David Berridge  Judy Sebba  Mim Cartwright  Eleanor Staples 《British Educational Research Journal》2021,47(6):1700-1716

Children in Need (CIN) have received little attention in education circles. These are children who are usually living at home but where there are concerns over their health or development due to abuse or neglect, or they are disabled. Like Children in Care (CIC, who mostly live away), educational attainments for CIN are lower than for the general pupil population, with higher levels of special educational needs. This article draws on additional analysis from a recently completed, mixed methods study into this educational attainment gap for CIN and CIC. The overall research involved quantitative analysis from official statistics of a whole-birth cohort of children (n = 471,688) born in 2000/2001 and tracked through to their General Certificate of Secondary Education exams in 2017. This was complemented by semi-structured interviews with 18 CIN and 23 CIC, parents and associated professionals. This article focuses on interviews with CIN, their parents and professionals. Two main themes emerged from this further analysis of the qualitative data. One concerned children’s problems with learning. Children said that they often struggled with their schoolwork and received insufficient classroom support to help. The second theme was that pupils and parents reported more positive experiences of learning and support in Pupil Referral Units compared with secondary schools. The overall conclusion is that attention should rightly address the social, emotional and mental health difficulties of CIN, but this should be coupled with adequate support for classroom learning.  相似文献   

Gifted Education and Counselling in Canada     

Judy L. Lupart  Michael C. Pyryt  Shelley L. Watson  Krista Pierce 《International journal for the advancement of counseling》2005,27(2):173-190

Education in Canada is determined at the provincial level of jurisdiction. Each province and territory has a unique system of legislation and policy, although most provinces view the education of gifted students as a category of service provision under special education. The first section of this paper provides a brief, general overview of key themes that emerge from an analysis of the relevant Education Ministry documents and literature concerning gifted education and counselling within the Canadian context. Where appropriate, the particular province(s) and/or territory(s) associated with the themes is noted. The second section highlights the work of Canadian scholars most relevant to counsellors working with gifted students. A brief review of recommended counselling needs, goals, and practices for the gifted is presented in the conclusion.  相似文献   

Interdisciplinarity and Bibliography in Rhetoric of Health and Medicine     

Judy Z. Segal 《Technical Communication Quarterly》2005,14(3):311-318

This essay examines the current state of rhetoric of health and medicine as a subfield strongly dependent on interdisciplinary contributions. While some of the field's research comes from scholars trained in rhetorical history and theory, much of it consists of “rhetorical” commentary by nonrhetoricians in disciplines such as anthropology, sociology, psychology, philosophy, history, and cultural criticism. The author examines questions of the relation of rhetorical research to discourse research in other fields, and considers what might count, especially in graduate student training, as rhetorical study of health and medicine.  相似文献   

Misrepresentations of Indigenous History and Science: Public broadcasting,the Internet,and education     

Judy Iseke-Barnes 《Discourse: Studies in the Cultural Politics of Education》2005,26(2):149-165

This paper examines the role of history in power relations which suppress Indigenous knowledges. History is located as being about power and about how the powerful maintain their power. The paper further examines the Bering Strait theory/myth and ways that discourses in history combine with discourses in science to devalue Indigenous knowledges. The “truth” of science is challenged and examples of manipulation of scientific knowledge are provided, including discussions of a Canadian Broadcasting Corporation made for television production A people's history and an Internet website provided by the American government. These production activities supported by the Canadian and American governments are considered educational activities engaged in the practice of cultural representation in which dominant discourses about Indigenous peoples are presented. The paper challenges dominant misrepresentations of discourses about Indigenous peoples in a discussion of educational practices emphasizing the need of Indigenous peoples to control education and cultural representations. The paper concludes that it is a responsibility of society to educate all students to understand that any portrayal of history comes from a particular vantage point and to understand that dominant society privileges some representations and disadvantages others. If we teach in a critical way and challenge dominant discourses we can begin to create a society in which all persons in Canada and the USA, including Indigenous peoples, have a role to play.  相似文献   

Child care choices: A longitudinal study of children,families and child care in partnership with policy makers     

Jennifer M. Bowes  Linda Harrison  Judy Ungerer  Tracey Simpson  Sarah Wise  Ann Sanson  Johanna Watson 《The Australian Educational Researcher》2004,31(3):69-86

Child Care Choices is an example of new early childhood research based on a relationship between policy makers and researchers. It is also an example of large-scale longitudinal team-based research into early childhood in Australia. The ongoing study addresses the professional problem for practitioners and policy makers of the increasing use of multiple care settings and changes to care arrangements in the early years and their possible impacts on child development. The project will follow an initial sample of 693 families with a child aged from birth to three years over a three-year period. An ecological framework is used to include the influences on child development of characteristics of the children and their families, their city or country location, as well as their childcare history and current care arrangements. Development is measured in terms of children’s health, motor development, social and emotional development, language and communication as well as emerging literacy and numeracy. The article discusses the unique features of the project in Australian early childhood research, its history, preliminary findings, and the potential of this kind of large-scale, longitudinal team-based research conducted in partnership with policy makers to contribute to policy as well as to theoretical debate.  相似文献