Erratum to: Refinements in mathematics undergraduate students’ reasoning on completed infinite iterative processes     

Iuliana Radu  Keith Weber 《Educational Studies in Mathematics》2011,78(2):181-182

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Assisting children and families with military‐related disruptions: The United States Marine Corps school liaison program     

Keith R. Aronson  Linda L. Caldwell  Daniel F. Perkins  Kenneth W. Pasch 《Psychology in the schools》2011,48(10):998-1015

Military families face a number of unique challenges, including frequent relocations and school transitions, as well as extended separations from loved ones. The military, schools, and communities have been working together to build the capacity of children, youth, and families to successfully cope with the stressors they encounter. Most branches of the military have instituted liaison programs within schools and communities to help military school‐aged children make more seamless transitions from one school to another due to relocations. This study assessed the thoughts and perceptions of U.S. Marine Corps (USMC) school liaison professionals (SLs) regarding their work with a broad array of stakeholders, both on‐ and off‐base. Generally, SLs expressed positive sentiments regarding the USMC liaison program. They also reported that they were working hard at developing stronger connections to various constituencies in position to assist military families. Unfortunately, there was some indication that SLs may be at risk for burnout. Given the needs of military children, youth, and families, SLs appear to be filling an important function that could enhance military–school–community partnerships. © 2011 Wiley Periodicals, Inc.  相似文献   

Engagement Beyond Interruption: A Performative Perspective on Listening and Ethics     

Chris McRae  Keith Nainby 《Educational Studies A Journal of the American Educational Studies Association》2015,51(2):168-184

This article presents an understanding of listening as a performative and pedagogical act. Moving beyond existing theories of listening in communication and education studies that frame listening as a selective and incremental act, this article considers listening in terms of a performance studies and critical education studies perspective. An argument for listening as an embodied act is developed through the consideration of 3 classroom interactions and the critical reading of existing education and communication studies literature on listening. Six implications of the respecification of listening as a mode of embodiment are offered for critical education studies.  相似文献   

Facebook and classroom group work: A trial study involving University of Botswana Advanced Oral Presentation students          下载免费PDF全文

Joel M. Magogwe  Beauty Ntereke  Keith R. Phetlhe 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1312-1323

In the 21st century, the use of information technology in the classroom is advancing rapidly, especially in higher education. The Internet, through social networking, has made it possible for students to learn and teachers to teach outside the classroom walls. Facebook in particular has made it possible for students to interact and communicate with their teachers and among themselves about their progress and about the problems they encounter in learning. Yet, limited research exists on the use of Facebook in education in Sub‐Saharan Africa more especially in Botswana. This is in spite of the observation that Sub‐Saharan Africa is the fastest growing Internet population with a growth of more than 2500% between 2000 and 2011. This study therefore set out to examine (1) the students' interest in using Facebook to facilitate group work activities in the Advanced Oral Presentation Skills course; (2) whether the students interact and communicate using Facebook on matters relating to the Advanced Oral Presentations course; (3) whether the students benefitted from using Facebook for learning advanced oral presentation skills; and (4) what challenges the students encountered when using Facebook in the Advanced Oral Presentations course. In this trial study, students were allocated groups and assigned to conduct their group activities via Facebook. Although this was optional, more than 80% of the groups opted for Facebook and less than 20% chose to do their group work traditionally. A follow‐up evaluation of the experiment was done through a questionnaire and interviews. The findings suggest that Facebook could facilitate student communication and interaction about group assignments.  相似文献   

On the viability of supporting institutional sharing of remote laboratory facilities     

David Lowe  Bridgette Dang  Keith Daniel  Stephen Murray  Euan Lindsay 《European Journal of Engineering Education》2015,40(6):611-622

Laboratories are generally regarded as critical to engineering education, and yet educational institutions face significant challenges in developing and maintaining high-quality laboratory facilities. Remote laboratories are increasingly being explored as a partial solution to this challenge, with research showing that – for the right learning outcomes – they can be viable adjuncts or alternatives to conventional hands-on laboratories. One consequential opportunity arising from the inherent support for distributed access is the possibility of cross-institutional shared facilities. While both technical feasibility and pedagogic implications of remote laboratories have been well studied within the literature, the organisational and logistical issues associated with shared facilities have received limited consideration. This paper uses an existing national-scale laboratory sharing initiative, along with a related survey and laboratory sharing data, to analyse a range of factors that can affect engagement in laboratory sharing. The paper also discusses the implications for supporting ongoing laboratory sharing.  相似文献   

Peer tutoring: old method,new developments / Tutoría entre iguales: método antiguo,nuevos avances     

Keith Topping 《Infancia y Aprendizaje》2015,38(1):1-29

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Fulfilling the promise: do MOOCs reach the educationally underserved?     

Lorrie Schmid  Kim Manturuk  Ian Simpkins  Molly Goldwasser  Keith E. Whitfield 《Educational Media International》2015,52(2):116-128

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The Reality and the Promise of Teaching - To Make a Difference     

Dr. Harvey A. Allen  Keith D. Berkeley 《Clearing house (Menasha, Wis.)》2013,86(9):388-390

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Inclusion and the special educational needs (SEN) resource base in mainstream schools: physical factors to maximise effectiveness     

Keith McAllister  Karim Hadjri 《Support for Learning》2013,28(2):57-65

As a society, we have a responsibility to provide an inclusive built environment. As part of the need to promote inclusion, there is now a growing trend to place pupils with special educational needs (SEN) into a mainstream school setting. This is often facilitated by providing a specialist SEN resource base located within the mainstream school. This article outlines why the whole school should be considered when locating and implementing a SEN resource base. It also highlights the wider opportunities for enhancing inclusion for pupils with SEN when giving holistic thought to the wider context of the resource base. It then indicates a four‐stage approach, using the illustrative example of a pupil with autistic spectrum disorder (ASD), to help evaluate the optimum SEN resource base location within a mainstream school setting. Finally it highlights some benefits and challenges of an enriched school environment for all pupils when considering genuine inclusion.  相似文献   

The professionalization of modern cricket     

Keith A.P. Sandiford 《国际体育史杂志》2013,30(3):270-289

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