The Implications of Coteaching/Cogenerative Dialogue for Teacher Evaluation: Learning from Multiple Perspectives of Everyday Practice   总被引：1，自引：0，他引：1  

Wolff-Michael Roth  Kenneth Tobin 《Journal of Personnel Evaluation in Education》2001,15(1):7-29

In this article, personnel evaluation is reconceptualized in terms of coteaching, an epistemology and methodology for teaching and learning to teach that is grounded in the collective (societal) motivation of preparing the next generation of citizens. Coteaching engages all participants (teachers, student teachers, supervisors, evaluators, and researchers) in the effort of helping students to learn. Central to coteaching are cogenerative learning sessions in which those who share a classroom experience (teachers and students) collectively construct local theory with the intent of improving the learning of students. Because our studies have been conducted in urban schools, in which often the least qualified teachers end up teaching, our work is particularly relevant to improving teaching in these most needy contexts.  相似文献   

Semiotics,memory and augmented reality: History education with learner-generated augmentation     

Kenneth Y. T. Lim  Ryan Lim 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(3):673-691

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Improving the Efficiency and Effectiveness of Grading Through the Use of Computer-Assisted Grading Rubrics     

Linda Anglin  Kenneth Anglin  Paul L. Schumann  John A. Kaliski 《Decision Sciences Journal of Innovative Education》2008,6(1):51-73

This study tests the use of computer‐assisted grading rubrics compared to other grading methods with respect to the efficiency and effectiveness of different grading processes for subjective assignments. The test was performed on a large Introduction to Business course. The students in this course were randomly assigned to four treatment groups based on the grading method. Efficiency was measured by the professor's time to grade the assignments; effectiveness was measured by a student satisfaction survey. Results suggest that the computer‐assisted grading rubrics were almost 200% faster than traditional hand grading without rubrics, more than 300% faster than hand grading with rubrics, and nearly 350% faster than typing the feedback into a Learning Content Management System. Results also seemed to indicate that the use of a computer‐assisted grading rubric did not negatively affect student attitudes concerning the helpfulness of their feedback, their satisfaction with the speed with which they received their feedback, or their satisfaction with the method by which they received feedback.  相似文献   

Advice for Developing Scholars     

Kenneth A. Kiewra 《Educational Psychology Review》2008,20(1):79-86

This commentary offers advice for developing scholars culled from this volume’s contributors, research on talent development in educational psychology and other domains, and my own experiences as an educational psychologist and journal editor. The advice includes: a) follow your bliss, b) spend and create time, c) build collaborative relationships, d) hone technique, and e) frame failure.  相似文献   

The photosynthetic membrane: prokaryotic and eukaryotic cells     

Kenneth R. Miller Ph.D. 《Endeavour》1985,9(4):175-182

Photosynthesis is one of the most important of all biochemical progresses, occuring not only in green plants but in certain algae and bacteria. This article reviews current ideas about the mechanisms of photosynthesis, with special reference to the role of photosynthetic membranes.  相似文献   

The Digital Divide as a Complex and Dynamic Phenomenon   总被引：9，自引：0，他引：9  

Jan van Dijk  Kenneth Hacker 《The Information Society》2003,19(4):315-326

The purpose of this article is to propose a fruitful analytical framework for data supposedly related to the concept of the so-called "digital divide." The extent and the nature of this divide depend on the kind of access defined. Considering the possession of hardware, growing divides among different categories of income, employment, education, age, and ethnicity can be proved to have existed in the 1980s and 1990s according to official American and Dutch statistics. If only by effects of saturation, these gaps will more or less close. However, it is shown that differential access of skills and usage is likely to increase. The growth of a usage gap is projected. Multivariate analyses of Dutch official statistics reveal the striking effect of age and gender as compared to education. The usage gap is related to the evolution of the information and network society. Finally, policy perspectives are discussed.  相似文献   

Connect-Text: Leveraging Text-Message Communication to Mitigate Chronic Absenteeism and Improve Parental Engagement in the Earliest Years of Schooling     

Kenneth Smythe-Leistico 《Journal of Education for Students Placed at Risk》2018,23(1-2):139-152

ABSTRACT

Poor school attendance in the early grades is predictive of poor subsequent educational outcomes. We report on a pilot intervention aiming to reduce chronic absenteeism in kindergarten. We designed and implemented a two-way, text-based parent-school communication system to encourage daily attendance, provide parents with personalized feedback on their child's attendance, and provide support to mitigate challenges that threatened parents' ability to get their child to school regularly. The program was well received, with nearly all families registering for participation, and three-quarters of those receiving outreach responding and engaging with school personnel via text. The pilot school's kindergarten chronic absenteeism rate was substantially lower in the intervention year relative to prior trends. Further, in the intervention year, the pilot school's kindergarten chronic absenteeism rate (13%) was substantially lower than for that of a synthetically constructed comparison school (24%). We discuss implications for sustainability and scaling of an effort such as this.  相似文献   

Prodigies of the Prairie: The Talent Development Stories of Four Elite Nebraska Youth Performers     

Kenneth A. Kiewra  Amanda L. Witte 《Roeper Review》2018,40(3):176-190

This qualitative study addressed this primary question: How does talent develop among four Nebraska youth? Four highly talented Nebraska youth in the domains of baton twirling, swimming, rodeo, and both softball and music were interviewed along with their parents and coaches. Results revealed unique talent stories and commonalities among those stories. The stories described a twirling talent trilogy that involved coordinated efforts among student, parent, and coach; a swimmer with all hands on deck that involved supportive family, strong coaching, and center of excellence; a one-horse talent hotbed with a talent-equipped ranch and rodeo coaching parents; and a father-influenced music and softball double play where a father led the way to dual talents. The commonalities among stories included hard work, focus on fundamentals, prior family links to the talent domain, extraordinary parent involvement, and a parent-engineered environment for talent development. The limited roles schools play in fostering talent and parenting implications were also addressed.  相似文献   

Multiple methodologies: using community-based participatory research and decolonizing methodologies in Kenya     

Brent C. Elder  Kenneth O. Odoyo 《International journal of qualitative studies in education》2018,31(4):293-311

In this project, we examined the development of a sustainable inclusive education system in western Kenya by combining community-based participatory research (CBPR) and decolonizing methodologies. Through three cycles of qualitative interviews with stakeholders in inclusive education, participants explained what they saw as foundational components of how to create more inclusive primary school classrooms utilizing existing school and community resources. The combination of CBPR and decolonizing methodologies, along with other project factors ultimately led to more inclusive placements for primary students with disabilities. We highlight this increase enrollment of students with disabilities in primary schools with excerpts from qualitative interviews with participants. In addition to the increase of the number of students with disabilities accessing schools for the first time, we found many methodological tensions inherent in this research. Such challenges included: researcher positionality, researcher outsider status, decolonizing approaches to language, and disseminating results in meaningful, ethical, and culturally appropriate ways.  相似文献   

Artificial agency, consciousness, and the criteria for moral agency: what properties must an artificial agent have to be a moral agent?     

Kenneth Einar Himma 《Ethics and Information Technology》2009,11(1):19-29

In this essay, I describe and explain the standard accounts of agency, natural agency, artificial agency, and moral agency, as well as articulate what are widely taken to be the criteria for moral agency, supporting the contention that this is the standard account with citations from such widely used and respected professional resources as the Stanford Encyclopedia of Philosophy, Routledge Encyclopedia of Philosophy, and the Internet Encyclopedia of Philosophy. I then flesh out the implications of some of these well-settled theories with respect to the prerequisites that an ICT must satisfy in order to count as a moral agent accountable for its behavior. I argue that each of the various elements of the necessary conditions for moral agency presupposes consciousness, i.e., the capacity for inner subjective experience like that of pain or, as Nagel puts it, the possession of an internal something-of-which-it is-is-to-be-like. I ultimately conclude that the issue of whether artificial moral agency is possible depends on the issue of whether it is possible for ICTs to be conscious.  相似文献