Voluntary Interdistrict Choice Program: Examining Black Girls’ Experiences at a Predominately White School     

Butler-Barnes  Sheretta T.  Lea  Charles H.  Leath  Seanna  Colin  Rosa 《The Urban Review》2019,51(2):149-176

The Urban Review - A plethora of research on voluntary school choice programs and the impact on student’s outcomes have been documented. However, lacking are the experiences of students of...  相似文献   

Science partnerships under the microscope: A study of Teacher Education Partnerships at Macquarie University     

Lea Smedley  Wilhelmina Van Rooy 《Research in Science Education》1996,26(1):73-88

Partnerships between schools and teacher education institutions are now widely promoted as an effective pathway to the preparation of pre-service students. This paper examines the ways in which one form of school/tertiary partnership has attempted, over a 25 year period, to respond to the key questions on partnership: How do university lecturers share teacher education with their colleagues in schools? When and where does this occur? What can tertiary staff learn from the “new” teacher educators? What strategies are being considered to enhance the spirit of mutual respect which must underpin successful teamwork? How well are the vital roles of adviser, counsellor, guide, support and teacher understood and shared by school and tertiary staff as they work with pre-service students? Do the partners share similar understandings of the theory and practice of the program? The authors conclude, as a result of their own experiences in the Teacher Education Program at Macquarie University in Sydney, and as a result of recent research into the formation of specific links between school teachers and tertiary lecturers, that the success of new experiments with partnership will depend, ultimately, upon the success of the human rather than the structural relationships established.  相似文献   

Using case studies in business education to promote networked thinking: findings of an intervention study     

Matthias Pilz  Lea Zenner 《Teaching in Higher Education》2018,23(3):325-342

Case studies are central to the way management is currently taught at universities. Among other benefits attributed to the case study method is that it promotes networked thinking by learners. Networked thinking takes account of interactions and repercussions, making it crucial to decision-making within the complex system of rules that shapes current business reality. However, there is virtually no empirical evidence of the extent to which the case study method actually delivers the advantages attributed to it. This paper aims to remedy that gap in the literature. The paper considers the extent to which the case study method promotes networked thinking on the part of students on business and management courses. The research is designed as an intervention study involving pre- and post-testing. The study finds that students who have worked on a case study correctly identify more interactions in post-testing than in pre-testing.  相似文献   

Behavior psychology in the schools: Innovations in evaluation,support, and consultation     

Jolie M. Alric  Lea A. Theodore  Melissa A. Bray 《Psychology in the schools》2004,41(3):404-405

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Understanding number sequences leads to understanding mathematics concepts     

Robert Pasnak  Katrina Lea Schmerold  Melissa Fetterer Robinson  K. Marinka Gadzichowski  Allison M. Bock  Sarah Eva O'Brien 《The Journal of educational research》2016,109(6):640-646

Ninety-six first grade students in an urban school system were tested in October and May on reading, mathematics, and their understanding of sequences of letters and numbers. A time lag analysis was subsequently conducted. In such analyses, cross-correlations between the first measurement of one variable and the second measurement of another are compared. The larger of the correlations indicates the direction of the relationship; i.e., which variable is most likely to be causal. Correlations of the fall scores on the number sequences with spring scores on the mathematics concepts scale were significant, while correlations of the fall mathematics concepts scores with spring number sequence scores were negligible. This indicates that understanding such complex sequences has a directional effect on understanding mathematics concepts. Fall–spring cross-correlations for the letter sequences and reading test, although significant, did not differ, and hence provided no indication of the direction of the relationship. Potential explanations were discussed.  相似文献   

Seeing Beyond Sameness: Using The Giver to Challenge Colorblind Ideology     

Susan G. Lea 《Children‘s Literature in Education》2006,37(1):51-67

The secondary worlds created in fantasy encourage the reader to compare and contrast the real world with the imaginary. In this way, fantasy as a genre can be transformative. In this article, the dystopia created in The Giver (1993) by Lois Lowry is examined as a metaphor for racism. After exploring the young adult novel as mystical fantasy in the context of reader response theory, the author evaluates the monochromatic world of The Giver as a portrayal of the consequences of a colorblind stance. Pedagogical considerations and implications for practice are also discussed. Susan G. Lea received her M.Ed. from the University of Pennsylvania, where she is currently a doctoral candidate. She also serves as Chair, Board of Trustees, The Agnes Irwin School, an independent girls day school in Rosemont, PA. Her areas of research include how aesthetic response and co-constructed meaning are enhanced through well-known visual art presented in intertextual sets of picturebook art parody, local public mural art parody, and original artwork. Zelnick, “The battle for color-blind public policy.” Lowry, The Giver.  相似文献   

Reclaiming literacies: competing textual practices in a digital higher education     

Mary R. Lea 《Teaching in Higher Education》2013,18(1):106-118

This essay examines the implications of the ubiquitous use of the term ‘digital literacies’ in higher education and its increasing alignment with institutional and organisational imperatives. It suggests that the term has been stripped of its provenance and association with disciplinary knowledge production and textual practice. Instead it is called into service rhetorically in order to promote competency-based agendas both in and outside the academy. The piece also points to a tendency to position teachers in deficit with regard to their technological capabilities and pay scant attention to their own disciplinary and scholarly practices in a digital world. It concludes that there is a case for building on established theoretical and conceptual frameworks from literacy studies if we wish to integrate advantages of the digital landscape with thoughtful teaching practice.  相似文献   

Collaborative knowledge building to promote in-service teacher training in environmental education     

Mauri Åhlberg  Arja Kaasinen  Taina Kaivola  Lea Houtsonen 《Technology, Pedagogy and Education》2013,22(3):227-240

Abstract

This project was undertaken by researchers at three universities in England where there is a well established tradition of introducing student teachers to Information Technology. Questionnaires were administered at three key points in the course to a student group in each university, to establish how students' concepts of IT were developing and to identify key influences on their practice and their thinking. Selected students were interviewed towards the end of their teaching practice, as was the school mentor for each student wherever possible, and all staff in the student's host department were invited to complete a questionnaire. All tapes were transcribed. The study suggests that student teachers of English have a broader view of literacy than is currently predominant in schools and this view positively embraces the role of IT in literacy. Student teachers do not envisage the disappearance of books, instead they see a wider and more inclusive range of texts, including the electronic, as part of the normal focus of the English teacher. Practising teachers of English range from those with an essentially negative attitude to IT, to an increasing number who are themselves developing this broader view of literacy. Current pre-service provision appears to be succeeding in giving new English teachers a positive and committed attitude towards the use of IT in the current and future literacy curriculum.  相似文献   

We can Achieve if We Receive: Examining the Effects of Out-of-School Time Activities on Black Student Achievement in Mathematics     

Jamaal Young  Jemimah Lea Young 《Equity & Excellence in Education》2013,46(2):182-198

Using policy discourse analysis, the author analyzed 21 diversity action plans issued at 20 U.S. land-grant universities over a five-year period to identify images of diversity and the problems and solutions represented in diversity action plans. Discourses of marketplace, excellence, managerialism, and democracy emerged and served to construct images of the diverse individual as a commodity, entrepreneur, and change agent. These findings suggest that the dominance of the marketplace discourse may situate the diverse individual as a resource to be exploited and inspire entrepreneurial endeavors rather than change-making activism. Diversity action plans in their current form may unintentionally undermine the achievement of their equity goals.  相似文献   

Procoor: un sistema para estudiar la geometría espacial     

Valentina Pellegrini 《Cultura y Educación》2013,25(13):89-93

Poder desarrollar programas educativos específicos que pretenden enseñar mejor determinados contenidos del curriculum, yendo más allá de las limitaciones del discurso oral o escrito lineales, es una de las grandes virtudes del ordenador. Se presenta aquí un programa experimental de geometría.  相似文献