MISSISSIPPI INTEGRATION‐A BREAK WITH THE PAST     

Lillian S. Calhoun 《Equity & Excellence in Education》2013,46(2):4-20

On November 21, 1988, the University of Massachusetts held a convocation for its School of Education to celebrate its new dean, Marilyn Haring‐Hidore. David C. Berliner delivered the keynote address, “The Transformation of the Teaching Profession,” based on this article, originally published with the above title in 1987 as Chapter One in Talks to Teachers: A Festschrift for N.L. Gage, which Berliner co‐edited with Barak V. Rosenshine; this is the book to seek out if you want to follow up references in the text such as “Chapter 2” or “Chapter 4.” The original article is being reprinted with the permission of both David Berliner and McGraw‐Hill; the latter purchased the rights to the book from Random House about the time that Berliner was concluding his address.  相似文献   

The Origins of the International Standard Classification of Education     

John A. Smyth 《Peabody Journal of Education》2013,88(1):5-40

This article recalls the earliest attempts to compile international educational statistics going back into the 19th century and retraces the steps that led up to the formulation and adoption of the International Standard Classification of Education in both its original and revised versions. It is in large part the story of how international educational statistics came to be developed. Source documents that have long been out of print and/or not easily accessible to readers outside UNESCO are quoted at length.  相似文献   

Making ‘space’: young people put at a disadvantage re-engaging with learning     

John Smyth  Peter McInerney 《British Journal of Sociology of Education》2013,34(1):39-55

Young people who disengage or disconnect from school are often demonised within the media and the wider public imagination, from a largely individualized and pathological positioning. Policy explanations and responses are often unhelpful in their focus on a range of ‘deficit’ attributes – poverty, poor parenting, dysfunctional families, low familial achievement, aspiration and motivation, and other ‘at risk’ categories. This paper offers a different explanatory framework that foregrounds the experiences of some young people who had disengaged from school and resumed learning under a very different set of conditions to the ones that had exiled them from schools in the first place. Using a socio-spatial framework, the paper explores the notion of ‘relational space’ as it was appropriated and reclaimed by these young people, in explaining how they saw themselves as constructing viable and sustainable learning identities for themselves.  相似文献   

‘Man enough to do it’? Girls and non‐traditional subjects in lower secondary education     

Emer Smyth  Merike Darmody 《Gender and education》2009,21(3):273-292

This article examines the processes influencing the choice of non‐traditional subjects by girls in lower secondary education in the Republic of Ireland. In particular, we focus on the traditionally ‘male’ craft technological subjects, namely Materials Technology (Wood), Metalwork and Technical Graphics. Analyses are based on detailed case studies of 12 secondary schools, placing them in the context of national patterns of subject take‐up. Strong gender differentiation persists in the take‐up of these technological subjects. Commonalities are evident across schools in the way in which the subjects are constructed as ‘male’. However, some students, both female and male, actively contest these labels, and school policy and practice regarding subject provision and choice can make a difference to take‐up patterns. It is argued that the persistent gendering of subjects has implications for the skills acquired by students, their engagement in education, and the education, training and career opportunities open to them on leaving school.  相似文献   

Useful Theory: Making Critical Education Practical – Edited by Rebecca A Goldstein     

Dr  Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(4):774-775

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How Can We Show You,If You Can't See It? Trialing the Use of an Interactive Three-Dimensional Micro-CT Model in Medical Education     

Joseph C. O'Rourke  Lillian Smyth  Alexandra L. Webb  Krisztina Valter 《Anatomical sciences education》2020,13(2):206-217

Teaching internal structures obscured from direct view is a major challenge of anatomy education. High-fidelity interactive three-dimensional (3D) micro-computed tomography (CT) models with virtual dissection present a possible solution. However, their utility for teaching complex internal structures of the human body is unclear. The purpose of this study was to investigate the use of a realistic 3D micro-CT interactive visualization computer model to teach paranasal sinus anatomy in a laboratory setting during pre-clinical medical training. Year 1 (n = 79) and Year 2 (n = 59) medical students undertook self-directed activities focused on paranasal sinus anatomy in one of two laboratories (traditional laboratory and 3D model). All participants completed pre and posttests before and after the laboratory session. Results of regression analyses predicting post-laboratory knowledge indicate that, when students were inexperienced with the 3D computer technology, use of the model was detrimental to learning for students with greater prior knowledge of the relevant anatomy (P < 0.05). For participants experienced with the 3D computer technology, however, the use of the model was detrimental for students with less prior knowledge of the relevant anatomy (P < 0.001). These results emphasize that several factors need to be considered in the design and effective implementation of such models in the classroom. Under the right conditions, the 3D model is equal to traditional laboratory resources when used as a learning tool. This paper discusses the importance of preparatory training for students and the technical consideration necessary to successfully integrate such models into medical anatomical curricula.  相似文献   

Editorial     

Geri Smyth 《欧洲师范教育杂志》2015,38(4):429-430

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The realities of change in higher education – Edited by Lynne Hunt     

Dr  Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(4):757-758

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Comments on the Northwest Cluster Center at the University of Wyoming     

Marjorie Anderson  Lillian V. Cady 《Counselor Education & Supervision》1974,13(3):229-231

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Broadband videoconferencing as a tool for learner-centred distance learning in higher education   总被引：1，自引：0，他引：1  

Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(5):805-820

This paper outlines the possibilities for using broadband videoconferencing within the larger context of changing the focus for teaching from the teacher to the learners. It also explores opportunities that might be created by this technology to facilitate learner‐centred engagement in learning and to provide new opportunities for collaboration and support for students studying by the distance mode. As part of the wider discussion, it presents a decision‐making framework for teachers to consider when integrating videoconferencing into their curriculum. The bandwidths possible from broadband Internet connection rather than the integrated services digital network transmission increase the richness of videoconferencing to a much closer approximation of natural communication, thus creating opportunities for more creative uses for the medium. The outcomes of trials undertaken at the University of New England during the last two years provide the basis for predicting the usefulness of the technology for learner‐centered interactions when the majority of students are learning from locations quite remote from the main campus.  相似文献