Reflections on the First International iPED Conference,Coventry TechnoCentre,UK, 10–11 September 2006     

Virginia King  Lynn Clouder  Mary Deane  Frances Deepwell  Lisa Ganobcsik-Williams 《Teaching in Higher Education》2013,18(3):425-433

Through reflection on the First International iPED Conference 2006, and its overarching theme of ‘Pedagogical Research and Academic Identities’, this paper considers the achievement of the wider aims of the conference, which were to facilitate dialogue between researchers in order to explore the conference themes collaboratively, and to provide networking opportunities which would enable participants to build alliances. The abstracts for all papers mentioned are available via the conference website www.coventry.ac.uk/iped2006.  相似文献   

Perceptions of typically developing children in India about their siblings with disabilities     

Ankita Bhattashali  Michaelene M. Ostrosky  Lisa Monda-Amaya 《International Journal of Inclusive Education》2013,17(12):1257-1271

ABSTRACT

In India, people with disabilities often struggle to access various opportunities and resources. As a result of perceptions within the Indian culture around disabilities, families may face social, financial, and emotional difficulties. Within the family, a child with a disability may lead to strained relationships, particularly with siblings. Often siblings have little knowledge about disabilities and may feel ostracised. The purpose of this exploratory study was to examine the knowledge and attitudes of 12 Indian children regarding their siblings with disabilities, including their perceptions about disabilities against the backdrop of societal attitudes. Participants were interviewed to understand their knowledge of their siblings’ disabilities, to examine their sibling relationships, and to assess how school and society influenced their perceptions about disabilities. Results from this study can help family members understand how disability shapes relationships between children. The findings also provide key stakeholders with information that might help them better support families.  相似文献   

The First Year at School: A Quantitative Investigation of the Attainment and Progress of Pupils∗     

Peter Tymms  Christine Merrell  Brian Henderson 《Educational Research and Evaluation》2013,19(2):101-118

In England children must start school after their fifth birthday, but it is common for children to start when they are four in what is known as the Reception class. The Performance Indicators in Primary Schools (PIPS) project collected data on 1700 pupils’ early mathematics and pre/early reading levels at the start and end of their Reception year. The on‐entry assessment proved to be a good predictor of performance in reading and mathematics at the end of reception and the progress which each child made was estimated. This progress was found to vary considerably between schools and the variation was much greater than that typically found in school effectiveness studies. The data provided a unique opportunity to compare the progress of children who had, and had not, been to school. The Reception year was found to have had a major impact on the literacy and numeracy of children. Multi‐level models were employed for the analysis and from the models Effect Sizes were computed to assist in comparing the importance of variables in the study. This approach provides a mechanism for comparing the findings of school effectiveness studies with experimental studies and meta‐analyses.  相似文献   

Book review     

Lisa Leimar Price  A.W. van den Ban 《The Journal of Agricultural Education and Extension》2013,19(1):62-65

Gender & Technology: Empowering Women, Engendering Development** London and New York: Zed Books Ltd. . By Everts, Saskia (1998)

Privatising Agricultural Extension in India** Policy Paper 10, National Centre for Agricultural Economics and Policy Research, P.O. Box 11305, New Delhi 110 012, India, February 2000. 95 p. 64 . By Rasheed Sulaiman V and V.V. Sadamate.  相似文献   

Intentionally designed thinking and experience spaces: What we learned at summer camp     

Tove I. Dahl  Lisa Sethre-Hofstad  Gavriel Salomon 《Learning Environments Research》2013,16(1):91-112

How do young people experience camp, and how might that experience help us expand our understanding of what is possible in non-formal learning environments? In-depth interviews consisting of forced-choice and open-ended questions were conducted with 59 Concordia Language Villages residential camp participants who partake in a linguistically and culturally enriched grand simulation. This study focused on (1) quantitative assessments of their sense of safety and belonging, and (2) open-ended questions about the nature of the camp environment in general and as a learning place. From the qualitative data, we distilled participants’ sense of camp as a learning place by analysing their responses in terms of theoretically-driven categories of thinking space qualities and data-driven categories of experience space qualities. As a thinking space, participants described the camp environment as a safe space characterized by support for thinking and development, room for identity-supportive interactions, room to experiment, and a place with mentoring adults and a second-home feeling. As an experience space, they emphasized the centrality of the program’s daily activities (particularly simulations), the qualities of the people around them (diverse and community-focused), the physical setting of the program (particularly its aesthetics) and the instructional methods used (particularly language and cultural immersion). The relationship of these findings to our understanding of the nature of the thinking and experience spaces as program-specific and program-general phenomena is discussed.  相似文献   

Transformative conversations about sexualities pedagogy and the experience of sexual knowing     

Lisa Trimble 《Sex education》2013,13(1):51-64

One of the hallmarks of sex education traditionally has been its Cartesian endorsement of mind/body dualism; we have preferred to equate ‘self’ as synonymous with ‘mind’, and have invested heavily in believing in the valence of rationality‐based sexualities education. We generally do not consider the way ‘self’ negotiates, interprets and relates to sexual knowledge in all of our complexity, including our messy, embodied and emotional lives. In this paper I address what I think are several much‐needed conversations for a holistic pedagogy of sexualities to incorporate, including the falseness of the mind/body split, reconsidering what counts as sexual knowledge, the role of the performative in communicating our sexual knowing, and the importance of considering affect in learning about sexualities. The second part of the paper examines pedagogical considerations currently absent in dialogues of sexualities education, such as incorporating transformational learning strategies in teaching sexualities, and what it means to educate toward being a sexual citizen. Finally, I will outline how discussions of epistephenomenology (our relationship to and how we experience knowledge) can contribute to moving toward a vision of a critical, cultural sexualities education.  相似文献   

Predicting Robust Learning With the Visual Form of the Moment-by-Moment Learning Curve     

Ryan S. Baker  Arnon Hershkovitz  Lisa M. Rossi  Adam B. Goldstein  Sujith M. Gowda 《学习科学杂志》2013,22(4):639-666

We present a new method for analyzing a student's learning over time for a specific skill: analysis of the graph of the student's moment-by-moment learning over time. Moment-by-moment learning is calculated using a data-mined model that assesses the probability that a student learned a skill or concept at a specific time during learning (Baker, Goldstein, & Heffernan, 2010 Baker, R. S. J. d., Goldstein, A. B. and Heffernan, N. T. 2010. “Detecting the moment of learning”. In Proceedings of the 10th Annual Conference on Intelligent Tutoring Systems 25–34. In V. Aleven, J. Kay, & J. Mostow (Eds.),pp.Heidelberg, Germany: Springer.[Crossref] , [Google Scholar], 2011). Two coders labeled data from students who used an intelligent tutoring system for college genetics. They coded in terms of 7 forms that the moment-by-moment learning curve can take. These labels are correlated to test data on the robustness of students’ learning. We find that different visual forms are correlated with very different learning outcomes. This work suggests that analysis of moment-by-moment learning curves may be able to shed light on the implications of students’ different patterns of learning over time.  相似文献   

The Level of Decision-Making,Perceived Influence,and Perceived Satisfaction of Faculty and Their Impact on Student Retention in Community Colleges     

Lisa Miller 《Community College Journal of Research & Practice》2013,37(7):515-529

ABSTRACT

This study expanded on previous models that looked primarily at student and support factors related to student retention and examined other stakeholder group functions not previously reviewed in relation to student retention. The research question assumed that greater faculty participation in campus decision-making and faculty satisfaction would have been associated with a higher campus student retention rate. The non-experimental retrospective design examined the unanalyzed 2007 community college (CC) Changing Academic Profession (CAP) survey in relation to campus retention rates. The CAP captured faculty perceptions of whether faculty or non-faculty entities were the primary influence on decisions regarding academic matters, as well as a rating of faculty satisfaction. Analysis indicated that CC faculty rated their participation in campus decision-making versus non-faculty entities similarly to the ratings of faculty who had completed the CAP at four-year institutions. When compared with the 2007 retention rate per campus, only faculty job satisfaction was statistically significantly positively associated with student retention. Recommendations for future research include continuing to look at retention as an outcome of a multi-factorial model involving all campus stakeholders, and more research with retention as the outcome.  相似文献   

Preparing Preservice Teachers for Success in NCLB's Kindergartens: Learning from Experienced Teachers' Strategies for Managing Professional Relationships with Colleagues and Parents     

Lisa S. Goldstein 《Journal of Early Childhood Teacher Education》2013,34(3):222-236

Kindergarten has undergone dramatic changes since the implementation of No Child Left Behind (NCLB) in 2002. The literature on the challenges facing kindergarten teachers as a result of NCLB focuses primarily on curricular and instructional issues; little attention has been paid to NCLB's impact on the relational aspects of kindergarten teaching, such as partnership with parents and collaboration with colleagues. To address this gap, this article presents findings from a recent qualitative study of two veteran kindergarten teachers' challenges managing their relationships with the first-grade teachers at their school and with their students' parents. Participants demonstrated a range of successful strategies for responding to these difficult relational situations. Because many preschool and primary grade teachers are presently facing similar challenges, this study can contribute to teacher educators' ongoing efforts to ensure our programs prepare students to be effective in today's NCLB–influenced classrooms.  相似文献   

Wearable technologies for students with disabilities     

Greg Conderman  Toni Van Laarhoven  Jesse Johnson  Lisa Liberty 《Support for Learning》2021,36(4):664-677

Students with disabilities typically experience academic, social, and behavioural challenges in school. Some of these students also often experience anxiety and stress associated with school situations and events. Wearable technologies are an emerging innovation in the United States that can support students with disabilities during stressful academic or social situations. This article discusses issues associated with wearables, offers questions to consider when considering a wearable device for a student, and describes several wearable technologies for students with disabilities.  相似文献