Future Trends in Information Technology in Education     

Cleborne D. Maddux  D. LaMont Johnson 《学校用计算机》2013,30(2):87-91

No abstract available for this article.  相似文献   

Assessment of Integration of Technology in Education: Countering the “No Significant Differences” Argument     

Leping Liu  Cleborne Maddux  D. LaMont Johnson 《学校用计算机》2013,30(1-2):1-9

Literature in the field of information technology in educations in full of references to “no significant differences” findings from studies on the efficacy of technology integration. These findings may be due factors such as flawed assessment procedures, widely varying definitions of technology integration, and research design problems. The current special issue focuses on the development and use of reliable and valid instruments and procedures to access technology integration. This editorial reviews the concepts of reliability and validity, and summarizes assessment methods presented in the articles in this special issue.  相似文献   

Civic education in Ethiopian schools: Adopted paradigms,instructional technology,and democratic citizenship in a multicultural context     

Tesfaye Semela  Thorsten Bohl  Marc Kleinknecht 《International Journal of Educational Development》2013

After nearly two decades of military dictatorship, democratic civic education has been integrated into the Ethiopian school curriculum. This paper examines the policy–practice concordance in implementing the civic education curriculum based on empirical evidence generated on the philosophical underpinnings, curricular contents, pedagogical approaches, and the role of instructional technology. Data were gathered through a questionnaire survey on 179 randomly selected high school students, key informant teachers, and content analysis of students’ textbooks, teachers’ guides, and official policy documents. The findings reveal that the existing civic and ethical education curriculum is eclectic in its character blending the minimal interpretation of democratic civic education with the inclusive conception of ethno-cultural diversity relevant to multicultural societies. Nevertheless, the manner in which the TV-instruction is used in classrooms is found to hinder interactive learning that is instrumental to nurture democratic and active citizens.  相似文献   

Genetic and Environmental Influences on Negative Life Events From Late Childhood to Adolescence     

Daniel P. Johnson  Soo Hyun Rhee  Mark A. Whisman  Robin P. Corley  John K. Hewitt 《Child development》2013,84(5):1823-1839

This multiwave longitudinal study tested two quantitative genetic developmental models to examine genetic and environmental influences on exposure to negative dependent and independent life events. Participants (N = 457 twin pairs) completed measures of life events annually from ages 9 to 16. The same genetic factors influenced exposure to dependent events across time and increased in magnitude during the transition to adolescence. Independent events were less genetically influenced than dependent events in boys, but not girls. Shared environmental influences decreased in magnitude as youth transitioned into adolescence. Nonshared environmental influences were mostly age specific and contributed significantly to both types of events at all ages. Results provide theoretical implications for developmental risk pathways to stress exposure and stress‐related psychopathology.  相似文献   

University-School Connection: A Reading Circle for Teachers     

Laurie B. Calvert  Pauline S. Johnson 《Clearing house (Menasha, Wis.)》2013,86(2):44-49

Educators are encouraged to integrate technology into their classrooms because today's student is exposed to all sorts of digital devices in their daily life. Classroom blogging is an excellent way to use the internet for more than just research. Blogging capitalizes on student interest in the internet. When done properly, a blog can serve as an online portfolio to showcase student work. Blogging can give the “silent student” a voice by allowing them the opportunity to write on topics of interest. Finally, blogging provides immediate, “click-to-publish” results. Student work is available immediately for peers to review or for others on the world wide web to comment and post feedback. All of these factors can be motivating for students to learn.  相似文献   

Adolescent Crushes and the teacher's responsibility     

Bess E. Johnson 《Clearing house (Menasha, Wis.)》2013,86(9):531-534

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Ethnic Identity and Social‐Cognitive Maturity in a Multicultural Group Experience     

Jennifer M. Johnson  Glenn W. Lambie 《Counselor Education & Supervision》2013,52(3):193-206

This study examined a multicultural group experience on students' (N= 94) ethnic identity development and social‐cognitive maturity. Although no differences were identified between treatment and comparison group participants, group therapeutic factors scores were predictive of ethnic identity development and social‐cognitive maturity. Implications for counselor educators and future research are discussed.  相似文献   

‘Who takes a second chance?’ Profile of participants in alternative systems for obtaining a secondary diploma     

Ignace Glorieux  Ryfka Heyman  Marc Jegers  Maaike Taelman 《International Journal of Lifelong Education》2013,32(6):781-794

In Belgium, the Exam Board (EB) and the Secondary School for Adults (SSA) are two different ways to attain a secondary diploma after leaving secondary school without a diploma. The SSA is part of the regular educational system and organises courses with an adult approach. The EB is a flexible system in which students prepare themselves to do exams. Using survey data, we examined the effectiveness of both systems in diminishing the large inequalities in the Belgian educational system. Our analyses make clear that the EB and SSA attract different groups of unqualified school-leavers; as such they complement each other. Compared with those who never take a second chance, and thus stay unqualified, participants of the SSA and the EB seem to have a higher socio-economic background and less problematic school careers. As such, neither the SSA, nor the EB seems to be very effective in mitigating social inequality.  相似文献   

Making sense of learning for work. Towards a framework of transitional learning     

Veerle Stroobants  Marc Jans  Danny Wildemeersch 《International Journal of Lifelong Education》2013,32(1-2):114-126

In this article a framework is presented to understand the changing character of individual learning processes and of educational practices related to work and employment. Based on two research projects - a research on women's biographical learning in relation to work and a European research on the socio-economic integration of young adults - a perspective of transitional learning is developed. It is argued that nowadays individual learning processes can be understood as processes of transitional learning aimed at creating meaningful connections between individual life and society via work and adult education. This interpretation, together with the changing educational landscape, calls for a reconsideration of the interventionist role of the adult educator. In order to stimulate and support these learning processes, guidance, training and counselling are becoming reflexive activities in need of interpretive professionals.  相似文献   

Faculty and staff perceptions of undergraduate mentoring     

Kristi L. Law  Deanna D’Amico Guthrie  Barbara R. Beaver  Susan M. Johnson  Jodie Parys  Ozalle M. Toms 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):399-415

ABSTRACT

The connection between students and faculty is a recognized component of student belonging and engagement. To better understand how these relationships are formed, we utilized a qualitative design to explore the ways in which faculty and staff at a mid-sized public university perceived their roles in supporting, and connecting with, students. Based on our focus group data, we identified three themes. The first theme defined the mentoring relationship in the university context. The second theme addressed the unique features of mentoring Underrepresented Minority (URM) and First Generation (FG) students. Our third theme focused on perceived barriers to mentoring, including personal, institutional, and student-related barriers. Our findings provide a first step in developing a framework for colleges and universities working to promote a culture of mentoring as a means to support students.  相似文献