At the cutting edge     

Philippa Martyr 《Metascience》2013,22(2):395-397

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Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-service Teacher Preparation Intervention     

Jerome M. Shaw  Edward G. Lyon  Trish Stoddart  Eduardo Mosqueda  Preetha Menon 《Journal of Science Teacher Education》2014,25(5):621-643

This paper present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. To study the project’s impact on student learning, we administered a pre and post assessment to students (N = 191) of nine first year elementary teachers (grades 3 through 6) who experienced the intervention and who taught a common science unit. Preliminary results indicate that (1) student learning improved across all categories (science concepts, writing, and vocabulary)—although the effect varied by category, and (2) English Language Learner (ELL) learning gains were on par with non-ELLs, with differences across proficiency levels for vocabulary gain scores. These results warrant further analyses to understand the extent to which the intervention improved teacher practice and student learning. This study confirms the findings of previous research that the integration of science language and literacy practices can improve ELL achievement in science concepts, writing and vocabulary. In addition, the study indicates that it is possible to begin to link the practices taught in pre-service teacher preparation to novice teacher practice and student learning outcomes.  相似文献   

EDUCATIONAL ORIENTATIONS OF THE AGED: AN ATTITUDINAL INQUIRY     

William F. Price  Lesley B. Lyon 《Educational gerontology》2013,39(5):473-484

This study examines various attitudinal components of the educational orientations of the aged. An index was developed to measure: (1) perceived ability to learn, (2) interest in education (as a concept), (3) perception of educational needs, (4) desired availability of. educational opportunities, and (5) use of free time. Locus of control was also examined in relation to these perspectives. Six significant relationships were found to exist between these components. Barriers to educational involvement are examined and discussed in relation to the attitudinal dimensions. Findings of the study do not support a number of the commonly held stereotypes about older adults and their learning interests. Barriers rather than attitudes may be a greater factor in determining participation in educational activities.  相似文献   

Authors’ response to Vieth (2008)     

Thomas D. Lyon  Michael E. Lamb  John Myers 《Child abuse & neglect》2009,33(2):71-74

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The digital university and the shifting time–space of the campus     

Philippa Sheail 《Learning, Media and Technology》2018,43(1):56-69

This paper explores the concept of translocality, of being ‘simultaneously situated’ in more than one place, in the context of ‘distance’ education in the digital university. The author works with the concept of critical time to propose an additional term, transtemporality, to also recognise the multiple times and temporalities engaged and interwoven in digitally connected spaces of work and study. The paper draws on interview material from an institutional case study of expansion in digital education, paying particular attention to student locations in time and space, arguing that recognising the shifting time–space of the campus is essential to supporting and teaching growing numbers of distance and part-time students. The author proposes that, rather than digital connections being viewed as a form of ‘reaching out’ from the university campus to the wider world, the digital university might be considered, in its translocal and transtemporal form, as an opening up of the idea of the university; embodied and imagined through strong connections across multiple locations, times and temporalities.  相似文献   

Disability and education: The longest road to inclusion     

Hazel Bines  Philippa Lei 《International Journal of Educational Development》2011

Children with disabilities are one of the many groups of children still not enrolled in primary education in developing countries. However, their educational exclusion and right to education are now receiving more policy attention. This paper reviews some of the key issues and challenges in relation to disability, education and development: definitions and data, policies, service delivery and finance, and capacity development. Drawing on a review of education sector planning and provision in 28 developing countries and other literature, the paper makes comparative reference to policy and practice in a number of developed and developing country contexts.  相似文献   

A survey of ethical decision making among practicing school psychologists     

Nancy E. Chevalier  Mark A. Lyon 《Psychology in the schools》1993,30(4):327-337

This study investigated a sample of practicing school psychologists' preferred resolutions to a series of ethical dilemmas and their primary reason(s) for arriving at these resolutions. Results indicated a general lack of consistency in both actions taken to resolve ethical dilemmas and reasons chosen to support such actions, regardless of respondents' sex, years of experience, self-reported hours of ethics training, frequency of encountering similar problems, perceived seriousness of the problem, or confidence in decision making. The results are discussed in light of similar findings from other areas of professional psychology and their implications for better preservice training in ethical decision making.  相似文献   

Communicating Values,Valuing Community through Health-Care Websites: Midwifery's Online Ethos and Public Communication in Ontario     

Philippa Spoel 《Technical Communication Quarterly》2013,22(3):264-288

Drawing on the rhetorical concept of ethos, this study explores the professional identities, health-care relationships, and forms of community constructed by two midwifery websites in Ontario. Rather than facilitating communal and dialogic modes of communication with the public, these websites enact primarily a unidirectional consumption model. This design structure both reflects and reinforces the complexities of midwifery's recent shift from being an explicitly alternative form of health care, to becoming part of the dominant health-care framework.  相似文献   

Conceptualizing and Exemplifying Science Teachers' Assessment Expertise     

Edward Geaney Lyon 《International Journal of Science Education》2013,35(7):1208-1229

Although research in science education has led to new assessment forms and functions, the reality is that little work has been done to unpack and capture what it means for a teacher to develop expertise at assessing science. The purpose of this paper is two-fold. First, I suggest a conceptualization of assessment expertise that is organized around three dimensions: (a) designing aligned and theoretically cohesive assessment (Design), (b) using assessment to support students' science learning (Use), and (c) equitably assessing language minorities (Equity). The second purpose is to suggest and exemplify various levels of teaching expertise across the three conceptual dimensions using written assessment plans gathered from a study on secondary science pre-service teachers' assessment growth. The contribution of this paper lies in its further conceptual development of assessment expertise, instantiated in a rubric, which can spark discussion about how to capture the range of assessment practices that might be found in science classrooms as well as move toward a potential learning progression of assessment expertise.  相似文献   

Teaching using a blended approach – what does the literature tell us?     

Philippa Gerbic 《Educational Media International》2013,50(3):221-234

Teaching using a blended approach is a complex undertaking, where teachers have to address varied discipline and professional learning outcomes, different student capabilities and institutional conditions as well as creating an effective pedagogy by using the strengths of face-to-face and online settings in an integrated fashion. There is now a sizeable literature on student accounts of learning in blended environments; however, much less is known about teacher perspectives on blended teaching and that is the focus of this review. A critical analysis of the literature indicated two areas of development: (1) teacher conceptions and beliefs about blended teaching and (2) changing teacher roles, especially around course design and pedagogy.  相似文献