The trials and tribulations of partnerships in refugee settlement services in Australia     

Ravinder Kaur Sidhu  Sandra Taylor 《教育政策杂志》2013,28(6):655-672

The ascendency of neoliberal ideas in education and social policy in the 1980s and 1990s was succeeded in the new millennium by a ‘new’ social democratic commitment with emphases on community empowerment, building social capital and a ‘whole of government’ approach to partnering with civil society to meet community needs. In Australia, this approach has resulted in the development of partnerships between schools and community organisations formed as part of a targeted, holistic approach to service delivery to meet the settlement and educational needs of refugee youth. Drawing on interviews conducted with community workers and government officers involved in the school–community partnerships, we document how these partnerships are working ‘on the ground’ in Queensland schools. We analyse our findings against the international literature on changing notions of neoliberal governance, and discuss the implications of the shift to the ‘partnering state’ for schools and community organisations working with refugee young people.  相似文献   

Use of Generalizability Theory Within K–12 School-Based Assessment: A Critical Review and Analysis of the Empirical Literature     

Amy M. Briesch  Sandra M. Chafouleas  Austin Johnson 《教育实用测度》2013,26(2):83-107

ABSTRACT

Generalizability Theory (GT) offers several advantages relevant to educational contexts, including the fact that it can be used to estimate multiple sources of variance (e.g., raters, forms) simultaneously and to derive coefficients for the purposes of both relative and absolute decision making. Although GT has been increasingly applied in recent years to assessment data in K–12 school settings, analysis and critique of its application has not yet taken place. The goals of the current article were therefore to (1) undertake a systematic review of the school-based assessment literature in order to identify relevant applications of this statistical framework and (2) assess the degree of consistency between methodological recommendations for use of GT and reporting practices within this literature. In addition to describing the current state of this literature, suggestions for strengthening future applications are provided.  相似文献   

'That's what scientists have to do': Preservice elementary teachers' conceptions of the nature of science during a moon investigation     

Sandra Abell  Mariana Martini  Melissa George 《International Journal of Science Education》2013,35(11):1095-1109

In a science methods course for elementary education majors, students investigated the phases of the moon for six weeks. The moon investigation emphasized that scientific knowledge: a) is empirically based; b) involves the invention of explanations; and c) is socially embedded. After the moon investigation, students realized that scientists make observations and generate patterns, but failed to recognize that observation could precede or follow theory building. Students could separate the processes of observing from creating explanations in their learning, but did not articulate the role of invention in science. Similarly, students valued the social dimensions of learning, but were unable to apply them to the activity of scientists. Although our teaching was explicit about students' science learning, we did not help them make direct connections between their science learning activities and the nature of science [NOS]. We provide a set of recommendations for making the NOS more explicit in the moon investigation.  相似文献   

The underachievement of girls in physics: Towards explanations     

Sandra Johnson  Patricia Murphy 《International Journal of Science Education》2013,35(4):399-409

The recently initiated debate on the relationship between science and health education is discussed. The notions of ‘everyday’, ‘scientific’ and ‘applied’ knowledge are explored through interview material gathered from a sample of 15‐year old pupils. The topic of the interviews was the common cold. The pupils’ levels of biological knowledge, their mode of applying it, and the frameworks of their thinking about infection and related issues were investigated. It is argued that no simple ‘translation’ of scientific to health knowledge is possible. Some of the complexities of the relationship are explored. In particular, the implications of non‐scientific ('lay’ or ‘traditional') knowledge are taken up and it is suggested that scientific knowledge may face considerable obstacles in displacing these.

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Representing learning designs – making design explicit and shareable     

Gráinne Conole  Sandra Wills 《Educational Media International》2013,50(1):24-38

Most teachers’ design practice is implicit and practice based, focusing primarily on discipline content. In recent years, a number of visual design representations have emerged that help guide teachers’ design practice, enabling them to create explicit designs, which can then be shared and discussed with others. These design representations help guide the design process and help teachers to think beyond content to the learning activities the learners will be engaged with and the ultimate learner experience. The paper will describe the representations and draw on empirical evidence of their use in a range of contexts, including the Joint Information Systems Committee (JISC)-funded OULDI project, the European Union (EU)-funded Design Practice project and the Hewlett-funded OLnet project. It will also report on their use in a number of workshops being undertaken at Leicester University, UK and Wollongong University, Australia.  相似文献   

Play and Creativity: Developmental issues     

Sandra W. Russ 《Scandinavian Journal of Educational Research》2013,57(3):291-303

Play and creativity have been linked in numerous ways. Theoretically, pretend play fosters the development of cognitive and affective processes that are important in the creative act. Russ's (1993) model of affect and creativity identified the major cognitive and affective processes involved in creativity and the relations among them, based on the research literature. Central to both play and creativity is divergent thinking. Both cognitive and affective processes in play have been related to divergent thinking in children. In a longitudinal study, quality of fantasy and imagination in play predicted divergent thinking over time. Divergent thinking itself was relatively stable over time. An important question is whether play can facilitate creativity. Play has been found to facilitate insight ability and divergent thinking. Studies have also shown that children can be taught to improve their play skills. Future research studies should: (i) investigate specific mechanisms that account for the relationship between play and creativity; (ii) develop play intervention techniques that improve play skills; and (iii) carry out longitudinal studies with large enough samples to enable the application of statistical procedures such as path analysis.  相似文献   

Theory in Health Promotion Research and Practice: Thinking outside the Box. Patricia Goodson. Boston,MA: Jones and Bartlett. 2010. 245, pp. $78.95.     

Sandra Acosta  Heather Honoré Goltz 《Educational Studies A Journal of the American Educational Studies Association》2013,49(6):583-588

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VIII. NIH TOOLBOX COGNITION BATTERY (CB): COMPOSITE SCORES OF CRYSTALLIZED,FLUID, AND OVERALL COGNITION     

Natacha Akshoomoff  Jennifer L. Beaumont  Patricia J. Bauer  Sureyya S. Dikmen  Richard C. Gershon  Dan Mungas  Jerry Slotkin  David Tulsky  Sandra Weintraub  Philip David Zelazo  Robert K. Heaton 《Monographs of the Society for Research in Child Development》2013,78(4):119-132

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Perceptions about the Objectives of Student Teaching     

Sandra L. Gallemore 《Research quarterly for exercise and sport》2013,84(2):180-190

Abstract

This investigation examined perceptions of student teachers, cooperating teachers, and university supervisors about the importance and achievement of objectives of the student teaching experience. Perceptions between student teachers and cooperating teachers and between student teachers and university supervisors about the importance of objectives were significantly related. No significant relationship was found between perceptions of cooperating teachers and those of university supervisors. A significant relationship existed between perceptions of student teachers and those of cooperating teachers and between the perceptions of cooperating teachers and those of university supervisors about the achievement of objectives. No significant relationship was found between perceptions of student teachers and those of university supervisors. A comparison of perceptions about the importance of the objectives and the achievement of the objectives showed no significant relationship between the two sets of perceptions. Implications from this investigation included the need for establishment of competency priorities for the student teacher prior to the beginning of the student teaching experience.  相似文献   

A Faculty Development Program for Nurse Educators Learning to Teach Online     

By Debra Lee  Trena M. Paulus  Iryna Loboda  Gina Phipps  Tami H. Wyatt  Carole R. Myers  Sandra J. Mixer 《TechTrends》2010,54(6):20-28

As the College of Nursing at the University of Tennessee, Knoxville prepared to move their graduate programs online, a nursing faculty grass-roots movement led to the implementation of a faculty development program. This instructional design portfolio describes the design, development, implementation, and evaluation of this program, with the goal of identifying best practices in the design of programs for learning to teach online.  相似文献