COIL on Wheels: A Library Professional Development Roadshow     

Toni Hoberecht  Emily Brown 《Medical reference services quarterly》2013,32(3):286-293

Professional development for instruction librarians is in danger of coming to a standstill in difficult economic times. COIL on Wheels is a professional development roadshow developed by the Community of Oklahoma Instruction Librarians to allow librarians with budget and staffing issues to benefit from peer training. By matching member librarian interests with institutional needs, librarians can visit institutions in their geographic area to provide their colleagues with low-cost or free training. This article discusses the origins of and rationale for this program and describes a successful implementation of this traveling professional development project.  相似文献   

We Ning-ed a Virtual Pre-Workshop: Now What?     

Amanda Lemon  Toni Hoberecht  Emily Brown 《The Reference Librarian》2013,54(3):208-217

In 2009, a group of instruction-minded librarians in Oklahoma added unconference-like elements to their usual workshop structure and agenda to make their workshop more participatory and attendee-driven. The result was a virtual pre-workshop hosted on a Ning social networking site. The virtual pre-workshop enhanced the actual physical workshop in several ways. The group's new challenge: where to host its new pre-workshop format without Ning and how to gear the new format to be more mobile friendly while not excluding non-mobile interested workshop participants.  相似文献   

Active citizenship through sport education     

Toni M. O'Donovan  Ann MacPhail  David Kirk 《Education 3-13》2013,41(2):203-215

Sport education (SE) is an instruction model developed amid concerns about the lack of authentic, legitimate opportunities for young people to experience sport through physical education and was designed to facilitate enhanced links between experiences in physical education and those in the wider world of sport. The paper discusses how one UK primary school delivered key citizenship education learning through the use of SE. The research reported here is based on interviews with teachers and students in Year 6 at one co-education, state-run primary school. The paper highlights the possibilities for teaching citizenship through the medium of sport while recognising the central importance of the creative teaching approach rather than the subject matter of sport in facilitating the development of active citizenship. The possibilities for citizenship education through sport to be celebratory and supportive of real-world discourses are highlighted. As a solution to the overcrowded curriculum in primary schools, SE has been embraced and developed by the teachers in ‘Forest Gate School’.  相似文献   

(un)Doing the Next Generation Science Standards: climate change education actor-networks in Oklahoma     

Nicole M. Colston  Toni A. Ivey 《教育政策杂志》2013,28(6):773-795

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The social tasks of learning to become a physical education teacher: considering the HPE subject department as a community of practice     

Karen Sirna  Toni Rossi 《Sport, Education and Society》2013,18(3):285-300

Initial teacher education (ITE) students participate in various workplaces within schools and in doing so, form understandings about the numerous, and at times competing, expectations of teachers’ work. Through these experiences they form understandings about themselves as health and physical education (HPE) teachers.

This paper examines the ways communities of practice within HPE subject department offices function as sites of workplace learning for student teachers. In particular this research focused on how ITE students negotiate tacit and contradictory expectations as well as social tasks during the practicum and the ways in which their understandings are mediated through participation in the workspace.

Qualitative methods of survey and semi-structured interview were used to collect data on a cohort of student teachers during and following their major (10 week) practicum experience. Analysis was informed by theories of communities of practice (Wenger, 1998 Wenger, E. 1998. Communities of practice: learning, meaning, and identity, Cambridge: Cambridge University Press. [Crossref] , [Google Scholar]), workplace learning (Billett, 2001 Billett, S. 2001. Learning in the workplace: strategies for effective practice, Crows Nest, NSW: Allen & Unwin.  [Google Scholar]), and social task systems (Doyle, 1977 Doyle, W. 1977. Learning in the classroom environment: an ecological analysis. Journal of Teacher Education, 28(6): 51–55. [Crossref], [Web of Science ®] , [Google Scholar]).

It was evident that considerable effort, attention, and energy was expended on various interrelated social tasks aimed at building positive relationships with their supervisor and other HPE teachers at the school. The social dynamics were highly nuanced and required a game-like approach. In our view the complexity that student teachers must negotiate in striving for an excellent evaluation warrants specific attention in physical education teacher education (PETE) programs. This study raises questions regarding our responsibilities in sending student teachers into contexts that might even be described as toxic. We offer some suggestions for how PETE might better support students going into practicum contexts that might be regarded as problematic workplaces.  相似文献   

Evaluating teacher and learner readiness to use Facebook in an Australian vocational setting     

Toni Connolly  Jill Willis  Margaret Lloyd 《Studies in Continuing Education》2019,41(1):61-75

There has been a progressive move towards the adoption of social media in formal post compulsory learning. This qualitative study evaluated the readiness of teachers and students to use Facebook to enhance learning in a tertiary vocational setting in Australia despite a lack of support from the institute. Readiness was understood to be the balance sought between potential energy available (power) and the energy required for change (load). The findings, from surveys and focus group interviews, show that students were much more likely than teachers to have a Facebook account and to be interested in using Facebook as part of their learning. Agreed benefits, evident through a student-initiated closed Facebook group, included collaboration through sharing resources, knowledge and ideas, increased communication with peers and teachers, and a platform that was familiar to students. The difference lay in perceptions of purpose, places and spaces for learning, and an understanding of social norms.  相似文献   

Wearable Technologies for Anxious Adolescents     

Greg Conderman  Toni Van Laarhoven  Jesse Johnson  Lisa Liberty 《Clearing house (Menasha, Wis.)》2021,94(1):1-7

Abstract

Nearly one in three adolescents in our country experience stress or anxiety to the extent that it negatively effects their ability to cope with daily life demands. However, educators are not well prepared to support students who have anxiety-related issues. One approach for supporting adolescents with anxiety-related issues involves the use of wearable technologies. These devices support self-regulation by providing real-time physiological marker information. Wearers can then become more mindful of their stress at that moment and implement positive stress or anxiety-reducing interventions. This article provides an overview of wearable technologies and related research and describes steps that support adolescents who have wearables for addressing their anxiety.  相似文献   

Faculty/Student Mentor Program: Effects on Academic Performance and Retention   总被引：2，自引：0，他引：2  

Campbell  Toni A.  Campbell  David E. 《Research in higher education》1997,38(6):727-742

A university faculty/student mentor program was evaluated for its effects on academic performance and retention. A matched pairs design was used in which 339 undergraduates assigned to mentors were paired with nonmentored students based on gender, ethnicity, GPA, and entering enrollment status. The results showed a higher GPA for mentored students (2.45 vs. 2.29), more units completed per semester (9.33 vs. 8.49), and lower dropout rate (14.5% vs. 26.3%). Amount of mentor-protege contact was positively correlated with GPA. Academic achievement and retention were unrelated to gender and ethnicity of the mentor, the protégé, or the gender and ethnic match between the two.  相似文献   

The computer as a toy and tool in the home: implications for schools and teachers     

Toni Downes 《Education and Information Technologies》1996,1(3-4):191-201

This paper presents the findings of a recent research project into children’s access to and use of computers in their homes. The study involved over 400 children who regularly used a computer at home. The children were aged between five and twelve and came from a variety of social, economic and cultural backgrounds in urban Sydney. Significant themes that emerged from the discussion included issues of equity and access, the variety of use of computers, the ways children learned to use them in their homes and children’s perceptions of differences between computing at home and at school. Each of these themes is discussed in terms of the implications for schools and teachers.  相似文献   

The World Café: An innovative method to facilitate reflections on internationalisation in higher education     

Emee Vida Estacio  Toni Karic 《Journal of Further & Higher Education》2016,40(6):731-745

This article provides an example of how the World Café method can be used as a platform to encourage reflection on internationalisation in higher education. The World Café is a community engagement method that encourages participants to engage in reflection and dialogue in a relaxed and comfortable atmosphere. It promotes the use of multiple methods in capturing insights that recognise individual and cultural preferences in communication. It values respect for diversity of perspectives, which resonates with the principles of internationalisation. This article focuses primarily on how this method can be used in practice and provides a step-by-step guide on how to organise and facilitate such an event.  相似文献