Student teachers’ attitudes towards cooperative learning in inclusive education     

Völlinger  Vanessa A.  Supanc  Marina 《European Journal of Psychology of Education - EJPE》2020,35(3):727-749

European Journal of Psychology of Education - Past research points to cooperative learning as a potentially effective means of fostering the academic and social development of students in inclusive...  相似文献   

Motivation,organisational support and satisfaction with life for private sector teachers in Brazilian Higher Education          下载免费PDF全文

Jandir Pauli  Maria José Chambel  Márcia Rodrigues Capellari  Vanessa Rissi 《Higher Education Quarterly》2018,72(2):107-120

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The ethics of using learning analytics to categorize students on risk     

Vanessa Scholes 《Educational technology research and development : ETR & D》2016,64(5):939-955

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PRESERVICE TEACHERS’ ASSESSMENT OF THE USE OF CENTERS AS AN ASPECT OF DEVELOPMENTALLY APPROPRIATE PRACTICE IN FIRST GRADE CLASSROOMS     

Jeanne Cobb  Vanessa Van Meter 《Journal of Early Childhood Teacher Education》2013,34(2):169-177

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Impact of a school consulting programme aimed at helping teachers integrate students with behavioural difficulties into secondary school: actors’ points of view     

Line Massé  Caroline Couture  Vanessa Levesque  Jean-Yves Bégin 《Emotional and Behavioural Difficulties》2013,18(3):327-343

A collaborative school consulting programme model, using functional assessment and applied behavioural techniques, was offered to secondary school teachers in two modalities: individual consultation and small-group consultation. The objective was to facilitate the integration of students with behavioural difficulties into mainstream secondary school classes. Both consulting programme modalities shared the same postulates. This article presents the stakeholders’ perceptions of the consulting model and its impacts on teachers and students. Presented here are the results of semi-structured interviews conducted with teachers (N = 42), resource persons accompanying individuals or groups (N = 11) and school managers (N = 8) in the programme’s first year of implementation. According to qualitative analysis of the interviews, these two models seem to have had positive impacts on teachers, especially in relation to their perceptions of students with behavioural difficulties and their understanding of behavioural problems. However, the group model is the one that elicited the most adhesion in all groups of actors.  相似文献   

The Potential of Systems Thinking in Teacher Reform as Theorized for the Teaching Brain Framework     

Vanessa Rodriguez 《Mind, Brain, and Education》2013,7(2):77-85

The teaching brain is a dynamic system that is in constant interaction with the learning brain. If we fail to explore the teaching brain we will continue to design educational reform policies that ignore the most important lens in the classroom: the teachers'. Master teachers recognize their perspective and leverage their teaching brains to embody a systems thinking view of their practice. If all teachers were taught how to recognize themselves as self‐created, organized systems existing within the larger teaching–learning interaction, they would understand how their context and intentions affect the teacher–student interaction. Education reform must acknowledge and understand more about the teaching brain, how master teachers practice systems thinking and the mutually interacting brains of teacher and student if we hope to truly improve how we educate children.  相似文献   

A Bibliometric Snapshot of The Journal of Higher Education and Its Impact on the Field     

Vanessa J. Earp 《Behavioral & Social Sciences Librarian》2013,32(4):283-295

In recent decades the field of higher education has grown exponentially; however, little research examines a particular journal and its impact on the field. The purpose of this study was to conduct a brief bibliometric analysis and discuss the impact of The Journal of Higher Education (1998–2002), a premier journal in the discipline.  相似文献   

Integrating Information Literacy into Teacher Education: A Successful Grant Project     

Vanessa Earp 《Behavioral & Social Sciences Librarian》2013,32(4):166-178

Information literacy has gained importance over the last few decades, not only among librarians, but also with higher education faculty. Information literacy instruction is important for all college-level students. However, it is essential for teacher education students who must not only be information literate themselves, but also be able to teach information literacy in their K-12 classrooms. This article describes the implementation and evolution of an information literacy instruction program for teacher education students at a large public Midwestern university.  相似文献   

Influential factors for mobile learning acceptance among Chinese users     

Shuang Hao  Vanessa P. Dennen  Li Mei 《Educational technology research and development : ETR & D》2017,65(1):101-123

This study examines the factors that influence mobile learning adoption among Chinese university students. China’s higher education market is large and mobile device ownership is considered a status symbol. Combined, these two factors suggest mobile learning could have a big impact in China. From the literature, we identified three major areas that may affect behavioral intention to adopt mobile learning in this context: pedagogical, personal, and social. A 27-item survey was administered online to 292 students at a northern Chinese university. Exploratory factor analysis was used to measure the reliability and validity of the survey items. Path analysis was then used to test the hypotheses in the proposed mobile learning acceptance model. Findings indicate that pedagogical factors have the greatest effect on students’ behavioral intention to adopt mobile learning. Social influences, especially social image and subjective norm, also play a role. Personal innovativeness was not found to be a main factor, although it has some indirect influences.  相似文献   

Evaluation of a four-prong anti-plagiarism program and the incidence of plagiarism: a five-year retrospective study     

Joy Levine  Vanessa Pazdernik 《Assessment & Evaluation in Higher Education》2018,43(7):1094-1105

Maintaining academic integrity and preventing students from cheating and plagiarising academic work are challenges faced by higher education institutions. These areas have become even more problematic with the growth of the Internet and readily available information, which increase the temptation for students to copy and paste information directly into academic work. Institutions have turned to various strategies to mitigate these aspects. This retrospective research study examined a four-prong anti-plagiarism programme and its impact on the incidence of plagiarism in a Post-Professional Doctor of Physical Therapy programme. The results showed that, using a combination of a structured education module related to plagiarism, Turnitin plagiarism detection software, implementation of policies and procedures, and support from the institution’s writing centre resulted in significant differences in the rate of plagiarism (P < .001) over the five-year period. The rate of plagiarism in year 1 (0.96%) was 2.7 (95% CI, 1.4–5.3) times the rate in year 5 (0.35%, P = .004). The rates of plagiarism in years 2, 3, and 4 were 0.74, 0.35, and 0.30%, respectively. Using a combination of these strategies may help higher education institutions address episodes of plagiarism and improve academic integrity.  相似文献