Robots Teaching Other Little Robots: Neoliberalism,CCSS, and Teacher Professionalism     

Jason L. Endacott  Ginney P. Wright  Christian Z. Goering  Vicki S. Collet  George S. Denny  Jennifer Jennings Davis 《Review of Education, Pedagogy & Cultural Studies》2013,35(5):414-437

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Inquiry-Based Field Experiences: Transforming Early Childhood Teacher Candidates’ Effectiveness     

Vicki Linn  Gera Jacobs 《Journal of Early Childhood Teacher Education》2013,34(4):272-288

Contemporary teacher preparation programs are challenged to provide transformational learning experiences that enhance the development of highly effective teachers. This mixed-methods case study explored the influence of inquiry-based field experiences as a pedagogical approach to teacher preparation. Four teacher candidates participated in a 15-week practicum hosted by four community-based early childhood classrooms. Research methods included peer discussions, self-assessments, coaching sessions facilitated by the instructor/researcher, and a survey. Triangulated content analysis indicated that inquiry-based field experiences positively contributed to the participants’ (a) understanding and application of core knowledge, (b) consciousness of teacher–child interactions, (c) appreciation of co-inquiry learning, and (d) utilization of reflective learning. Inquiry-based field experiences also positively contributed to the participants’ professional intentionality and discernment.  相似文献   

Socialbots and Their Friends: Digital Media and the Automation of Sociality     

Randall Livingstone 《The Information Society》2019,35(3):170-171

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Building Research Competencies in Canadian Academic Libraries: The CARL Librarians' Research Institute     

Vicki Whitmell 《International Information and Library Review》2017,49(3):230-236

This article overviews work by the Canadian Association of Research Libraries (CARL) to build the workforce competencies and capacity of academic librarians in respect of librarian research skills. CARL's Librarians' Research Institute (LRI) is reviewed and evaluated as a case study example of strategic and collaborative workforce capacity building. The CARL LRI offers a model for possible replication by others seeking to build workforce competencies and capacity through collaborative action.  相似文献   

Trade-Offs, Biases, and Uncertainty in Project Planning and Execution: A Problem-Based Simulation Exercise     

Dwight E. Smith-Daniels  Vicki L. Smith-Daniels 《Decision Sciences Journal of Innovative Education》2008,6(2):313-341

The ability to plan and execute projects is a fundamental skill required among managers and business school graduates. In the opening phase of a project, the project team makes decisions about the relative priority of project time, cost, and performance objectives, oftentimes without complete information about customer and stakeholder requirements. Existing project management curriculum assists in developing skills to decide among these priorities in the abstract through paradigms such as the time–cost–performance triangle, with limited attention to the improvement of skills required to develop solutions to these trade-offs, particularly in uncertain and ambiguous project environments. Further, there is often an underlying bias in project teams toward consideration of the project task and project deliverables and reduced attention to time and cost objectives. This study demonstrates the benefits of a balanced approach to setting project time, cost, and performance objectives using a goal-based simulation exercise entitled "The Bridge to Project Leadership." Results for 124 project teams illustrate the tendency to ignore this balanced approach, resulting in reduced project performance, even among experienced project managers.  相似文献   

Children,word processing,attitudes toward writing     

Vicki E. Baer 《TechTrends》1988,33(5):29-30

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Communication: One key to mainstreaming success     

Marsha A. Schubert  Mary F. Landers  Michael J. Curtis  Thomas E. Anderson  Vicki Curtis 《International Journal of Disability, Development & Education》1984,31(1):46-53

Mainstreaming the exceptional child necessitates that regular and special teachers work much more closely today than in the past. The most important element for successful mainstreaming is effective communication (Schubert & Glick, 1981). This article describes the collaborative consultation model as one approach to attaining good, effective communication.  相似文献   

The Quest for the Holy Grail or Hunting the Snark? Bridging the quality‐resources divide on effectiveness and efficiency     

George Livingstone 《Assessment & Evaluation in Higher Education》1999,24(2):249-260

One key driver of change in higher education is the challenge to do more, with less resource – and to do it better. The dilemma, or paradox, perhaps, of achieving efficiency whilst sustaining or enhancing effectiveness is affecting most institutions. Recognition of it is not the problem, but addressing it is. How it may be addressed will vary with the macro and the micro environments which appertain for institutions and with perceptions and interpretations of its nature and meaning. Is the pursuit of solution(s) likely to be successful, though elusive, or is it illusory and so futile? Should the ethical response be to admit bluntly that quality has suffered? In a competitive environment would such an admission by any one institution be just naïve in the extreme? The paper outlines one faculty's approaches to this hazardous and contentious issue and the main organisational, political, logistical and educational considerations and changes. It is a development of an earlier paper (Livingstone, 1996). The legend of the Grail, the drinking vessel used by Jesus at the Last Supper, tells that if the quest is conducted by those who are truly worthy, then the prize is immense; all the world will be healed. On the other hand, Lewis Carroll warns that, even after valiant efforts have located a Snark, the consequences may be dire:   相似文献   

Faculty Members' Intentions to Leave: A National Study on Their Worklife and Satisfaction   总被引：1，自引：4，他引：1  

Rosser  Vicki J. 《Research in higher education》2004,45(3):285-309

Despite the importance of faculty retention, there is little understanding of how demographic variables, professional and institutional worklife issues, and satisfaction interact to explain faculty intentions to leave at a national level. Using the National Study of Postsecondary Faculty (NSOPF:1999) database, this study proposes (a) to extend our previous conceptualization and understanding of those issues that comprise the dimensions of faculty worklife, satisfaction, and intentions to leave, (b) to examine relationships between these three dimensions, and (c) to determine the extent to which demographic variables and the quality of worklife have an impact on satisfaction, and faculty members' intentions to leave. Using structural equation modeling, the findings indicate that the perceptions faculty members have of their worklife have a direct and powerful impact on their satisfaction, and subsequently their intentions to leave. That is, a combination of worklife perceptions of faculty members' professional and institutional issues and satisfaction initiates individuals' behavioral intentions and the desire to leave for another position and/or career alternative.  相似文献   

Opening or closing doors for students? Equity and data use in schools     

Amanda Datnow  Vicki Park 《Journal of Educational Change》2018,19(2):131-152

Ensuring equitable opportunities and outcomes for all students is a top priority of many educators and policymakers across the globe. Data use can be an important lever for achieving equity, but how this can occur is not well understood. In this article, we draw upon knowledge gained in a decade of in-depth qualitative research to examine the ways in which data use helps to open or close doors for students. We discuss data use practices that influence equity goals: (1) accountability-driven data use and data use for continuous improvement; (2) using data to confirm assumptions and using data to challenge beliefs, and (3) tracking and flexible grouping to promote student growth. Along each of these dimensions, there are active decision makers, complex processes of data use at play, and a great deal of variation both within and across contexts. Ultimately, educators and policymakers are faced with critical choices regarding data use that can profoundly affect students’ daily educational experiences and trajectories.  相似文献