Parent-focused Intervention: Diffusion Effects on Siblings   总被引：3，自引：0，他引：3  

Victoria Seitz  Nancy H. Apfel 《Child development》1994,65(2):677-683

This study examined whether intervention provided to parents of firstborn children produced delayed benefits for later-born children. We studied younger siblings of children in the Yale Child Welfare Project, a family support program previously shown to result in better school adjustment for the firstborns. Information was obtained from the siblings' teachers and school records for 3 academic years. As was true for the older children, intervention group siblings had better school attendance than did control group siblings, were less likely to need supportive or remedial services, and were more likely to be making normal school progress. The results suggest that changes in the caregiving environment resulting from early family support lead to benefits for all the family's children. Parent-focused programs thus appear to provide a particularly efficient strategy for intervention efforts.  相似文献   

‘Powerful knowledge’ curriculum theories and the case of physics     

Lyn Yates  Victoria Millar 《Curriculum Journal》2016,27(3):298-312

A stream of debate (including a previous special issue of this journal (25(1) 2014)) has made claims not just for ‘bringing knowledge back in’ as the framing underpinning of the school curriculum, but that subjects associated with disciplinary and disciplined knowledge forms have a particular power and that these characteristics are important to preserve in curriculum frameworks. This paper draws on a major Australian research project studying school and university physics in the context of these arguments to revisit the issue of the ‘discipline’ of physics and the curriculum logics for physics. Given that disciplines are social in origin and changing and expanding over time, can school curriculum be logically derived from the discipline to which they relate? Are questions about student engagement only questions about pedagogy and not curriculum? Does a focus on disciplinary knowledge mean that the role of school in forming identities and values is avoidable as a significant feature of what the curriculum does? The findings from the project are used both to illustrate and test these questions, and to challenge some over-simple assumptions about the verticality of this form of knowledge for education purposes.  相似文献   

Teaching Secondary English with ICT - Edited by Anthony Adams and Sue Brindley     

Victoria  Fogg 《British Journal of Educational Studies》2008,56(4):497-498

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Returning to the mirror: reflections on promoting constructivism in three educational contexts     

Alison Cook‐Sather 《Cambridge Journal of Education》2008,38(2):231-245

Since the early 1980s educators have argued that reflection is an essential dimension of good pedagogical practice. This discussion of my attempt to support a constructivist approach to learning for three different groups of learners illustrates one effort to engage in such reflection. I analyze several assignments I have designed for differently positioned learners, all within the context of a liberal arts college in northeastern USA. Referring to the assignments I have developed in each context, I analyze the particular kinds of structures, challenges and supports I try to provide to learners, with the goal of surfacing the convictions I hold about learners' identities and capabilities. My intention is to identify underlying pedagogical principles that inform my practice across contexts, not only to make it clearer for myself and others what guides that practice but also, in an effort to acknowledge the evolving and interdependent nature of this work, to articulate the new challenges this analysis poses for me.  相似文献   

Realizing the Value of Non-Purchased Content     

Elyse Profera  Meg Walker  Eleanor I. Cook 《期刊图书馆员》2014,66(1-4):88-91

This presentation summarized a May 2013 white paper published by Taylor & Francis Group, Facilitating access to free online resources: challenges and opportunities for the library community (www.tandf.co.uk/libsite/pdf/TF-whitepaper-free-resources.pdf). Taylor & Francis staff conducted research aimed at exploring free content discoverability from the perspective of librarians. Study focus groups were held in London and Seattle, Washington in early 2013. Research also included telephone interviews, surveys, and literature searching to identify relevant studies and commentary articles.  相似文献   

The ‘paradox of interdisciplinarity’ in Australian research governance     

Peter Woelert  Victoria Millar 《Higher Education》2013,66(6):755-767

This paper identifies what can be called the ‘paradox of interdisciplinarity’ (Weingart 2000) in Australian higher education research governance and explores some of its constitutive dimensions. In the Australian context, the paradox of interdisciplinarity primarily concerns the proliferation of a programmatic discourse of interdisciplinarity in government reports and government policy and strategy documents, often tied to notions of innovation and applicability, parallel to the persistence or even reinforcement of modes of governance and associated mechanisms that almost exclusively rely on rigid discipline-based classification systems to evaluate and fund research. Two interrelated dimensions of this apparent paradox are discussed. First, the conceptions of knowledge that underpin the use of notions of disciplinarity as well as interdisciplinarity in Australian government reports and policy and strategy papers are analysed. Second, an analysis of the Australian research governance system and its underlying mechanisms is presented, as they pertain to interdisciplinary forms of research. On the basis of these analyses, it is concluded that there is a significant mismatch between the discourse of interdisciplinarity and associated conceptions of knowledge on the one hand, and current, relatively inflexible governmental research funding and evaluation practices on the other. It is finally proposed that the occurrence and perpetuation of such a mismatch in the Australian context can only be understood properly if placed in the context of a more general paradox of research governance, where a politically charged rhetoric of innovation conflicts with the actual trend toward an increasingly diminishing scope for the self-organisation of knowledge.  相似文献   

Building Conceptual Understanding of Multiplicative Reasoning Content in Third Graders Struggling to Learn Mathematics: A Feasibility Study     

Asha K. Jitendra  Barbara Dougherty  Victoria Sanchez  Michael R. Harwell  Sydney Harbour 《Learning disabilities research & practice》2023,38(4):285-295

This formative study of a multiplicative reasoning (MR) intervention explored the intervention's potential for improving the ability of third-grade struggling students’ ability to reason with multiplicative concepts and procedures. The feasibility of the study was examined in a school setting before a randomized control trial was conducted. Students who scored between the 10th and 35th percentile on a district-administered math screening test received the MR intervention from their teachers. We developed intervention units to build a conceptual foundation in a student-centered approach to Tier 2 instruction that included opportunities for students to engage in critical thinking as they generalized big ideas, participated in classroom discourse, and modeled multiplicative relationships with multiple representations. Preliminary data demonstrate the potential of the intervention to promote students’ MR skills. Instructional implications are discussed in terms of opportunities for these students to engage in grade-level mathematics content.  相似文献   

An Interview with Fran Lebowitz: Reflections on Film,Warhol's Legacy,Public Persona,and American Culture     

Victoria Surliuga 《Journal of American culture (Malden, Mass. : 2003)》2023,46(1):68-76

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The role of design ethics in maintaining students' privacy: A call to action to learning designers in higher education     

Ahmed Lachheb  Victoria Abramenka-Lachheb  Stephanie Moore  Colin Gray 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1653-1670

Maintaining students' privacy in higher education, an integral aspect of learning design and technology integration, is not only a matter of policy and law but also a matter of design ethics. Similar to faculty educators, learning designers in higher education play a vital role in maintaining students' privacy by designing learning experiences that rely on online technology integration. Like other professional designers, they need to care for the humans they design for by not producing designs that infringe on their privacy, thus, not causing harm. Recognizing that widely used instructional design models are silent on the topic and do not address ethical considerations such as privacy, we focus this paper on how design ethics can be leveraged by learning designers in higher education in a practical manner, illustrated through authentic examples. We highlight where the ethical responsibility of learning designers comes into the foreground when maintaining students' privacy and well-being, especially in online settings. We outline an existing ethical decision-making framework and show how learning designers can use it as a call to action to protect the students they design for, strengthening their ethical design capacity.

Practitioner notes

What is already known about this topic

• Existing codes of ethical standards from well-known learning design organizations call upon learning designers to protect students' privacy without clear guidance on how to do so.
• Design ethics within learning design is often discussed in abstract ways with principles that are difficult to apply.
• Most, if not all, design models that learning design professionals have learned are either silent on design ethics and/or do not consider ethics as a valid dimension, thus, making design ethics mostly excluded from learning design graduate programs.
• Practical means for engaging in ethical design practice are scarce in the field.

What this paper adds

• A call for learning designers in higher education to maintain and protect students' privacy and well-being, strengthening their ethical design capacity.
• A demonstration of how to use a practical ethical decision-making framework as a designerly tool in designing for learning to maintain and protect students' privacy and well-being.
• Authentic examples—in the form of vignettes—of ethical dilemmas/issues that learning designers in higher education could face, focused on students' privacy.
• Methods—using a practical ethical decision-making framework—for learning design professionals in higher education, grounded in the philosophy of designers as the guarantors of designs, to be employed to detect situations where students' privacy and best interests are at risk.
• A demonstration of how learning designers could make stellar design decisions in service to the students they design for and not to the priorities of other design stakeholders.

Implications for practice and/or policy

• Higher education programs/institutions that prepare/employ learning designers ought to treat the topics of the designer's responsibility and design ethics more explicitly and practically as one of the means to maintain and protect students' privacy, in addition to law and policies.
• Learning designers in higher education ought to hold a powerful position in their professional practice to maintain and protect students' privacy and well-being, as an important aspect of their ethical design responsibilities.
• Learning designers in higher education ought to adopt a design thinking mindset in order to protect students' privacy by (1) challenging ideas and assumptions regarding technology integration in general and (2) detecting what is known in User Experience (UX) design as “dark patterns” in online course design.

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Getting more information out of reactions to training: Using the technique of paired comparisons     

Daniel J. McLinden  Stuart S. Cook 《Performance Improvement》1990,29(5):24-29

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