A very English revolution: the impacts of co-residence at the University of Oxford     

Dennis A. Ahlburg  Brian P. McCall 《History of education》2020,49(5):682-706

ABSTRACT

This paper examines the impacts of co-residence (admitting women to men’s colleges and men to women’s colleges) at the University of Oxford beginning in the 1970s. Co-residence increased the representation of women undergraduates at Oxford to near parity with men; the representation of women in academic positions rose but not as substantially as that of women undergraduates and postgraduates and today women comprise still only a third of academics in the colleges of the university; the fellowships of the former female colleges became genuinely mixed, the fellowships of the former male colleges more slowly; women are less likely to be appointed head of a former men’s college than are men to be appointed head of a former women’s college; the quality of Oxford undergraduates rose with the increased number of female undergraduates; and the quality of undergraduates in the former male colleges rose at the expense of the female colleges.  相似文献   

Leveraging information and communication technologies (ICT) to enhance education equity,quality, and efficiency: case studies of Bangladesh and Nepal     

Cher Ping Lim  Sungsup Ra  Brian Chin  Tianchong Wang 《Educational Media International》2020,57(2):87-111

ABSTRACT

Information and Communication Technologies (ICT) have had significant impacts on many sectors in today’s knowledge economy. In developing and emerging countries, ICT have enhanced equity, quality, and efficiency in the education sector. However, the adoption of ICT in the South Asian countries’ education sector has not been at scale and its impacts have been limited. There are several gaps and issues that are hindering the wider adoption of ICT and limiting its impacts in the education sector. Through the case studies of the adoption of ICT for education in Bangladesh and Nepal, this paper examines the gaps and issues to be addressed in order to better leverage ICT to enhance education equity, quality, and efficiency. This discussion is guided by the ICT in the education framework that has been developed by the authors, and could provide insights into the state of ICT in education and offer strategies to better leverage ICT for the education sector of other countries in South Asia and the region.  相似文献   

Mothers' Perspectives of the Peer-Related Social Development of Young Children with Developmental Delays and Communication Disorders     

Michael J. Guralnick  Robert T. Connor  Brian Neville  Mary A. Hammond 《Early education and development》2002,13(1):59-80

Mothers' perspectives of children's peer-related social development were obtained from matched groups of young children with developmental delays, communicative disorders, and typically developing children. Structured interviews elicited information on numerous issues including mothers' views of the importance of children's social skills development, rationales with respect to why children succeed or had difficulties on specific social tasks, and the socialization strategies mothers employ to promote children's peer-related social development. Mothers also reported on their efforts to arrange play with peers for their child and the degree to which they monitored that play. Results indicated that mothers rated children's social development as highly important, offered primarily internal rationales (e.g., traits, dispositions) for success or difficulties in achieving social tasks, and endorsed moderate and low power socialization strategies. Differences across the three groups were minimal. Mothers arranged play with peers least often for children with developmental delays and communication disorders, but monitored play more extensively for children with delays. These finding were discussed in terms of mothers adopting a developmental orientation to understand children's social development and their implications for maternal participation in peer competence intervention programs.  相似文献   

Designing informal learning experiences for early career academics using a knowledge ecosystem model     

Faye Miller  Helen Partridge  Christine Bruce  Brian Hemmings 《Journal of Further & Higher Education》2017,41(5):692-705

This article presents a ‘knowledge ecosystem’ model of how early career academics experience using information to learn while building their social networks for developmental purposes. Developed using grounded theory methodology, the model offers a way of conceptualising how to empower early career academics through (1) agency (individual and relational) and (2) facilitation of personalised informal learning (design of physical and virtual systems and environments) in spaces where developmental relationships are formed, including programmes, courses, events, community, home and social media. It is suggested that the knowledge ecosystem model is suitable for use in designing informal learning experiences for early career academics.  相似文献   

Teacher and school characteristics and their influence on curriculum implementation     

Gillian H. Roehrig  Rebecca A. Kruse  Anne Kern 《科学教学研究杂志》2007,44(7):883-907

Reform‐based curriculum materials have been suggested as a mechanism to make inquiry‐based instruction more prevalent in secondary science classrooms, specifically when accompanied by comprehensive professional development (Loucks‐Horsley, Hewson, Love, & Stiles, 1998 ; Powell & Anderson, 2002 ). This research examines the implementation of a reform‐based high school chemistry curriculum in a large, urban school district. We explicitly consider the role of the teachers' knowledge and beliefs in their implementation of the reform‐based chemistry curriculum, as well as school level factors. Qualitative and quantitative data were collected in the form of beliefs interviews and classroom observations from 27 high school chemistry teachers. Analysis of the data revealed that implementation of the curriculum was strongly influenced by the teachers' beliefs about teaching and learning, and the presence of a supportive network at their school sites. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 883–907, 2007  相似文献   

Assessing a Holistic Trait and Factor Approach to Career Development of College Students     

Patrick Johnson  Cassandra N. Nichols  Walter C. Buboltz  Brian Riedesel 《Journal of College Counseling》2002,5(1):4-14

To assess the impact of a holistic career and life planning course on college students, the authors asked 209 students in treatment and control groups to complete measures of career development. Results indicate that the course significantly increases vocational identity and career decision‐making self‐efficacy and decreases career indecision.  相似文献   

Developing Middle School Students’ Interest in Learning Science and Geology Through Slowmation     

Mills  Reece  Tomas  Louisa  Whiteford  Chrystal  Lewthwaite  Brian 《Research in Science Education》2020,50(4):1501-1520

Research in Science Education - Given that interest is associated with learning in educational research, understanding how its development can be supported in different learning contexts represents...  相似文献   

Distributed Cognition as a Lens to Understand the Effects of Scaffolds: The Role of Transfer of Responsibility     

Brian R. Belland 《Educational Psychology Review》2011,23(4):577-600

Problem solving is an important skill in the knowledge economy. Research indicates that the development of problem solving skills works better in the context of instructional approaches centered on real-world problems. But students need scaffolding to be successful in such instruction. In this paper I present a conceptual framework for understanding the effects of scaffolding. First, I discuss the ultimate goal of scaffolding—the transfer of responsibility—and one way that scholars have conceptualized promoting this outcome (fading). Next, I describe an alternative way to conceptualize transfer of responsibility through the lens of distributed cognition and discuss how this lens informs how to promote transfer of responsibility. Then I propose guidelines for the creation of problem solving scaffolds to support transfer of responsibility and discuss them in light of the literature.  相似文献   

Impact of a content and methods course sequence on prospective secondary mathematics teachers’ beliefs     

AnnaMarie Conner  Kelly W. Edenfield  Brian W. Gleason  Filyet Asli Ersoz 《Journal of Mathematics Teacher Education》2011,14(6):483-504

In this article, we report on a study of beliefs about mathematics, teaching, and proof conducted with six prospective secondary mathematics teachers as they completed a two-semester sequence of a content course and a methods course. The initial beliefs of the participants were identified using interview and survey data, and potential shifts in beliefs were examined through further interview and survey data combined with classroom observations and written work. While their beliefs about mathematics and proof appeared to be relatively stable, their beliefs about teaching shifted from a more teacher-centered view to beliefs that foreground the activities and understandings of the students. These shifts are analyzed using the construct of belief structures, and activities and events from the courses that may have facilitated the shifts are identified. The results are consistent with the literature in some respects, such as the stability of the participants’ beliefs about mathematics. On the other hand, our results present new information about how prospective secondary mathematics teachers’ beliefs about teaching may be impacted.  相似文献   

EXAMINING TEACHERS�� STRUGGLES AS THEY ATTEMPT TO IMPLEMENT DIALOGICAL INTERACTION AS PART OF PROMOTING MATHEMATICAL REASONING WITHIN THEIR CLASSROOMS     

Recai Akkus  Brian Hand 《International Journal of Science and Mathematics Education》2011,9(4):975-998

This study examines the changes in teaching practices during the implementation of a pedagogical model called the mathematics reasoning approach (MRA), which was founded on 2 critical areas in mathematics, problem solving, and writing to learn. Three algebra teachers implemented the approach with their classes, which were divided into control (traditional) and treatment (student-centered approach) groups, with their levels of implementation measured by the Reformed Teaching Observation Protocol (RTOP) instrument. The implementation of the model resulted in positive changes in teachers’ pedagogical practices and yet showed the struggles they faced. In the control classes (traditional classes), the level of teaching remained the same throughout the study, whereas in the treatment classes (MRA classes), a significant improvement in the level of teaching was observed. Even though the teachers’ implementation levels differed from each other, the patterns of the change for all 3 teachers showed similarities; that is, their MRA teaching level was initially equivalent to their control teaching, but as the semester progress, there was a separation between the 2 approaches. This separation between the 2 approaches appeared to be dependent upon the pedagogical area on which the teacher put emphasis. The skill of questioning seemed to be 1 which each teacher first changed.  相似文献