A statewide university system (16 campuses) creates collaborative learning communities in Second Life     

Lynn Jones Eaton  Mario Guerra  Stephanie Corliss  Leslie Jarmon 《Educational Media International》2013,50(1):43-53

The Latvian Education Informatization System LIIS project covers the whole information grid: education content, management, information services, infrastructure and user training at several levels – schools, school boards and Ministry of Education and Science. Informatization is the maintained process of creating the technical, economical and social conditions for fulfilment of information needs. The initiative started in 1997. The strategy for education content creation for 2001–2004 is to cover all forms of cognition – rational, empirical, emotional and modelling – and several levels of skills for all levels of education. The Current LIIS results as at 2002 have been that: developed teaching aids are being used (workbooks, interactive software, tests etc) (approx. 20% of the total amount of high school programme can be taught using information and communication technologies); about 1000 sites are using LIIS school management software; 66% of all teachers are trained on ICT usage; 97% of schools have dial‐up connection to the Internet in year 2002 (44% have a permanent connection); and the number of pupils per computer has decreased from 67 (year 1997) to 20 (year 2002).

Le système d'information LIIS dans l'éducation en Lithuanie

Le projet du système LIIS du système information pour l'éducation comme toute la grile: contenu de l'éducation, management, services d'information, infrastructure et fomation des utilisateurs à divers niveaux: écoles, administrtion des écoles, Ministerie de l'Education et de la Science. Ce projet a débuté en 1997. La stratégie pour créer un contenue de l'éducation 2001–2004 doit couvrir toutes les formes de la connaissance traditionnelle, ainsi que émotionelle, proposant des modèles et divers niveaux de compétences pour tous les niveaux d'éducation. Les résultats actuels du LIIS ont été en 2002: Les moyens d'enseignement dévelpppés sont utilisés (livres, software interactif, tests, etc.) (approximaticement 20% du programme total des programmes des écoles seconfaires peuvent être enseignés en utilisant les technologies de l'information); environ 1000 titres utilisant ler software de management des écoles; 66% des maîtres ont été formé à l'emploi de TIC; 97 % des écoles ont été connectés à Internet en 2002 (44% de connection permanente); et le nombre d'élèves par ordinateur a diminué de 67 (en 1997) à 20 (en 2002)

Das lettisches Bildungsinformationssystem LIIS

Das lettische Bildungsinformationssystem, das LIIS – Projekt, umfasst das gesamte Informationsraster: Bildungsinhalt, Management, Informationsdienste, Infrastruktur sowie Nutzerausbildung auf mehreren Ebenen – Schulen, Schulkommissionen und Bildungsministerien. Die Initiative begann in 1997. Das Konzept für die Erfassung von Bildungsinhalten für 2001–2004 ist, alle Formen des Zugangs – rational, empirisch, emotional, modellierend – und mehrere Stufen von Fertigkeiten für alle Bildungsniveaus zu berücksichtigen. Das gegenwärtige Stand von LIIS (2002) ist: schon entwickelte Lehrhilfen werden benutzt (Workbooks, interaktive Software, Tests usw.) (Ca. 20% des gesamten Highschool‐Programms kann mit Hilfe von Informationstechnologie gelehrt werden); an rund 1000 Standorten wird LIS Schulmanagement‐Software genutzt; 66% aller Lehrer wurden in die Verwendung von ICT eingeführt; 97% aller Schulen haben im Jahr 2002 Wählverbindung in das Internet (36%: permanente Verbindung); die Anzahl von Schülern pro Computer hat von 67 (Jahr 1997) auf 25 (Jahr 2002) abgenommen.  相似文献   

Becoming a researcher: forms of capital associated with “research capacity” trajectories of young British social anthropologists     

Chris Holligan 《International journal of qualitative studies in education》2013,26(10):1249-1270

The paper privileges the voices of British social anthropologists examining their perceptions of how their research expertise was acquired. Reference is made to the case of education research in Britain, which, by comparison with social anthropology, reveals limited capacity as measured through performance audits of scientific research quality. The paper endeavours to facilitate knowledge transfer by uncovering and theoretically classifying the origins of research capacity. Life history interviews provide the data which illuminate the grounded nature of symbolic capital. The intellectual formation of the sample is characterised through Pierre Bourdieu’s theorisation of symbolic capital. The results indicate that research capacity can be characterised in terms of a transmission of symbolic capital, including that gained in the field through institutional affiliations whose reputational assets enhance the power of academics to play the game.  相似文献   

National numeracy initiatives in England and Wales: a comparative study of policy     

Dylan V. Jones 《Curriculum Journal》2013,24(1):5-23

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The impact of federal financial aid policy upon higher education access     

Dannielle Joy Davis  Lisa Celeste Green-Derry  Brandon Jones 《Journal of educational administration and history》2013,45(1):49-57

This article reviews the history of financial aid policy from the Higher Education Act of 1965 to its reauthorisation in 1992 and the subsequent ramifications upon African-American students. It considers issues of race and class with regard to college access. This work concludes with a look at contemporary aid, as well as offers race- and class-conscious financial aid by increasing college affordability to low-income students, as potential solutions to broadening educational access to Black Americans.  相似文献   

Statistical Power of Randomization Tests Used with Multiple-Baseline Designs     

John Ferron  Chris Sentovich 《Journal of Experimental Education》2013,81(2):165-178

Statistical power was estimated for 3 randomization tests used with multiple-baseline designs. In 1 test, participants were randomly assigned to baseline conditions; in the 2nd, intervention points were randomly assigned; and in the 3rd, the authors used both forms of random assignment. Power was studied for several series lengths (N = 10, 20, 30), several effect sizes (d = 0, 0.5, 1.0, 1.5, 2.0), and several levels of autocorrelation among the errors (p ₁ = 0, .1, .2, .3, .4, and .5). Power was found to be similar among the 3 tests. Power was low for effect sizes of 0.5 and 1.0 but was often adequate (> .80) for effect sizes of 1.5 and 2.0.  相似文献   

Homophily Among Peer Groups Members’ Perceived Self-Regulated Learning     

Martin H. Jones  Joyce M. Alexander  David B. Estell 《Journal of Experimental Education》2013,81(3):378-394

The present study is one of the first examining whether peer group members hold similar levels of self-regulated learning. The study specifically addresses the potential homophily among group members’ regulative abilities (metacognition, environment regulation, effort regulation, peer learning, and help seeking) and whether group members’ regulative abilities predict affiliates’ academic performance. The study surveyed 9th-grade students from a Midwestern high school about their regulative abilities for mathematics. Results suggest that peer groups members’ effort regulation is similar among peer affiliates but not other regulative abilities. In addition, peer group members’ regulative abilities do not predict each others’ academic performance.  相似文献   

Seasonal Variations in Iq     

Harold E. Jones 《Journal of Experimental Education》2013,81(2):91-99

This study determined the extent to which Ss, grouped on the basis of excellent, average or poor on two motor tasks performed 4 feet above the floor, could be differentiated by their previous pleasant and unpleasant experiences with height, expressed fear of height, emotional response to height, risk-taking activity level, running skill, and cross-step skill. Six trials of running and cross-stepping on a balance beam, three trials of these tests raised 4 feet above the floor, and a self-report inventory were completed by 139 college women. A multiple discriminant analysis indicated that the criterion groups were differentiated on both tasks by their motor skill and their current risk-taking activity level, but not by their past experiences or expressed fear of heights.  相似文献   

MINDFULNESS IN SCHOOL PSYCHOLOGY: APPLICATIONS FOR INTERVENTION AND PROFESSIONAL PRACTICE     

Joshua C. Felver  Erin Doerner  Jeremy Jones  Nicole C. Kaye  Kenneth W. Merrell 《Psychology in the schools》2013,50(6):531-547

Although the use of mindfulness is increasing in other areas of applied psychology, school psychology has yet to embrace it in practice. This article introduces school psychologists to the burgeoning field of mindfulness psychology and to the possibilities that it offers to their discipline. A background on the Western scientific study and application of mindfulness provides a theoretical foundation to those unfamiliar with the topic. We then discuss the application of mindfulness technologies to various forms of service provision in the professional practice of school psychology. The innovative and novel avenues that mindfulness psychology offers to psychological science  相似文献   

Monument Wars: Washington,DC, the National Mall,and the Transformation of the Memorial Landscape     

Jennifer L. Jones Barbour 《Quarterly Journal of Speech》2013,99(4):477-481

SELF‐CONSUMING ARTIFACTS: THE EXPERIENCE OF SEVENTEENTH‐CENTURY LITERATURE. Berkeley: University of California Press, 1972. pp. 432+xiv. $12.50.  相似文献   

Power,Conflict, and Cooperation: Toward a Micropolitics of Coaching     

Paul Potrac  Robyn Jones 《Quest (Human Kinetics)》2013,65(2):223-236

According to Jones, Wells, Peters, and Johnson (1993), being political is a necessary part of a coach's repertoire, because a coach's effectiveness and longevity may depend not only on a favorable win–loss record but also on an individual's ability to gain the approval of contextual power brokers (e.g., athletes, other coaches, or owners). Although only limited research has been done examining power and interpersonal relationships in coaching, there remains a paucity of work investigating the micropolitics inherent in such relationships. The aim of this article is to make the case for how the adoption of a micropolitical perspective could serve to further our understanding of the power-ridden, contested nature of sports coaching. After an introductory examination of the concept of micropolitics in the educational literature, a discussion of how such practice is beginning to emerge in recent ethnographic coaching research is presented. The literature addressing the micropolitical nature of teachers' interactions and relationships with other pedagogical stakeholders is then explored in terms of providing future avenues of critical investigation into the social complexity of coaching. Finally, a concluding section summarizes the main points and highlights their implications for future work.  相似文献