A Research Approach to Information Technology Development in Initial Teacher Education     

B. Somekh  M. Blackmore  K. Blythe  G. Byrne Hill  D. Clemson  R. Coveney 《Technology, Pedagogy and Education》2013,22(1):83-99

ABSTRACT

This paper presents the main ideas arising from the preliminary research and development work carried out by the Initial Teacher Education and New Technology project (INTENT) in the United Kingdom (UK). The opening two sections provide a rationale for integrating research with development in this field and describe the project's structure and aims (see also INTENT, 1992). The main body of the paper explores a number of issues including: possible management structures for supporting information technology development; strategies for leading the professional development of colleagues; and the resource implications of a project such as INTENT. The final section explores some questions of broader concern, such as: the possibility of teaching transferable skills for approaching technology; the need to take account of the diversities of ‘culture’ which exist in initial teacher education institutions; and the dilemma posed by the importance of subjecting information technology to critical appraisal while working within a national framework of mandatory criteria for initial teachers’ information technology competence.  相似文献   

Effect of stage duration on physiological variables commonly used to determine maximum aerobic performance during cycle ergometry     

Darren M. Roffey  Nuala M. Byrne  Andrew P. Hills 《Journal of sports sciences》2013,31(12):1325-1335

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The Relationship Between Attendance in Student‐centred Physics Tutorials and Performance in University Examinations     

Manjula D. Sharma  Alberto Mendez  John W. O’Byrne 《International Journal of Science Education》2013,35(11):1375-1389

The School of Physics at the University of Sydney has introduced voluntary workshop tutorials in large first‐year courses. The tutorials are based on informal cooperative groupings with structured worksheets and short hands‐on activities. In this study we explore the relationship between attendance at the workshop tutorials and student performance in examinations. We show that about 80% of the students attend more than two‐thirds of the voluntary tutorials. Discounting the students who attend very few tutorials, on average, examination marks improve significantly with increased tutorial attendance. In particular, on average, students with poor senior high school scores have significantly better examination marks if they work in the same group for eight or more tutorials than those who do not work in the same groups. There is evidence that the improvement in examination performance is more pronounced in qualitative concept questions, most dramatically again for students who did poorly in senior high school.  相似文献   

Leading and managing the competence-based curriculum: conscripts,volunteers and champions at work within the departmentalised environment of the secondary school     

Christopher Downey  Jenny Byrne  Ana Souza 《Curriculum Journal》2013,24(3):369-388

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Researching the competence-based curriculum: preface to a case study of four urban secondary schools     

Christopher Downey  Jenny Byrne  Ana Souza 《Curriculum Journal》2013,24(3):321-334

This introductory article accompanies three further articles forming a case study research project undertaken to describe the experience of four urban secondary schools implementing a competence-based curriculum for students in their first year of secondary education. The nature of such competence-based curricula is discussed in the context of secondary schools before providing an outline of the context of each of the case study schools. A democratic and emancipatory view of education provides the rationale for the development of transferable competencies, and this is considered with respect to the challenges of engaging in a cross-disciplinary approach to the curriculum. These challenges are viewed through the lens of Bernstein's concepts of strong and weak framing and horizontal and vertical discourses. Each of the accompanying articles takes up a different aspect of education, focusing on curriculum planning, teaching and learning, and leadership and management respectively. Further challenges with regard to changes in the English curriculum are briefly reflected upon. Finally an outline of the case study methodology which was employed in the study is provided.  相似文献   

Beyond the boundaries: resistances to school‐based youth work in Northern Ireland     

Simon Bradford  Siobain Byrne 《Pastoral Care in Education》2013,31(1):19-31

In Northern Ireland, attention is currently focused on youth work in the context of wider changes associated with the integration of services for young people. Policy‐makers there have identified youth work as having potential to link formal and informal education. However, youth work has often been understood as predominantly out‐of‐school provision embodying different values and principles from that of schooling. Increasingly, and as ideas about education shift, schools have become an important setting for youth work, generating much debate amongst policy‐makers, youth workers and teachers. One important question is whether the school setting is an appropriate context for informal learning. This article draws on interviews completed with teachers and youth workers and explores their experiences of school‐based youth work in one part of Northern Ireland.  相似文献   

A Modest Proposal for Preventing the Children of America from Being a Burden to Their Parents or Country,and for Making Them Beneficial to the Public     

John J. Byrne 《Clearing house (Menasha, Wis.)》2013,86(5):327-329

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Changes in domain specific self-perception amongst young people with intellectual disability: a longitudinal study     

Clara O’Byrne  Orla T. Muldoon 《欧洲特需教育杂志》2018,33(1):59-72

This study examines the changes that occur in multidimensional self-concept of adolescents with a diagnosis of intellectual disabilities, across gender and category of intellectual disability (borderline, mild, moderate) groups. A sample of 54 young people completed the Harter Self-Perception Profile. Using a three-wave longitudinal study conducted during their first year in a segregated special second-level school, stability and change in multiple domains of self-perception were examined. Findings indicate that gender and level of cognitive function are important variables in changes in self-perception across time, highlighting the heterogeneous nature of the special school population.  相似文献   

Employing digital spaces to resist harmful discourses: intersections of learning,technology, and politics showing up in the lowcountry     

W. Ian O’Byrne  Jon Hale 《Learning, Media and Technology》2018,43(4):390-399

ABSTRACT

The intersections between learning, technology, and media are often the scene of tumult and change. The forces of learning, technology, and politics are pervasive in the lives of young people. These contexts of learning are fueled by the current political moment, but also informed by historical contexts that impact our youth, regardless of socioeconomics, culture, race, or gender. Educators are struggling with how to discuss these trends, and their impact on the learning and engagement of youth. This study focuses on how local Charleston activists formed groups, and utilized technology and media in order to resist socio-political discourses post Trump.  相似文献   

ASD transition to mainstream secondary: a positive experience?     

Sinead Neal  Norah Frederickson 《Educational Psychology in Practice》2016,32(4):355-373

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