Preparing preservice teachers to use computers effectively in elementary schools     

Patricia Clark  Linda Martin  Valerie Hall 《The Teacher Educator》2013,48(2):102-114

Abstract

Computers and computer software have become integral components of the elementary school curriculum. Classroom teachers often express concern about the inadequate training they receive in the use of technology in the classroom. To meet the needs of future teachers, three university professors added issues related to using technology with young children to existing courses for elementary education majors. In addition, they introduced criteria for evaluating software and gave students opportunities to select software for instruction. After completing the courses, students were more comfortable with using computers, felt more competent about reviewing software, and were more aware of the issues related to using technology for instruction.  相似文献   

Special Section Editors’ Introduction     

Valerie Polakow  Bill Brozo 《Review of Education, Pedagogy & Cultural Studies》2013,35(3-4):217-221

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The Two Faces of Janus: Web Analytics Companies and the Shifting Culture of News     

Valerie Belair-Gagnon  Avery E. Holton 《Journalism Practice》2019,13(8):993-997

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Coláiste moibhí—the last preparatory college     

Valerie A. Jones 《Irish Educational Studies》2013,32(1):101-111

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'A Fraught Path'-education as a basis for developing improved community relations in Northern Ireland     

Seamus Dunn  Valerie Morgan 《牛津教育评论》2013,39(1-2):141-153

The outbreak of violence in Northern Ireland in the late 1960s led to critical examination of the possible role of the denominationally divided education system in creating and sustaining community division. Since the early 1970s there have been a number of attempts to bring children from Catholic and Protestant backgrounds together. These have followed two major tracks, either the establishment of programmes which can operate within the denominationally segregated system (Education for Mutual Understanding) or the setting up of new integrated schools. Both approaches have moved though a number of phases but by the late 1980s both had become linked to official government policy. During the last 5 years the interaction of educational initiatives and political developments has led to considerable controversy and the resulting problems have created an uncertain future for both Education for Mutual Understanding and the planned integrated schools movement.  相似文献   

Designing an internationationalised curriculum for higher education: embracing the local and the global citizen     

Valerie Clifford  Catherine Montgomery 《高等教育研究与发展》2017,36(6):1138-1151

In this article, differing interpretations of the internationalisation of higher education curriculum are explored analysing the structural and cultural aspects of the curriculum. Voices of tertiary staff from around the world taking part in a four-week, fully online course, entitled ‘Internationalising the curriculum for all students’ contributed to stimulating discussions that raised many questions about whose perspectives were being privileged in defining an internationalised curriculum and what constituted a transformed curriculum. In this analysis, the framework illuminates the varied theoretical and practical stances towards an internationalised curriculum. It highlights that indigenous knowledges and the positionings of marginal and diaspora peoples have been widely overlooked in internationalisation of curriculum practices, and these perspectives need to become integral to discussions of future tertiary education policies and curricula.  相似文献   

Small data,online learning and assessment practices in higher education: a case study of failure?     

Cate Watson  Anna Wilson  Valerie Drew  Terrie Lynn Thompson 《Assessment & Evaluation in Higher Education》2017,42(7):1030-1045

In this paper, we present an in-depth case study of a single student who failed an online module which formed part of a master’s programme in Professional Education and Leadership. We use this case study to examine assessment practices in higher education in the online environment. In taking this approach, we go against the current predilection for Big Data which has given rise to ‘learning analytics’, a data-intensive approach to monitoring learning. In particular, we draw attention to the model of the learner produced by learning analytics and to issues of ‘dataveillance’ in online learning. We also use the case to examine assessment in higher education more broadly, exploring the tensions between the requirements for certification and the need for learning. We conclude that assessment practices in higher education may have more to do with ‘quality assurance’ and regulatory frameworks than with ‘enhancing the student experience’ and inculcating the qualities that mark out higher education as an ethical project.  相似文献   

Building a statewide home visiting program from 2 to 42 sites: a state agency's perspective     

Foley-Schain K  Finholm V  Leventhal JM 《Child abuse & neglect》2011,35(4):283-286

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A psychosocial approach to shame,embarrassment and melancholia amongst unemployed young men and their fathers     

Luis Jimenez  Valerie Walkerdine 《Gender and education》2011,23(2):185-199

This paper uses a psychosocial approach to explore young unemployed men’s resistance to work they describe as ‘embarrassing’ and ‘feminine’, in the context of the closure of a steelworks in a town in the South Wales valleys. In our psychosocial interview‐based study, with young men as well as their mothers and (where possible) their fathers, we found a community riven with complex feelings about masculinity and femininity, projected on to the young men in such a way as to almost scapegoat them. The experience of the young men was marked by embarrassment and shame. They feel bullied and shamed by their families, peers and others in the community for not being able to find gender‐appropriate work.  相似文献   

Actor and partner effects of adolescents' romantic working models and styles on interactions with romantic partners     

Furman W  Simon VA 《Child development》2006,77(3):588-604

The present study examined how adolescents' and their romantic partners' romantic working models and relational styles were related to their interactions with each other. Sixty-five couples (M age = 18.1 years) were observed interacting. Romantic working models were assessed in interviews about their romantic experiences; romantic styles were assessed by self-report. Data were analyzed using the Actor Partner Interdependence Model. Working models of romantic relationships, especially girls' models, were predictive of their behavior, the partners' behavior, and the dyads' behavior. Fewer links were found between relational styles and observed behavior. The present study extends past work by showing that representations of romantic relationships influence or are influenced by romantic interactions, even as these representations and relationships are just developing.  相似文献