Conceptions of e‐learning and professional development for e‐learning held by tertiary educators in New Zealand     

Sarah J. Stein  Kerry Shephard  Irene Harris 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(1):145-165

The conceptions an individual holds about a phenomenon can influence and determine associated behaviours and perspectives. Consequently, they have a bearing upon how learning about a phenomenon is undertaken and how that phenomenon is experienced and applied in context. A phenomenographic research approach was used to gather the expressed experiences of e‐learning and professional development for e‐learning held by teachers and support staff from institutions across New Zealand. Five conceptions of e‐learning (as tool and equipment; as a facilitator of interaction; as learning; as a reduction in distance; and as a collaborative enterprise) and four conceptions of professional development for e‐learning (as training; as opening up possibilities; as collaboration; and as relevant and purposeful) were discovered. In this report, we discuss the conceptions, and show how they are interrelated through outcome space. Implications for the professional development of tertiary teachers and teaching support staff are outlined. The study provides some insights for individuals, institutions and those responsible for planning and implementing professional development programmes to help them to support the development and progress of e‐learning in appropriate and rewarding directions.  相似文献   

Using Tasks to Explore Teacher Knowledge in Situation-Specific Contexts     

Irene Biza  Elena Nardi  Theodossios Zachariades 《Journal of Mathematics Teacher Education》2007,10(4-6):301-309

Research often reports an overt discrepancy between theoretically/out-of context expressed teacher beliefs about mathematics and pedagogy and actual practice. In order to explore teacher knowledge in situation-specific contexts we have engaged mathematics teachers with classroom scenarios (Tasks) which: are hypothetical but grounded on learning and teaching issues that previous research and experience have highlighted as seminal; are likely to occur in actual practice; have purpose and utility; and, can be used both in (pre- and in-service) teacher education and research through generating access to teachers’ views and intended practices. The Tasks have the following structure: reflecting upon the learning objectives within a mathematical problem (and solving it); examining a flawed (fictional) student solution; and, describing, in writing, feedback to the student. Here we draw on the written responses to one Task (which involved reflecting on solutions of $ {\left| x \right|} + {\left| {x - 1} \right|} = 0 $ ) of 53 Greek in-service mathematics teachers in order to demonstrate the range of teacher knowledge (mathematical, didactical and pedagogical) that engagement with these tasks allows us to explore.  相似文献   

Videoconferencing in Math and Science Preservice Elementary Teachers’ Field Placements     

Irene Plonczak 《Journal of Science Teacher Education》2010,21(2):241-254

This study was designed to examine benefits and challenges of teaching through videoconferencing in the context of students’ field placement experiences, particularly as it relates to an inquiry-based approach to teaching and learning math and science. In the context of mathematics and science methods courses, preservice teachers, with the supervision of professors, field placement supervisors and cooperating teachers, taught a series of math and science lessons via video conferencing to 5th grade classes in a major urban public school. Two major results of this study indicate that: (1) teaching through videoconferencing highlights strengths and weaknesses in questioning skill techniques that are at the heart of an inquiry-based approach; (2) teaching through videoconferencing raises the intellectual challenge of teaching and allows preservice teachers to look face to face into their limited understanding of the content matter in math and science.  相似文献   

Cross‐national Similarities and Differences in Employee Perceptions of Issues in the Work Environment     

David Ripley  Irene Hudson  Robin Turner  AAhad Osman‐Gani 《Performance Improvement Quarterly》2006,19(1):41-66

This exploratory study examines cross‐national similarities and differences in employee perceptions of issues in the work environment in 17 organizational work settings in seven Asia‐Pacific countries; Australia, Malaysia, New Zealand, Singapore, South Korea, Taiwan, and the United States. Employees at these 17 sites indicated their degree of agreement with statements about 60 work environment issues which previous research has shown impact performance. Resulting data were compared using coefficients of concordance as described by Gibbons (1971) at three levels of analysis. Analysis indicated that differences and similarities in responses did not reflect those one would expect to find based on previous well‐known research concerning cultural differences in those same countries (Hall, 1976; Hofstede, 1980, 2001). This suggests that relying primarily on national cultural differences is not a sufficient guide for the design of performance improvement interventions in various countries and that other context factors need to be taken into account. Possible hypotheses for future research are offered.  相似文献   

An evaluation of a Geriatric Substance Abuse Recovery Program in post-acute care of a skilled nursing facility     

Verena R Cimarolli  Orah Burack  Gregory Poole-Dayan  Irene Liu  Sherry P Samaroo  Margaret Bondy 《Educational gerontology》2018,44(1):28-39

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Association of physical fitness,body composition,cardiometabolic markers and adherence to the Mediterranean diet with bone mineral density in perimenopausal women. The FLAMENCO project     

Virginia A. Aparicio  Pilar Ruiz-Cabello  Milkana Borges-Cosic  Ana Andrade  Irene Coll-Risco  Pedro Acosta-Manzano 《Journal of sports sciences》2017,35(9):880-887

This study aimed to analyse the association of different components of physical fitness, body composition, cardiometabolic markers and the Mediterranean diet with bone mineral density (BMD) in perimenopausal women, and to test which of these components are independently associated with BMD. The sample comprised 197 perimenopausal women (52.6 ± 4.5 years). Physical fitness was assessed with the “Senior Fitness Test” battery and the handgrip strength and Bruce tests. Fat and lean mass and BMD were measured using dual-energy X-ray absorptiometry. We analysed the markers of metabolic syndrome, C-reactive protein, and components of the Mediterranean diet. Handgrip muscle strength (β = 0.212, P = 0.005), body weight (β = 0.244, P = 0.001), BMI (β = 0.180, P = 0.011) and lean mass (β = 0.379, P < 0.001) were positively associated with BMD. No associations were observed between cardiometabolic markers or the Mediterranean diet with BMD (all P > 0.05). When all relevant indicators of BMD were simultaneously considered, lean mass was the only 1 showing an independent association with BMD (β = 0.392, P < 0.001), explaining 14% of the BMD variability. In conclusion, muscle strength might be a marker of BMD in perimenopausal women. However, lean mass was the only factor independently associated with BMD. Future research to determine whether increasing lean mass through specific exercise-based interventions contributes to increasing BMD is warranted.  相似文献   

Using Scopus to Study Researchers’ Citing Behavior for Local Collection Decisions: A Focus on Psychology     

Irene Ke  Jackie Bronicki 《图书馆管理杂志》2015,55(3):165-178

In recent years, the University of Houston has engaged in a campus-wide effort to raise the university to Tier-One status. The initiative has led to a significant increase in faculty's research output in the field of psychology. This dynamic change inspired the Psychology Librarian and Collection Coordinator to embark on a citation analysis to investigate two questions: how has faculty been using information for their research and how does the library's collection meet the research needs of faculty? In addition to reporting these findings, the article also describes how to use features in Scopus to simplify the data collection process.  相似文献   

Stories and statistics from library‐led publishing          下载免费PDF全文

Casey BUSHER  Irene KAMOTSKY 《Learned Publishing》2015,28(1):64-68

Library‐led publishing is one of the new approaches to journal publishing and open access that has grown tremendously in the last few years. A 2010 IMLS‐funded survey found that 55% of respondents – from US academic libraries of all different types and sizes – were already implementing or developing a publishing program. Library‐led publishing has garnered such momentum because, by offering low‐ or no‐cost publishing to university scholars, it addresses needs that traditional publishing has not been able to meet. This article presents a series of small case studies to illustrate different journals that have benefited from the library‐publishing model: (i) a journal that struggled to find an affordable publisher in its emerging field; (ii) a small society journal that could no longer afford to support itself in print; (iii) society publications that go beyond the traditional journal format; and (iv) a student journal with a revolving editorial board.  相似文献   

Gender in schools and culture: taking stock of education in Italy     

Irene Biemmi 《Gender and education》2015,27(7):812-827

When politicians discuss Italy's position in terms of achieving equality between men and women, the school environment is rarely called into question or mentioned. This is despite the fact that gender inequality remains a prominent feature of the Italian education system. The reason for this failure to perceive the problem, and the consequent lack of investment in policies for gender equality in education, derives from a massive misunderstanding: school is perceived by the public and the political class as one of the few environments within the highly sexist Italian social fabric in which equality has been achieved. On closer examination, however, it is clear that the Italian school is merely the image of a sexist society which in turn acts as the driving force for a traditional and stereotypical view of male and female roles. This article will discuss this perspective and investigate three areas of education that are problematic in gender terms: gendered educational choices; sexist stereotypes transmitted through textbooks; and the lack of adequate training for teachers.  相似文献   

Subitisation in Number Tasks in Children with Down Syndrome     

Irene Tuset  Aurelia Noda 《International Journal of Disability, Development & Education》2019,66(2):162-170

ABSTRACT

This paper presents results from the development of a sequence for teaching/learning number concepts for children with Down syndrome that is adapted to their cognitive characteristics and to certain traits of their executive functioning. The mathematical objective is to promote subitising during the initial number learning in order to develop cardinality, composition-decomposition and number facts. We outline activities with different materials and resources, supported by the use of augmentative communication. We present the results of a case study involving two children with Down syndrome (7 and 8 years of age) who followed the proposed intervention for one academic year. The results indicated a different tendency when using the subitising strategy in both children and also depended on the physical arrangement of the objects to be counted. The benefits found were the children’s flexibility in using subitising and counting in numerical activities and the spontaneous use of augmentative communication.  相似文献