Evaluating the effectiveness of e-learning in teacher preparation     

Robin Chiero  Paul Beare  James Marshall  Colleen Torgerson 《Educational Media International》2015,52(3):188-200

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Implementing next generation privacy and ethics research in education technology     

Ruth Marshall  Abelardo Pardo  David Smith  Tony Watson 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(4):737-755

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The International Education Index: A global approach to education policy analysis,performance and sustainable development     

Serena Clark  Ellen Gallagher  Neasa Boyle  Michael Barrett  Corey Hughes  Niamh O'Malley  Ikenna Ebuenyi  Kevin Marshall  Katriona O'Sullivan 《British Educational Research Journal》2023,49(2):266-287

Before the COVID-19 pandemic, the world struggled to address growing educational inequalities and fulfil the commitment to Sustainable Development Goal 4, which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The pandemic has exacerbated these inequalities and changed how education functions, moving to online and hybrid methods. The challenges in global education highlighted and worsened by the pandemic make it necessary to re-evaluate education systems and the policies in place to support access, quality and equal opportunity. This article focuses on analysing education policies at a national level. It tests a pilot policy analysis tool, the International Education Index (IEI), developed as a starting point to begin this reconsideration and create an accessible and comprehensive way to evaluate national education systems to inform decision-making and policies in the new context. This research uses Ireland and Northern Ireland to test the IEI pilot tool. The IEI consists of 54 questions across nine indicators, including institutional frameworks, education strategies, digital skills and infrastructure, twenty-first century skills, access to basic social services, adherence to international standards, legal frameworks, data gathering and availability and international partnerships. Countries can score 108 points to be categorised as having developed, emerging or nascent national education systems. Ireland scored 94 and Northern Ireland 81, indicating that they have developed national education systems.  相似文献   

Change Factors Influencing the Diffusion and Adoption of Green Building Practices     

Anthony W. Marker  Susan G. Mason  Paul Morrow 《Performance Improvement Quarterly》2014,26(4):5-24

This study aims to improve how human performance improvement (HPI) practitioners manage attributes of change. While there have been numerous studies addressing various aspects of change management, few have examined how the characteristics of the change itself contribute to adoption. This study addresses a change scenario of current importance and interest. Researchers coded applicable survey responses from a previous study and performed factor analysis to identify barriers and incentives to green building, including Leadership in Energy and Environmental Design (LEED) certification, for construction industry professionals in the Pacific Northwest, and how those professionals feel about adopting “green” building practices—among them, the LEED rating system. Findings suggest that (a) the qualities of some changes have far more influence on adoption than others, such as difficulty of transition, and (b) other characteristics combine to exert their influence in concert with one another. Finally, a user's perception of the value of the change was significant. The article's conclusion addresses how HPI practitioners can integrate the findings into green building adoption specifically, as well as within the greater context of change management and implementation practices in general.  相似文献   

Alternative education programmes and middle school dropout in Honduras     

Jeffery H. Marshall  Claudia R. Aguilar  Mario Alas  Renán Rápalo Castellanos  Levi Castro  Ramón Enamorado  Esther Fonseca 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(1):51-77

Honduras has made steady progress in expanding post-primary school coverage in recent years, but many rural communities still do not provide a middle (lower secondary) school. As a result, Honduras has implemented a number of middle school alternative programmes designed to meet the needs of at-risk populations throughout the country. This article analyses dropout in three of the four main alternative lower secondary school programmes in Honduras over a three-year period for a cohort of roughly 5,500 students. The results show that these programmes are indeed reaching a vulnerable population in the country, but dropout rates are generally very high – upwards of 50 per cent in some cases – between Grades 7 and 9. Furthermore, even in the control school comparison samples made up of formal lower secondary schools, about 25 per cent of children leave school between Grades 7 and 9. The authors’ analysis includes propensity score matching (PSM) methods that make more focused comparisons between students in alternative programmes and control samples. These results show that dropout rates in alternative programmes are not much different than in control schools, and only significant in one programme comparison, when taking into account family background characteristics like socioeconomic status (SES). Multivariate analysis within alternative programme samples finds that attrition is lower in those learning centres which have adopted key features of formal schools, such as university-educated teachers. The results highlight the tremendous variation in the alternative middle school sector in terms of programme features, school quality and student outcomes, as well as the challenges of expanding this sector to meet the growing demand for lower secondary schooling in Honduras.  相似文献   

FROM COVERT PROCESSES TO OVERT OUTCOMES OF REFUTATION TEXT READING: THE INTERPLAY OF SCIENCE TEXT STRUCTURE AND WORKING MEMORY CAPACITY THROUGH EYE FIXATIONS     

Nicola Ariasi  Lucia Mason 《International Journal of Science and Mathematics Education》2014,12(3):493-523

This study extends current research on the refutation text effect by investigating it in learners with different levels of working memory capacity. The purpose is to outline the link between online processes (revealed by eye fixation indices) and off-line outcomes in these learners. In science education, unlike a standard text, a refutation text acknowledges readers’ alternative conceptions about a topic, refutes them, and presents scientific conceptions as viable alternatives. Lower and higher memory span university students with alternative conceptions about the topic read either a refutation or a non-refutation text about tides. Off-line measures of learning revealed that both groups of refutation text readers attained higher knowledge gains. During the reading process, refutation text readers fixated for longer on the refutation segments while reading the parts presenting the scientific information (look-froms). Non-refutation text readers looked back to the informational parts for longer. Look-froms (positively) and reading time (negatively) predicted learning from refutation text, indicating that the quality, not quantity, of reading was related to it. In contrast, learning from non-refutation text was predicted only by working memory capacity. The refutation effect is discussed and educational implications are drawn.  相似文献   

Popular Structural Equation Modeling Programs for Behavior Genetics     

S. Mason Garrison 《Structural equation modeling》2018,25(6):972-977

Behavior genetic modeling is a prominent application of multi-group structural equation modeling (SEM). It decomposes phenotypic variance into genetic and environmental sources by leveraging the covariation within and between kin pairs. Although any SEM program with multi-group capabilities can be employed, the software program, Mx, has dominated behavior genetics research. Indeed, even though Mx has not been maintained since 2011, it remains the most popular SEM program in Behavior Genetics articles published in 2016 and 2017. Given the persistence of Mx, the aim of this article is to understand Mx’s performance relative to other popular behavior genetic programs. Through this process, programs employed in behavior genetics research are identified, and their relevant technical features and accessibility are compared. Finally, the relative strengths and limitations of the programs are discussed, and recommendations are provided for behavior genetics researchers.  相似文献   

The Effect of Whole-Body Vibration on Lower-Body Resistance Detraining in College-Age Women     

Keston G. Lindsay  David L. Nichols  Ronald W. Davis  David D. Marshall 《Research quarterly for exercise and sport》2018,89(1):57-65

Purpose: This study explored the effect of whole-body vibration (WBV) using accelerations of 2.56 g to 7.68 g on lower-body detraining. Methods: All participants (N = 20) were trained using a lower-body resistance-training program for 30 min twice per week from Week 0 to Week 6. At the end of the program, they were randomly assigned to a control group that performed no further training or a WBV group that performed a progressive static WBV program. Data for the 5-repetition-maximum (5RM) squat and extensors and flexors of the knee and ankle were collected at Weeks 0, 6, 8, 10, and 12 for all participants. Results: Two-way (condition vs. time) analysis of variance revealed that although the WBV group maintained strength in the 5RM from Week 6 through Week 8 and the control group had a lower 5RM in Week 8 from Week 6, no differences in the 5RM squat existed between the groups at Week 8. Two-way factorial multivariate analysis of variance revealed no differences between the groups at any of the time for torque of knee flexion, dorsiflexion, or plantar flexion. Conclusion: Static WBV of 2.56 g to 7.68 g did not attenuate detraining of the flexors and extensors of the knee and ankle.  相似文献   

Exploring Assessment   总被引：1，自引：0，他引：1  

Gail Marshall 《Education and Information Technologies》1999,4(3):311-327

Scant attention has been paid to the issue of conducting assessment in technology-equipped settings. Often, when assessments have been conducted, standardized achievement tests, constructed to ask questions that may have no relevance for technology-based learning, are used. A wide variety of assessment procedures are available but caution must be taken that the use of such measures is relevant for the situation.  相似文献   

Sharing cognition to construct scientific knowledge in school context: The role of oral and written discourse   总被引：1，自引：1，他引：0  

Mason  Lucia 《Instructional Science》1998,26(5):359-389

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