Finding for teacher development     

Deborah Dillon 《The Teacher Educator》2013,48(1):4-5

Dr. Jones urges that we respond to the challenge of the times by making education more meaningful to children, by honoring creativity more than conformity.  相似文献   

Respect for persons,identity, and information technology     

Robin S. Dillon 《Ethics and Information Technology》2010,12(1):17-28

There is surprisingly little attention in Information Technology ethics to respect for persons, either as an ethical issue or as a core value of IT ethics or as a conceptual tool for discussing ethical issues of IT. In this, IT ethics is very different from another field of applied ethics, bioethics, where respect is a core value and conceptual tool. This paper argues that there is value in thinking about ethical issues related to information technologies, especially, though not exclusively, issues concerning identity and identity management, explicitly in terms of respect for persons understood as a core value of IT ethics. After explicating respect for persons, the paper identifies a number of ways in which putting the concept of respect for persons explicitly at the center of both IT practice and IT ethics could be valuable, then examines some of the implicit and problematic assumptions about persons, their identities, and respect that are built into the design, implementation, and use of information technologies and are taken for granted in discussions in IT ethics. The discussion concludes by asking how better conceptions of respect for persons might be better employed in IT contexts or brought better to bear on specific issues concerning identity in IT contexts.  相似文献   

Science,society and sustainability: education and empowerment for an uncertain world     

Justin Dillon 《Environmental Education Research》2012,18(5):727-731

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Teaching: Faculty rewards and instructional telecommunications: A view from the telecourse faculty 1     

Connie Dillon 《The American journal of distance education》2013,27(2):35-43

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Net generation at social software: Challenging assumptions,clarifying relationships and raising implications for learning   总被引：1，自引：0，他引：1  

Teemu Valtonen  Patrick Dillon  Stina Hacklin  Pertti Väisänen 《International Journal of Educational Research》2010,49(6):210-219

This paper takes as its starting point assumptions about use of information and communication technology (ICT) by people born after 1983, the so called net generation. The focus of the paper is on social networking. A questionnaire survey was carried out with 1070 students from schools in Eastern Finland. Data are presented on students’ ICT-skills generally; their access to the Internet; their use of social software; and time spent on the Internet compared to watching television. Results show that whereas there are some general characteristics of ICT use that can be applied to net generation students, when it comes to social networking there are differences in the way they use software. A critique is offered of generalisations about the net generation and some implications for learning arising from the findings are discussed.  相似文献   

Phonological awareness, reading skills, and vocabulary knowledge in children who use cochlear implants     

Dillon CM  de Jong K  Pisoni DB 《Journal of deaf studies and deaf education》2012,17(2):205-226

In hearing children, reading skills have been found to be closely related to phonological awareness. We used several standardized tests to investigate the reading and phonological awareness skills of 27 deaf school-age children who were experienced cochlear implant users. Approximately two-thirds of the children performed at or above the level of their hearing peers on the phonological awareness and reading tasks. Reading scores were found to be strongly correlated with measures of phonological awareness. These correlations remained the same when we statistically controlled for potentially confounding demographic variables such as age at testing and speech perception skills. However, these correlations decreased even after we statistically controlled for vocabulary size. This finding suggests that lexicon size is a mediating factor in the relationship between the children's phonological awareness and reading skills, a finding that has also been reported for typically developing hearing children.  相似文献   

Toward a queer inclusive physical education     

Dillon Landi 《Physical Education & Sport Pedagogy》2018,23(1):1-15

Background: Physical education has historically been a repressive place for queer persons. Since physical education spaces are predominantly heteronormative, research on sexual identity management has shown lesbian teachers often try to ‘pass’ as straight or distance themselves from their sexualities. There has been no research to date that examines the experiences of queer male physical educators.

Purpose: The purpose of this paper is to use Deleuzo-Guattarian theory to reflect on my affective experiences as a queer male physical educator. A secondary goal is to transcend binary theorising that has shaped previous research in the field.

Design and Analysis: This paper uses autoethnographic examination to analyse experiences as a queer male physical educator. Data consists of narratives from my first year as a physical educator. These narratives are analysed using Deleuzo-Guattarian theory to map their affective implications.

Conclusion: I conclude the paper by reflecting on and recommending several initiatives that can help shift our field toward a Queer Inclusive Physical Education.  相似文献   

Duration of response to teacher questions and statements   总被引：1，自引：0，他引：1  

J.T. Dillon 《Contemporary educational psychology》1981,6(1):1-11

To examine the effectiveness of teacher questions in stimulating student participation, 26 high school discussion classes were tape-recorded and the duration of utterances timed by stopwatch. Analyses of variance performed on class mean duration of student response revealed three findings. (1) No significant difference was observed between response to questions and response to declarative statements. (2) By question type, opinion questions received significantly longer responses than factual ones, and closed longer than open; no differences were observed for six other ways of classifying questions. (3) Response to questions appeared unrelated to selected characteristics of classroom, teacher, and student. The findings offer little support to current emphases in theory and practice on the use of questions in discussion classes. The study may be situated within a body of recent research that has failed to validate traditional claims for the efficacy of teacher questions.  相似文献   

Student Questions and individual Learning   总被引：1，自引：0，他引：1  

J. T. Dillon 《Educational theory》1986,36(4):333-341

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Towards creating an inclusive community of researchers: the first three years of the North American Association for Environmental Education research symposium     

Ronald B. Meyers  Michael Brody  Justin Dillon  Paul Hart  Marianne Krasny  Martha Monroe 《Environmental Education Research》2007,13(5):639-661

This article uses a series of interlinked, personal vignettes to discuss the first three years of the North American Association for Environmental Education research symposium, from the perspectives of the key organizers. Seven challenges in the field of environmental education research are identified in a recent historical context, and we illustrate how the symposium sought to address them. The challenges were, that: (i) environmental education research has been marginalized in some areas and not recognized in others; (ii) environmental education research and environmental education practice need to be brought closer together; (iii) environmental education research is still in early development of a professional perspective; (iv) environmental education research has to give a voice to early career scholars and graduate students; (v) environmental education research needs to enable discourse about both process and outcomes; (vi) environmental education researchers need social learning contexts to help develop professional identities and create more meaningful dialogue to address these challenges; and (vii) methodologies, theoretical frameworks and differences in beliefs in environmental education research need to be accommodated. The last challenge is seen as the most significant with which to continue to engage, in developing open, inclusive forums for researchers of environmental education.  相似文献