Introducing Information and Communication Technologies into Schools: The blurring of boundaries     

Tony Lawson  Chris Comber 《British Journal of Sociology of Education》2000,21(3):419-433

This article considers the impact of Superhighways technology on schools in the UK, in terms of the debate concerning the development of the conditions of postmodernity. In particular, it charts how the collapse of boundaries associated with postmodernism may have affected traditional divisions within schooling, following the introduction of broadband connectivity and Internet capability to schools and colleges. The authors review the broad approaches taken to the introduction of new technologies, such as the Utopian and Dystopian, transformative and incrementalist. By drawing upon the findings of the Education Departments' Superhighways Initiative, the authors explore the effects of new information and communication technologies on a number of traditional boundaries, including those between curriculum subjects, between pupils and teachers, and, more generally, traditional conceptions of space and time. The article concludes that, although initial indications suggest that the impact of Superhighways capability may be a transformative one, the effect on boundaries is mixed. While some boundaries such as those of space and time seem to be dissolving, others such as the division between academic subjects are much more resistant.  相似文献   

Developing and disseminating teacher knowledge     

Chris Wilson 《Research in Science Education》2000,30(3):301-315

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A Brief History of Timing: the impact of the National Literacy Strategy on the marketing and publishing of resources to support literacy teaching     

Prue Goodwin  Chris Routh 《Literacy》2000,34(3):119-123

Since the announcement of the National Literacy Project in April 1996, publishers of children’s books and teaching materials have been keen to provide appropriate materials for use in the literacy hour. With the new government in 1997 came generous funding for books and publishers were quick to respond in terms of marketing and new publications. Lack of time and training to assimilate the new approaches caused many teachers to rely on materials to show them how to teach. While this reliance on materials underlines the ongoing need for teachers to be updated about resources, time to become more knowledgeable and confident about practice remains paramount.  相似文献   

Early Maternal Sensitivity and Teacher–Student Relationship Quality Across Grade School: Enduring or Transient Associations?     

Sophia W. Magro  R. Chris Fraley  Glenn I. Roisman 《Child development》2020,91(4):e883-e901

Although teacher–student relationships are assumed to in part reflect early caregiving quality, their social provisions also undergo notable normative change over the course of primary school, shifting from a secure base for social exploration to an instrumental relationship centered on achieving academic goals. This report leveraged prospective, longitudinal data from the Study of Early Child Care and Youth Development (N = 1,306, 52% male, 77% White/non-Hispanic) to investigate whether the association between early caregiving and subsequent teacher–student relationship quality remains stable or diminishes in magnitude over time. Associations between early maternal sensitivity and teacher–student closeness faded from Kindergarten to Grade 6. In contrast, associations between early caregiving and teacher–student conflict endured and were partially accounted for by child externalizing problems.  相似文献   

Do the arts make you happy? A quantile regression approach     

Chris Hand 《Journal of Cultural Economics》2018,42(2):271-286

Compared to other leisure time activities, the effect of arts attendance on happiness has received less attention and studies of related topics have produced mixed results, identifying either no effect or very small effects. We investigate this issue using a large (N = 7753) sample from the UK. In contrast to earlier studies, quantile regression is used to allow the relationship between arts attendance and other controls and happiness to vary across different levels of happiness. The relationship found in prior studies is confirmed, but the quantile regression results show that the nature of the relationship varies across the distribution of the happiness variable. A significant relationship is found at the lower quartile, and a moderate relationship (significant at the 10% level) is found at the median level.  相似文献   

Digital badging systems as a set of cultural tools for personalized professional development     

Gamrat  Chris  Zimmerman  Heather Toomey 《Educational technology research and development : ETR & D》2021,69(5):2615-2636

Educational technology research and development - Through design-based research, this study examines a digital badging system to support online, independent teacher Professional development (PD) in...  相似文献   

Effects of aerobic and cognitively-engaging physical activity on academic skills: A cluster randomized controlled trial     

Anne G.M De Bruijn  Danny D.N.M. Kostons  Irene M.J Van Der Fels  Chris Visscher  Jaap Oosterlaan  Esther Hartman 《Journal of sports sciences》2020,38(15):1806-1817

ABSTRACT

This cluster randomized controlled trial (trial-number #) compares effects of two school-based physical activity interventions (aerobic vs. cognitively-engaging) on reading, mathematics, and spelling achievement; and whether effects are influenced by volume of moderate-to-vigorous physical activity and baseline achievement. Twenty-two primary schools participated, where a third and fourth grade class were randomly assigned to the intervention or control group. Intervention groups were randomly assigned to a 14-week aerobic or cognitively-engaging intervention, receiving four physical education lessons a week. Control groups followed their regular physical education program. Academic achievement of 891 children (mean age 9.17 years, 49.4% boys) was assessed with standardized tests before and after the interventions. Post-Test academic achievement did not significantly differ between intervention groups and control group. A higher volume of moderate-to-vigorous physical activity resulted in better post-test mathematics achievement in both intervention groups, and post-test spelling achievement in the cognitively engaging intervention group. Compared to the control group, lower achievers in reading performed better in reading after the cognitively-engaging intervention. A combination of moderate-to-vigorous physical activity and cognitively-engaging exercises seems to have the most beneficial effects. Future intervention studies should take into account quantitative and qualitative aspects of physical activity, and children’s baseline academic achievement.  相似文献   

Superhero therapy: a hero’s journey through Acceptance and Commitment Therapy     

Chris Fradkin 《Pastoral Care in Education》2018,36(2):170-171

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The PCC ISNI Pilot: Exploring Identity Management on a Global,Collaborative Scale     

Michelle Durocher  Iman Dagher  Violeta Ilik  Chris Evin Long  Jeanette A. Norris  Isabel del Carmen Quintana 《Cataloging & classification quarterly》2020,58(3-4):438-448

Abstract

The Program for Cooperative Cataloging (PCC) conducted a multi-institution Pilot project to contribute metadata to the International Standard Name Identifier (ISNI) database. In addition to describing the goals, structure, and activities undertaken in the Pilot, this article examines some of the experiences of PCC metadata practitioners as they sought to incorporate ISNIs into their metadata workflows and pursue a wide range of ISNI use cases. Lastly, the article outlines next steps that flowed from the Pilot as the PCC has parlayed its newly developing identity management expertise into additional PCC program explorations.  相似文献   

A developing discourse in music education: the selected works of Keith Swanwick. By Keith Swanwick     

Chris Philpott 《British Journal of Educational Studies》2017,65(3):410-412

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