Reflections on education and transitional justice: notes from the field     

Tricia Logan  Karen Murphy 《比较教育学》2017,53(3):483-494

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Assessing Girls' Reactions to Science Workshops     

Yanowitz  Karen L.  Vanderpool  Staria S. 《Journal of Science Education and Technology》2004,13(3):353-359

Many science education programs have recently been developed to increase girls' participation in science, however, few formal evaluations of these types of programs have been reported. The present research evaluated fifth grade girls' perceptions of a 1-day science education program. Students attended workshops describing different science fields. Study 1 revealed that attending the workshops increased students' interest in the specific field covered in the workshop. However, even after attending the workshops, students did not believe women typically entered those various fields. A second year evaluation revealed that most students agreed they had learned about individual tasks that scientists do in the various fields. However, significantly fewer believed they learned about educational requirements, problems women might face in the field, or how science can be used to help people. Results are discussed in terms of potential factors that workshop presenters might want to consider in future programs.  相似文献   

Disjunctured reciprocity: paradoxes of community-school relationship in Nepal     

Uma Pradhan  Shivana Shrestha  Karen Valentin 《Globalisation, Societies & Education》2019,17(5):561-573

ABSTRACT

Community-based school governance has been promoted as a popular policy for decentralisation of education around the world. Within this policy, schools are expected to create institutional spaces such as School Management Committees with an assumption of reciprocal relation between school and community. This article questions the simplistic assumption through an ethnographic study of community-school relationship in Nepal. While these relationships may conflict with the kind of reciprocity assumed in school governance policies, we argue that this disjunctured reciprocity, firstly, reflects the gap between policy blueprints and action, and, secondly, reveals the competing logics of community-school relations which remain unacknowledged.  相似文献   

Turkey's first international distance education symposium     

Karen L. Murphy 《Educational technology research and development : ETR & D》1997,45(1):121-121

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Clergy’s Views of the Relationship between Science and Religious Faith and the Implications for Science Education     

Daniel L. Dickerson  Karen R. Dawkins  John E. Penick 《Science & Education》2008,17(4):359-386

Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g. church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings of science and its relationship to faith for them, their colleagues, and their congregations.

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Daniel L. Dickerson (Corresponding author)Email:

Karen R. DawkinsEmail:

John E. PenickEmail:

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Strengths-based blended personalized learning: An impact study using virtual comparison group     

Elizabeth M. McCarthy  Ying Liu  Karen L. Schauer 《Journal of Research on Technology in Education》2020,52(3):353-370

Abstract

This study describes a strengths-based blended personalized learning model, the implementation of the model over a 4-year period, and the results of an impact study focused on measuring its effectiveness. The model includes many commonly-used features of personalized learning, including (a) competency-based progressions, (b) flexible learning environments, (c) personal learning paths, (d) frequently updated student profiles, and (e) frequent informal and formal measurement. However, it differs from other personalized learning models by including a focus on strengths-based learning. Strengths-based learning identifies and builds upon students’ strengths, supporting their ability to make informed decisions when setting goals and choosing and implementing learning experiences. The longitudinal study took place in a diverse mid-size pre-K to Grade 8 school district in California. The findings suggest that the strengths-based blended personalized learning model is effective in supporting student learning in the academic areas of mathematics, reading, and language usage. Over the 3-year period in which the intervention was gradually implemented, and one year of full implementation, students significantly outpaced their matched student counterparts in all subject areas. The results of the current study further the growing literature in the field of personalized learning by contributing learnings and evidence related to a successful personalized learning model.  相似文献   

Pedagogical Bricoleurs and Bricolage Researchers: The case of Religious Education     

Rob Freathy  Jonathan Doney  Giles Freathy  Karen Walshe  Geoff Teece 《British Journal of Educational Studies》2017,65(4):425-443

This article reconceptualises school teachers and pupils respectively as ‘pedagogical bricoleurs’ and ‘bricolage researchers’ who utilise a multiplicity of theories, concepts, methodologies and pedagogies in teaching and/or researching. This reconceptualisation is based on a coalescence of generic curricular and pedagogical principles promoting dialogic, critical and enquiry-based learning. Innovative proposals for reconceptualising the aims, contents and methods of multi-faith Religious Education in English state-maintained schools without a religious affiliation are described, so as to provide an instance of and occasion for the implications of these theories and concepts of learning. With the aim of initiating pupils into the communities of academic enquiry concerned with theology and religious studies, the ‘RE-searchers approach’ to multi-faith Religious Education in primary schools (5–11 year olds) is cited as a highly innovative means of converting these curricular and pedagogical principles and proposals into practical classroom procedures. These procedures are characterised by multi-, inter- and supra-disciplinarity; notions of eclecticism, emergence, flexibility and plurality; and theoretical and conceptual complexity, contestation and context-dependence.  相似文献   

Education for all and the new development compact     

Karen Mundy 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,52(1-2):23-48

Over the past decade, the achievement of universal primary education, under the somewhat misleading rubric of ‘Education for All’ (EFA), has steadily built momentum in international forums as a focus for discussion and action. The present study looks critically at the evolution of consensus about EFA within the international community. The first section of this contribution provides an overview of ‘education for development’ in the form in which it has been inherited from the 20th century. The second describes what has changed in the context, rhetoric and practice of such ‘education for development’. The final section reflects on two questions: ‘Why has EFA now moved beyond international rhetoric to action?’; and ‘What can our experience with EFA tell us about the prospects for multilateralism and global governance in the 21st century?’  相似文献   

Short Danish Version of the Tools for Early Assessment in Math (TEAM) for 3–6-Year-Olds     

Nina Madsen Sjoe  Dorthe Bleses  Line Dybdal  Eva Tideman  Henriette Kirkeby  Karen Krag Sehested 《Early education and development》2019,30(2):238-258

Sound assessment tools are needed to evaluate effects of mathematics interventions that familiarize children with early mathematics concepts before they enter the formal school system. We developed a short version of an existing early mathematics tool based on analyses of data collected in a nationally representative Danish sample. Research findings: The Danish adaptation and development process of the Tools for Early Assessment in Math (TEAM) for children aged 3?6 years was carried out in four steps: (a) choosing and translating relevant items, (b) conducting a pilot study, (c) testing items in a representative sample of Danish children aged 3?6 years (n = 5,621), and (d) analyses based on Rasch models. The process resulted in a final 19-item version—the DK-TEAM (final)—that has no differential item functioning relative to age and gender and is sensitive to the full range of abilities. The great majority of the children viewed the test as enjoyable. Practice or Policy: The DK-TEAM (final) appears to be broadly applicable for young Danish children, though the modest reliability at 3 years (which may be remediable by adding easy items) should be kept in mind.  相似文献   

Multi‐dimensional evaluation for module improvement: a mathematics‐based case study     

Karen Ellery 《Assessment & Evaluation in Higher Education》2006,31(1):135-149

Due to a poor module evaluation, mediocre student grades and a difficult teaching experience in lectures, the Data Analysis section of a first year core module, Research Methods for Social Sciences (RMSS), offered at the University of KwaZulu‐Natal in South Africa, was completely revised. In order to review the effectiveness of these changes in terms of student learning, a wide range of formative and summative evaluation methods were implemented. These indicated that module revision had largely been successful, although a number of areas for further improvement were highlighted. An analysis of the nature of the feedback of each method emphasised the importance of using a multi‐dimensional approach as a means of obtaining reliable, authentic and valid data. Based on the findings of the study a procedural framework for module evaluation that considers issues such as purpose, sources of information, timing, methods, resource availability, implementation, action and critical reflection, is proposed.  相似文献