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The twenty-first century has seen unprecedented investment from governments around the world in educational technologies in schools. This paper investigates Australian teachers’ adoption and use of a popular technology that has been extensively supported by governments and school systems: the interactive whiteboard (IWB). The study suggests that a number of the barriers identified in the early days of adoption and use of this technology, such as professional support and access, still remain for many teachers, thereby impeding effective practices. The research also found that primary school teachers were using the technology in diverse ways, in contrast to secondary teachers who were using the IWB mainly for instructionist, presentational purposes. We conclude by considering various ways of reducing the effect of the identified barriers to support implementation of educational technologies in the classroom, especially the next generation of technologies promoted by governments and systems. 相似文献
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Our research aim was to determine what enables engagement with graduate outcomes in tertiary institutions in Aotearoa/New Zealand. We used a mixed methods approach comprising a survey sent to all tertiary institutions, follow-up interviews with 10 academic leaders and eight case studies of good practice of programmes engaged with graduate outcomes across four institutions. Using a general inductive approach, analysis of the academic leader interviews generated five categories of enablers: external drivers, structural/procedural, development, student achievement and contextual enablers. Combining these enablers led to an integrating framework for institutional engagement in the development of graduate outcomes. Drawing on wider datasets from the survey, interviews and cases studies, relevant strategies were identified that staff and students perceived influenced the development of graduate outcomes. The framework and the associated strategies adopt a ‘whole-of-institution’ approach, which is inclusive of programmes, staff and students and their individual histories, traditions, cultures and purposes thus allowing for each institution’s unique characteristics. 相似文献
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复杂产品系统的复杂性对知识管理的影响探讨 总被引：3，自引：0，他引：3
复杂产品系统具有多学科知识集成、多企业参与管理、定制性等特性,这使得复杂产品系统的管理中更需要知识管理,同时也增加了实施知识管理的难度。就复杂产品系统特性对知识管理任务的直接影响,以及这些特性如何通过影响文化要素、IT要素、项目组织要素来间接影响知识管理任务进行了研究。 相似文献
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《Journal of Marketing for HIGHER EDUCATION》2013,23(4):81-94
ABSTRACT In today's competitive environment colleges and universities must correct any practice or process which could prompt a desirable prospective student to select an alternative institution. Through quality improvement techniques, including customer surveys, benchmarking and gap analysis, this study revealed that student dissatisfaction with the admissions process may be a factor influencing declining enrollment, even in a highly regarded academic program. Students who experience a long waiting period and/or minimal contact during that waiting time may be prompted to seek or accept alternative college options. Cycle time and number of student contacts were identified as critical success factors (CSF) in the continuous improvement of college admissions procedures. 相似文献
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Students’ perceptions during their first semester at university may be critical in the decision to continue or discontinue studies. In this study we consider students’ perceptions of what factors enable successful transition to university. Using qualitative research, students’ perceptions are obtained by in-depth interviews and focus groups that capture the first- and second-order perspectives of existing students at the end of first-year studies. Interview and focus-group themes are used to develop an 80-item questionnaire that is then used to collect data from first-year students (n?=?771) at an Australian university. Key findings from the research are the identification of seven enabling factors that fall into two main groups, student-centred and university-led. Identifying enablers of transition provides universities with the opportunity to assist students in the successful transition to higher education. 相似文献
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In this article, we report on a feminist memory work project conducted with 11 working-class women in Australia. Participants responded to the question: what helps and hinders working-class women study social science degrees? The women confirmed that to succeed at university, they needed opportunities, resources, support and encouragement. We called these enablers and considered the role of ‘enlightened witnesses’ [Miller, 1997. The essential role of an enlightened witness in society. Retrieved from http://www.alice-miller.com/index_en.php?page=2]. Hindering the possibility of university success were detractors of many forms including inadequate resources and social conventions that discouraged the women from study. We describe saboteurs as undermining people and forces that the women had to overcome. We found that enlightened witnesses, broadly conceptualised, go some way but not all, to mitigating detractors and saboteurs that continue to hamper fair and meritocratic access to tertiary education. 相似文献
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Mark Prendergast Lorraine Harbison Sue Miller Natthapoj Vincent Trakulphadetkrai 《Irish Educational Studies》2019,38(2):157-175
The beneficial role that children’s literature plays in facilitating the meaningful integration and advancement of literacy and numeracy in the primary mathematics classroom has been well validated by research findings internationally. In Ireland, supporting the development of literacy and numeracy is a key educational priority. Consequently, a myriad of policy initiatives such as the Literacy and Numeracy for Learning and Life strategy have been introduced. All aim to address concerns about young people’s lack of basic literacy and numeracy skills and to consider new teaching and learning modalities to enhance same. Despite this, no official emphasis is given to incorporating literature in the Irish primary school mathematics curriculum. Therefore, it is pertinent and timely that this study seeks to ascertain pre-service and in-service teachers’ views on the use of literature to support mathematics teaching and learning and to investigate perceived barriers to and enablers for the integration of children’s literature in the mathematics classroom in Ireland. The analysis of the findings will be framed using Ajzen’s (Ajzen, Icek. 1991. “The Theory of Planned Behavior.” Organizational Behavior and Human Decision Processes 50 (2): 179–211) Theory of Planned Behavior (TPB) model. This research is part of a large international research collaboration (see www.mathsthroughstories.org), in which the beliefs of teachers with respect to children’s literature are investigated. 相似文献
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This article contends that it is important for educational leaders to understand and reown the historical roots of modern democracy. In particular, it highlights a foundational human capacity for shared ethical insight which characterizes the rich conception of democracy that can be traced in this historical development. Implications for educational leadership are considered and the idea of recentring school cultures on the narrative and ideals of developmental democracy is elaborated. 相似文献