12,880 research outputs found
Some philosophical enquiries on E-learning: preparing the tomorrow business school
Emerging digital technologies and increasing interest in the computerized delivery of higher education have led to e-learning through electronic mail, the Internet, the World Wide Web (WWW), and multimedia. The major objective of this research outlet is to examine the e-learning evolution in business schools. Our research intentions are to investigate: 1. if universities understand the market dynamics (regarding to segmentation and crossing the chasm); 2. mapping the s-curve to student needs and 3. how business schools will change the value map. From the analysis of existing empirical evidence and our research results from 140 business students of the University of Ioannina (Greece) and 50 business students of the University of Winchester (UK), we can summarize that: a. value is created when new technology is matched to student need; b. but student needs change: as the technology evolves existing students develop new needs and in addition the technology may appeal to new kinds of students, with new kinds of needs and c. understanding the structure of student needs may be particularly important at times of potential discontinuity, when existing students may reject new technologies (for excellent reasons!). Â The authors suggest that business schools interested in being productive should invest in implementing performance tools for all educational methods in order to accomplish the educational objectives. Further research in this crucial field of the evolution of e-learning in business schools is the examination of anticipated benefits and the experiences by early e-learning adopters, return on investment and expectations for the future
Literacy practices of primary education children in Andalusia (Spain): a family-based perspective
Primary school children develop literacy practices in various domains and situations in everyday life.
This study focused on the analysis of literacy practices of children aged 8â12 years from the perspec-
tive of their families. 1,843 families participated in the non-experimental explanatory study. The
children in these families speak Spanish as a first language and are schooled in this language. The
instrument used was a self-report questionnaire about childrenâs home-literacy practices. The data
obtained were analysed using categorical principal components analysis (CATPCA) and analysis of
variance (ANOVA). The results show the complex relationship between literacy practices developed
by children in the domains of home and school and the limited development of a literacy-promoting
âthird spaceâ. In conclusion, the families in our study had limited awareness of their role as literacy-
promoting agents and thought of literacy learning as restricted to formal or academic spaces
Understanding the Workforce Needs of New Jersey's Retail Industry
Explores the changing skill and education needs of the modern retail workplace. Identifies key skills employers require and the jobs for which employers report the most difficulty finding and keeping skilled workers
Financial knowledge: a literature review examining financial knowledge among male and female high school students
Includes bibliographical references
Working toward the inclusion of blind students in Malta : the case of mathematics classrooms
Basing ourselves on a case study in which one of us successfully taught mathematics to an adult blind
student on a one-to-one basis and her more recent positive experience of teaching a blind student
within a regular classroom, we try to shed light on the mathematics education of blind students and the
ramifications that this carries for the inclusion of blind students in mathematics classrooms. The
ensuing discussion is embedded within the inclusion discourse that is gradually evolving in
educational spheres. Our paper ultimately carries a message of hope: not only can blind students learn
mathematics and get certified for it, but it seems that they can also do so within a normal classroom
situation.peer-reviewe
Teachersâ Opinions about the Renewed Fifth Grade Mathematics Curriculum and Comparison of Two Versions
AbstractThe aim of the present study was to determine mathematics teachersâ opinions about the renewed fifth grade mathematics curriculum and to investigate the new mathematics curriculum and the former one comparatively. In the current study, two qualitative research methods namely, document review and semi- structured interview methods were used. With document review, the similarities and differences between the renewed fifth grade mathematics program and the former one were discussed by comparing the two curriculums. The related documents were derived from mathematics curriculum that was published in Turkish Education Board official website. With semi structured interview form, teachersâ opinions about the new curriculum was determined. In the present study, in which the purposeful sampling was used, 18 mathematics teachers were interviewed that worked at schools depending on the Ministry of Education in Sakarya province Ferizli district. The obtained data was analyzed via descriptive statistics. According to findings, the new mathematics curriculum and the former one were similar in general, and teachers had both positive and negative opinions about the new curriculum
Exploring Literacy In Our Own Backyard: Increasing Teachersâ Understanding of Literacy Access through Community Mapping
Teachers develop a greater understanding of children when they leave their classrooms and become learners in the community. This article describes a project involving both pre-service and in-service teachers as they practice action research at community sites, such as a local homeless center, and then use these authentic experiences to inform their teaching
Two Alternative Yet Complementary Conceptual Frameworks for Financing American Education
Outlines strategies to integrate systemic performance-based reform, which assumes that improving the school system will help all students meet standards, and out-of-school interventions, which attempts to mitigate the effects of poverty and other factors
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