10,408 research outputs found

    The Maine Learning Technology Initiative: What is the Impact on Teacher Beliefs and Instructional Practices

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    One of the strategies Maine is using in preparing youth for the future economy is a statewide program to provide every seventh and eighth grade student and their teachers with laptop computers, and to provide professional development and training for helping teachers integrate the laptops into their classroom instruction. This paper examines the impact that the distribution of laptops to teachers and students in Maine is having on the beliefs and instructional practices of those teachers who are involved in the program. Seventh grade teachers who received laptops in the 2002/2003 school year were the focus of this evaluation. Data from surveys, case studies, interviews and classroom observations has been examined in order to more closely identify the laptop initiative’s impact on teachers and teaching. Preliminary findings suggest that, since the implementation of the laptop program, the majority of teachers are taking tentative first steps toward implanting the laptops fully with existing curricula

    Yemaya, No. 43, July 2013

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    South Africa- Shifting livelihoods, Viet Nam-Strengthening livelihoods, Chile - gains and challenges, Uganda- making changes possible, Maritza Mena from Costa Rica, Ground-breaking gender indicators, You tube resource

    The Lived Experiences Of Clinical Adjunct Dental Hygiene Faculty

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    Clinical education is an integral part of a dental hygiene student’s education. Clinical adjunct dental hygiene faculty primarily teach in the clinical setting. Clinical adjunct dental hygiene faculty are often hired for their clinical expertise and may lack teaching experience. The transition from clinical practice to academia raises concern about the adequacy of support and preparation clinical adjunct faculty receive as they begin their new role as educators. The purpose of this interpretative phenomenological analysis was to explore clinical adjunct dental hygiene faculty members’ experiences of preparedness as they transitioned from clinical expert to novice educator. Six clinical adjunct dental hygiene faculty who participated in this study were interviewed. Interviews were audio-taped and transcribed. Transformative learning and identity theories were the conceptual frameworks utilized for this study. The data were analyzed and resulted in four key themes. These themes were support and mentorship, orientation, teaching facilitators, and educational methodology development. The recommendations are to provide novice adjunct faculty members with a formal mentorship, extensive support, a formal orientation to the college and the department, and additional professional development opportunities related to teaching methodologies. Establishing a more supportive environment for new adjunct members can help increase belongingness, connection, and create professional identities as educators

    An anthropological investigation of urban land development : a thesis presented in partial fulfilment of the requirements for the degree of M.A. in Social Anthropology at Massey University

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    The impetus for this project came from examples of neighbours' disempowerment in the land and property development process. There is a growing academic consensus that dominant approaches to land development fail to adequately address this issue. NeoMarxist approaches focus on conflict, power, and exploitation, but effectively eliminate the role of the actual developer in exercising power. Case study approaches, on the other hand, have been concerned with conflict and disempowerment, but have focused on specific instances of neighbourhood opposition and resistance. Explanation is often confined to local and national features of the social and geographical environment. These inadequacies pointed to the need to investigate the increasingly significant role that professional, entrepreneurial developers play at the nexus of the contemporary development process. An ethnographic methodology was used to provide a richer understanding of the land and property development process. The principal participants in the study are a set of 'entrepreneurial developers' operating in and around Palmerston North. Interviews, participant observation, and the examination of case studies are employed. This is complemented by an investigation of the Regulatory Procedure, including interviews with Council Officers, and examination of Council case studies. The research also uses interviews with neighbours, and a wide body of material published within the development industry. Planning for the study drew on Giddens' 'Theory of Structuration' (1979,1984) which stresses the interrelationship between the social structures of the development process, and the agency of developers. The research sought to elucidate the dominant forms of action and ideology which development agents acknowledge, and which therefore constitute the action and ideology of the development industry. The interpretation of the empirical data uses three interrelated perspectives: The first, provides a broad, industry-level, perspective on the local development industry. It asks, 'What are the major influences which shape and structure the contemporary development industry?'; The second, examines the level of action. It asks 'What are the actions of most significance to developers?', and 'What forms of conduct constitute the Institutional structures of the Regulatory Procedure?'; The third focuses on ideology. It asks, 'What are the dominant motivations which direct and influence developers' conduct?', and 'How do developers legitimate and rationalise conduct?'. An interesting aspect to the thesis is the extent to which developers share patterns of ideology, not only with each other, but also with a wider business community. Much of this characteristic ideology parallels findings in other ethnographic studies of capitalistic systems. The research highlights the fact that ethnography, and the notion of 'culture', provide an insightful and useful perspective of both the business world, and the study of development

    Short White Coats: Knowledge, Identity, and Status Negotiations of First‐Year Medical Students

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    Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/151371/1/symb400.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/151371/2/symb400_am.pd

    Leaving an Expert and Returning a Novice: Exploring the Transition of Clinical Nurse Experts to Novice Nurse Educators

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    The ability of nursing programs to educate future registered professional nurses is being hindered by a shortage of nurse educators. With this shortage, healthcare systems that employ and rely on registered nurses will encounter a decreased number of new nurses entering the profession. As a result, the shortage in both areas will affect the safety of patients in need of nursing care. Understanding the lived experiences of novice nurse educators can provide evidence of the challenges and positive factors that are encountered during the transition process. The purpose of this qualitative phenomenological study was to explore the lived experiences of clinical nurse experts who transitioned to novice nurse educators employed at associate degree nursing programs in New York State. A convenience and snowball sampling of five novice nurse educators was used. Findings from the study were consistent with the research presented in the literature review indicating that novice nurse educators face challenges that affect the transition experienced. Additionally, the study supported the research that positive factors can create an environment conducive to easing the transition. Recommendations include the development of formalized competency-based orientation and mentorship programs that create a supportive environment. Similarly, the novice nurse educators should advocate for their needs and have a clear understanding of what responsibilities are expected of them in their new role. Facilitating a successful transition and addressing the needs of the novice nurse educators is essential if more registered nurses are to be trained to meet the anticipated demand

    Elementary Physical Education Teachers’ Content Knowledge and Pedagogical Content Knowledge Of Overhand Throwing

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    The complexity of physical education instruction provides unique challenges for the physical education teacher. In this research, I sought to describe and examine the types of knowledge that physical education teachers use to inform their instructional practices. I also explored the relation between teaching experience and components of content knowledge and pedagogical content knowledge in overhand throwing. Specifically, what are the task representations, common content knowledge, and specialized content knowledge during an overhand throwing unit of novice, beginning, and accomplished elementary teachers? A naturalistic, qualitative approach involving three elementary physical education teachers examined the elements that they used in the instruction of overhand throwing. Data collection included field notes, semi-structured and long interview, a qualitative measure of teaching performance scale, a common content knowledge assessment, time based summary sheet, task representation coding sheet, and curricular and lesson plan information. Results indicated that longer teaching or sport experience did not confer a higher level of content knowledge or pedagogical knowledge. The scores on a common content knowledge overhand throwing assessment supported, or aligned with many of the components that made up the participants’ pedagogical content knowledge. Having curricular knowledge and access to a quality curriculum, and quality task representation was critical to the appropriateness and maturity of the instructional practices. This research adds to the body of work of pedagogical content knowledge in the field of physical education and in other educational disciplines. The findings alluded to opportunities for future research of pedagogical content knowledge in physical education

    A Thematic Analysis of Faculty Advice for Doctoral Students

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    The present study examines advice given by the graduate faculty in a department (n=24) to new Ph.D. students in the department. The thematic analysis employed inductive coding to draw themes from the data, and seven salient themes emerged from the interviews: relationships, openness, individuality, purpose, academic work, self-care, and logistics. Grounded in a theoretical framework of social constructivism, the present study analyzes how knowledge is created as a social artifact that is passed down from faculty to graduate student and highlights the ways in which doctoral students then shape the meaning of said knowledge through their own interpretations and actions. This study analyzes the interview data to examine the ways in which systemic challenges of pressure and power are perpetuated within academia and highlights the many ways in which graduate faculty are truly invested in their students and their well-being. The findings serve as a catalyst for introspection for the various actors in academic systems, while providing an uplifting motif of genuine care for the overall wellness of doctoral students

    Fifty years of the Psychology of Programming

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    This paper reflects on the evolution (past, present and future) of the ‘psychology of programming' over the 50 year period of this anniversary issue. The International Journal of Human-Computer Studies (IJHCS) has been a key venue for much seminal work in this field, including its first foundations, and we review the changing research concerns seen in publications over these five decades. We relate this thematic evolution to research taking place over the same period within more specialist communities, especially the Psychology of Programming Interest Group (PPIG), the Empirical Studies of Programming series (ESP), and the ongoing community in Visual Languages and Human-Centric Computing (VL/HCC). Many other communities have interacted with psychology of programming, both influenced by research published within the specialist groups, and in turn influencing research priorities. We end with an overview of the core theories that have been developed over this period, as an introductory resource for new researchers, and also with the authors’ own analysis of key priorities for future research
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