1,435 research outputs found

    Differences and Similarities in Approach Between Classroom and Distance Learning

    Get PDF

    Methodology for Research with Early Childhood Education and Care Professionals

    Get PDF
    This open access book addresses the growing trend in the field of early childhood education and care (ECEC) research named collaborative knowledge building in which researchers and ECEC personnel collaborate. This kind of research encompasses a number of approaches, such as design studies, action studies, Learning Studies, Lesson Studies, and combined research and development studies. There are important differences between these approaches, but they also share some features, which makes it possible to see them as examples of a particular tradition of knowledge building. Collaborative knowledge building constitutes close ties between developing practices of early childhood education and care, and generating empirically grounded theoretical knowledge. This book contributes to the methodology of practices-developing research by mapping this movement through exemplifying themes actualised in such studies, and through conceptualizing important and recurring gains and challenges. It also describes how the latter can be taken on

    Chapter 1 : The Foundations of Intentional Education Practice

    Get PDF
    The problem related to teaching effectiveness includes failure of institutions to identify process improvements, ascertain appropriate stakeholders to accomplish institutional goals, and implement streamlined classroom processes to ensure instructors have the appropriate professional support needed to apply intentional educational practices in graduate programs. Consequently, current performance measures of educational programs illuminate issues in processes within instruction, quantity of trained instructor mentors, professional support networks, and existing programming which may need improvement, yet is not being addressed in educational environments. Performance measurement factors impact long-term institutional effectiveness service quality of HE (educator quality, educational services, activities, technology, continuous improvement, educational leadership, and IEPT (teaching style)

    Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions

    Get PDF
    This is the first report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from an additional literature review of the then current landscape concerning learner use of Web 2.0 technologies and the implications for teachers, schools, local authorities and policy makers

    Methodology for Research with Early Childhood Education and Care Professionals

    Get PDF
    This open access book addresses the growing trend in the field of early childhood education and care (ECEC) research named collaborative knowledge building in which researchers and ECEC personnel collaborate. This kind of research encompasses a number of approaches, such as design studies, action studies, Learning Studies, Lesson Studies, and combined research and development studies. There are important differences between these approaches, but they also share some features, which makes it possible to see them as examples of a particular tradition of knowledge building. Collaborative knowledge building constitutes close ties between developing practices of early childhood education and care, and generating empirically grounded theoretical knowledge. This book contributes to the methodology of practices-developing research by mapping this movement through exemplifying themes actualised in such studies, and through conceptualizing important and recurring gains and challenges. It also describes how the latter can be taken on

    Sociocultural Learning: A Perspective on GSS-Enabled Global Education

    Get PDF
    Virtual teams are rapidly developing in organisations of the new economy. As educators, we have a responsibility to ensure that our students are appropriately prepared for work in the virtual workspace, where teams may cross time, geographical, and cultural boundaries. In this article, the culturally sensitive theory of sociocultural learning is combined with GSS (Group Support Systems) in an illustration of how cross-cultural, globally distributed virtual teams of students located in The Netherlands, Greece, and Hong Kong work on vested interest projects. Finally, a set of critical success factors that inform virtual learning contexts is derived from our findings and recommendations are made for operational practice in the virtual work space

    Web 2.0 technologies for learning: the current landscape : opportunities, challenges and tensions

    Get PDF

    Capacity Building for Community Development among Educators in Guatemala

    Get PDF
    This study reports on a multi-year capacity building research partnership between the Center for Child and Community Development a Guatemalan non-profit and public schools in State of Sacatep quez in Guatemala We explore finding from phase 1 of the research involving a survey study and capacity building activities with 39 elementary school teachers The surveys examined a teacher professional develop-ment b instructional strategies c resources needed and d parent community involvement The findings suggest that socio-economic differences levels of teacher preparation linguistic and cultural issues are the key points of leverage that need to be addressed through capacity building activities for Guatemalan educators The findings also provide contextual evidence for future program planning and curriculum implementation across public schools in rural and urban area
    corecore