Effective teaching techniques and practices in an Internet-based distance education environment

Meyer, Marilyn Louise California State University, Fresno and University 2002 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Educators today face the challenges of an information explosion and a continuing technology revolution. Adult learners, compelled to upgrade job skills while maintaining jobs and raising families, frequently choose a form of distance education. Higher education also faces “Tidal Wave II”, an expected increase of two million college students between 2000 and 2010. Couple the need for life-long learning with the rapidly growing population, and the projections of increasing numbers of individuals seeking higher education in the next two decades presents an overwhelming demand upon educational institutions. One solution is distance education. The Internet is a particularly appealing way in which to offer distance education courses for a variety of reasons including: the global scope of the audience, the ability of students to conduct their studies at any place and any time of the night or day that is convenient, and easy access to current information about a variety of topics. While many colleges are rushing to offer distance education courses over the Internet, very little has been done to determine effective techniques to facilitate student learning using this medium. The purpose of this study was to address four distinct research questions pertaining to Internet-base distance education. (1) Which methods and technologies are perceived by instructors of classes offered in an Internet-based distance education environment to be effective in that environment? (2) Is there a difference in the perceived effectiveness of methods and technologies based on amount of experience teaching Internet-based or Internet-augmented classes? (3) What types of personal interaction are perceived to work well in negating the lack of direct classroom contact? (4) What are perceived as the effects of distance education on student mastery of subject material? A survey was sent via email to professors of online classes to determine their perceptions regarding these questions. Interesting circumstances conducting the survey yielded some recommendations that are not a direct result of the responses to the survey instrument.

Reform and education: An exploration of the influence of Deng Xiaoping's ideas on current primary education policy, curricula and textbooks in China

Reynolds, Barbara Gwyneth Columbia University Teachers College 1999 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Educational development in China continues to be the focus of much scholarly attention and social commentary because of the central role education plays in China's overall development, and because of China's increasing importance in global affairs. Deng Xiaoping, the principal architect of China's Reform and Opening-Up initiated in 1978, spoke often of the importance of education. This study explored the impact of Deng Xiaoping's reform, as articulated in his pronouncements, on current primary education policy, curricula and textbooks. Three research questions were addressed: (1) What are Deng Xiaoping's statements, policies and directives explicitly or implicitly related to education? (2) How have Deng Xiaoping's ideas been reflected in current education policies? (3) How have these ideas been manifested in current primary social studies curricula and textbooks?. Archival analysis was used for data collection and comparative content analysis for data analysis. Deng's works of 1975 to 1992 were reviewed, along with the Ninth Five-Year Plan for Educational Development, the National Social Studies Curriculum and the Social Studies Books I–VI. Deng Xiaoping's ideas about education were codified into ten categories, viz., interpretation of education, purpose of education, conception of education, education and leadership, education and the state, education and society, the outcomes of education, the context of education, education content and management of education. One or more idea or principle explicit or implicit in Deng Xiaoping Theory characterized each category. I then articulated what I anticipated the expected manifestation might be in policy, curricula or textbooks. Using these categories, the current education policy, social studies curriculum and textbooks were analyzed. An analysis of the current policy, social studies curriculum and textbooks suggests that Deng Xiaoping's influence continues to have a significant impact on primary education in China today in terms of the goals and policies set by the Government of China. It was not within the scope of this study to address actual classroom practice, where teachers and local circumstances may have some transformative effects. However, in so far as the current official policy, the curriculum and textbooks articulate the Government of China's intention, the influence of Deng Xiaoping is clear and perceptible.

Educating images: Representations of cultural difference in popular education films

Young, Gordon R Southern Illinois University at Carbondale 2004 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This is an interpretive cultural study that examines how popular education films represent education in relation to and across cultural difference (i.e., race, class, and gender). This study also examines how audiences' lived experiences of education compare and contrast with film representations. This study examined three levels of data including primary (selected education films), secondary (film publicity and criticism), and tertiary level texts (created by audience members and posted on Internet bulletin boards). I interpreted these films through the postcolonial mind-body dichotomy. The findings suggest a hierarchy of white and male bodies over non-white and female bodies that is mirrored in teaching that acknowledges the mind and logic and disavows the physical body and difference. Audiences read their own educational experiences through these films to construct a representation of education that exceeds the boundaries of the traditional classroom, accounts for the whole student, and encompasses respectful ways of being in the world. Films depicting women have attempted to recuperate the body as a source of knowledge and strength, yet these films yield to a class critique. Audiences' readings of race are also problematic for advancing a belief that Whites and Blacks equally suffer racism. This study, while not definitive, suggests that education films speak to audiences' expectations of culture and education. Education films speak to viewers' wishes for representations of education that reflect their academic, cultural, and social selves. Films representing culturally different learning are evolving to account for and evade earlier critiques. A white, US-American perspective that is largely ignorant of White privilege seems to shape audiences' ideas about difference. This privilege along with a belief in effort-optimism seems to be fueling current commercial and filmic attempts to reclaim the body and identity in educational representations.

THE SCHOOL BUSINESS: RETHINKING EDUCATIONAL REFORM (METAPHOR, EDUCATION AS BUSINESS)

URBAN, NANCY YARNALL UNIVERSITY OF CALIFORNIA, BERKELEY 1999 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Contemporary descriptions of education and educational institutions commonly employ images of competition and business, referring to products, resources, consumers, and further elements of the corporate and business-world models. What are the consequences of structuring the university as a business, as opposed to a community, a guild, or a social resource? These are among the prior models for the university, but have all been in decline since the growth of the business metaphor in education. This dissertation uses cognitive linguistics and metaphor analysis to examine the ways in which we have understood the university in America. It focuses on the contemporary view of education as a business, but examines the history of ideas and models that have led up to this. The notion of education as a product offered in a competitive market relies upon the tenet that market forces will provide a natural balance in society (the 'invisible hand'). But a closer examination of the models employed to validate the free market and the ideal of competition some problematic aspects. For example, among the effects of understanding education as a business is that schools treating education as a service and not as a social good, as a want rather than a need, compete for customer-students, making education less available to poorer, underprivileged individuals. This development invites criticism when the American economy is increasingly becoming one of skilled labor. But more than that, this shift undercuts one of the cornerstones of democracy: an educated citizenry. The increasingly polarized distribution of resources and which is a result of the corporate model in academia conflicts directly the deeply held belief that education as a public good should be everyone. If we as a society and as a country are to hold true to education for all, an education which provides the possibility for advancement that is understood to be the right of every citizen, reconsider the assumptions of the market system, and the effects had upon both our educational system and our society as a whole.

Education expansion and the development of the skills formation system in Korea, 1960 ? 1980: some policy implications for Cameroon.

뎀보 한국교원대학교 대학원 2020 국내석사

World Bank (2016, p.73) observed that Cameroon’s economic performance is far lower than its potentials and that education and training in Cameroon do not really constitute human capital because the skills acquired are not used effectively as a factor of production. This report implies that there is a mismatch between educational policies and Cameroon’s development goals. This study was conceived within the framework of understanding the relationship between educational policy implementation and economic development in a country. The study is a historical case study of Korea’s skills formation system. It examines the systematic expansion of education in Korea between 1960 and 1980, when the country was still a developing economy, and how the expansion policies were carefully directed by the government to favor the developmental needs and priorities of the Korean economy at the time. Based on the Human Capital Development and Modernization theories, the study sought to draw some policy implications from the Korean experience, which can serve as a model to Cameroon’s ambition to emerge as an industrializing economy by 2035, with education as a significant player in the process. The review of Korea’s educational policies revealed that the country distinguished itself through its vision, expansion strategies, effective and efficient governance, innovation, and infrastructural development prowess. Through a comparative analysis of the Korean case and the current state of education in Cameroon, the study came up with some practical lessons which Cameroon is supposed to learn from Korea.

Smart Money? Foundation Investment in Education Reform

DiSabatino, Lydia ProQuest Dissertations & Theses Indiana University 2017 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Philanthropy has historically played an important role in supporting public education in the United States. Today's foundations, however, play a more active role in reshaping the very structure of public education itself. This dissertation asks two main research questions about this involvement. First, how do major foundations frame the problems in education and how do they describe their preferred policy solutions? Second, because most education policies are passed at the state level, I ask, why do some states receive more foundation money for education than others? Using the framework of discursive institutionalism, I argue that the combination of politically neutral rhetoric and immense financial resources allows major foundations to act as extremely effective policy entrepreneurs in education. I also argue that their effectiveness is helping to bring about actual institutional change in the historically inflexible field of education. To investigate these questions, I use two sources of data. First, through qualitative content analysis of speeches given by the Bill and Melinda Gates Foundation I analyze the rhetorical themes they use to describe education, focusing on the way the foundation both frames the problems of education and their policy solutions. Second, to investigate the state-level factors that encourage philanthropic investment by three major foundations (the Gates Foundation, the Broad Foundation, and the Walton Foundation), I compile an original data set of state-level characteristics and individual grants made by these three foundations. Regression models on the data produce key insights showing how these foundations invest in particular state policy environments in order to advance their philanthropic agenda. Overall, I show that the rhetoric of the Gates Foundation locates both the problems in education and attributes blame for them within the school system itself, setting up a policy agenda that is directly aimed at challenging the existing institutional structure of public schools. In addition, my quantitative analysis shows that these major foundations choose to invest in states with policy environments favorable to their goals---but that these policy environments are not tied to any particular political party.

Measuring Arts Integration Teacher Effectiveness in Non-Arts Classrooms through Student Growth

Foust, Bradley Scott ProQuest Dissertations & Theses Boston University 2017 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

John Dewey is known as the father of American experiential education. His views on building understanding in children through experiences in a correlated curriculum continue to influence educational practice to this day. His writings and experiments with experiential education also influenced music and arts education, most recently through the formation and implementation of arts integration programs. Several well-known arts integration program leaders cite Dewey as a foundational figure in the existence of their initiatives. While influenced by Dewey, programs such as the Kennedy Center Changing Education Through the Arts (CETA) and the Chicago Arts Partnership in Education (CAPE) also are directly connected to the modern testing movement, and often gauge program success through reporting on a comparative analysis of standardized test scores. Current teacher evaluation models also measure student growth, along with teacher effectiveness, through the use of student test scores. Several arts education figures make an argument against measuring success in the arts through the use of test scores, stating that the true impact of study in the arts cannot be measured in this way. This study piloted a model of measuring growth in arts integration classrooms through the use of the Tennessee Fine Arts Student Growth Measures (TFASGM) system, a portfolio-based teacher evaluation and student growth measurement model. Teachers worked in control and treatment groups to implement the TFASGM in general education classrooms. Along with using the model, a teacher treatment group received targeted arts integration training, and through the model's results, the impact of the training through teacher effect scores was also measured. Results showed teachers receiving arts integration training produced more significant student growth, and had a greater effect on student performance. Higher levels of arts integration that are more closely aligned with Dewey's experiential education philosophy, such as process-based learning and the exploration of concepts common to arts and non-arts subjects, were also observed. More study, including a wider-scale implementation of the TFASGM in arts integration classrooms, is needed to make more substantial conclusions. However, this study demonstrates the viability of a growth-based arts teacher evaluation model in arts integration classrooms, and a new way of reporting on the success of arts integration programs that is in line with Dewey's experiential, growth-based philosophy.

The Teacher as Mathematician: Problem Solving for Today's Social Context

Brewster, Holly K Columbia University 2014 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

A current trend in social justice oriented education research is the promotion of certain intellectual virtues that support epistemic responsibility, or differently put, the dispositions necessary to be a good knower. On the surface, the proposition of epistemically responsible teaching, or teaching students to be responsible knowers is innocuous, even banal. In the mathematics classroom, however, it is patently at odds with current practice and with the stated goals of mathematics education. This dissertation begins by detailing the extant paradigm in mathematics education, which characterizes mathematics as a body of skills to be mastered, and which rewards ways of thinking that are highly procedural and mechanistic. It then argues, relying on a wide range of educational thinkers including John Dewey, Maxine Greene, Miranda Fricker, and a collection of scholars of white privilege, that an important element in social justice education is the eradication of such process-oriented thinking, and the promotion of such intellectual virtues as courage and humility. Because the dominant paradigm is supported by an ideology and mythology of mathematics, however, changing that paradigm necessitates engaging with the underlying conceptions of mathematics that support it. The dissertation turns to naturalist philosophers of education make clear that the nature of mathematics practice and the growth of mathematical knowledge are not characterized by mechanistic and procedural thinking at all. In these accounts, we can see that good mathematical thinking relies on many of the same habits and dispositions that the social justice educators recommend. In articulating an isomorphism between good mathematical thinking and socially responsive thinking, the dissertation aims to offer a framework for thinking about mathematics education in and for a democratic society. It aims to cast the goals of mathematically rigorous education and socially responsible teaching not only as not in conflict, but also overlapping in meaningful ways.

Technohubs in teacher education: The lived experience of assisting peers with instructional technology issues

Rook, Michael Montalto The Pennsylvania State University 2014 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This study examined prospective teachers' lived experiences of assisting peers with instructional technology issues. The study built upon one of ISTE's (2003) essential conditions for integrating technology in education: technical assistance for using technology. Through a review of relevant literature, an argument was made for the study based on a lack of understanding around peer technical assistance with prospective teachers in teacher education programs. This study used social network analysis (Reeves, 2008; Kleinberg, 1998) to find the participants who offer instructional technology assistance to many of their peers. By combining technology and superhub, the word "technohub" was used as a label for the participant population. The study identified the following research question: What is a technohub's lived experience of assisting peers with instructional technology issues in teacher education courses? A theoretical framework provided a starting point to explore technohubs' lived experiences by combining the current tensions in teacher education, teacher and technology leadership, and sociocultural and social theories of how people learn. To address the research question, the study drew from transcendental (Husserl, 1913/1982; Moustakas, 1994) and hermeneutic (Heidegger, 1927/1962; van Manen, 1997) strands of phenomenology to create a Neo-Vygotskian methodological orientation. Semi-structured interviews and observations provided data that spoke to technohubs' experiences. Phenomenological thematic analysis was used to find six essential themes of the experience of assisting peers with instructional technology issues. Research outcomes included a discussion of the six themes and a peer-reporting technohub questionnaire. Implications of the findings suggest that teacher education programs: (1) embrace a collaborative nature and environment that emphasizes inquiry and wonderings; (2) provide prospective teachers with opportunities to "play" with emerging technologies and tools; (3) embrace leadership development as an important part of a teacher education program; (4) promote field-based experiences with student-centered models of instructional technology; (5) change how to reward and identify successful technology leadership; (6) create a coherent community throughout a teacher education program; and (7) strongly link theory to practice. Limitations are discussed with an emphasis on the timing of the study and collection of the data. Finally, future avenues of research are presented with a look to additional outlets for the findings.

Adult Education, Social Change and Development in Post-Colonial Jamaica

Barrett, Shermaine Ann Marie University of Minnesota 2014 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The purpose of this qualitative case study was to demonstrate how adult education enabled the process of economic and social change, and national development in Jamaica through a critical review of two cases of adult education provisions in Jamaica since the country gained independence in 1962. Content analysis of various documents from primary and secondary sources as well as interviews with key informants related to the institutional sites provided the data that was used to answer the following research questions. 1) How has adult education enabled the Jamaican society to adapt to social changes and development of the country since it gained independence in 1962? 2) How have societal changes informed the adult education programs and practice in Jamaica since independence? 3) What development themes have created the animating vision that has guided adult education theory and practice in Jamaica since it gained independence? and 4) What adult education programs have emerged based on the perceived purpose of adult education within the Jamaican society at various points in the period under review? Both within case and cross-case analyses were conducted to identify various categories and themes from which a number of assertions related to the relationship between adult education, social change and development were made. The key findings showed six main ways in which adult education enabled the Jamaican society to adapt to social changes and development. Adult education: served to build the human capital needed to drive Jamaica's economic development; fostered upward social mobility of thousands of Jamaicans; was critical in moving hundreds of thousands of Jamaicans from illiteracy to literacy; enabled the personal development of disadvantaged Jamaicans and empowered them to contribute to their society in meaningful ways; increased the capability of thousands of individuals to access education resources for their continuing education; changed the education system in Jamaica and in so doing fostered a more educated society. As it relates to social changes that informed adult education, the study found that: as Jamaica moved from an agrarian society to an industrial society the nature and type of adult education provision changed; as the country became more technologically advanced the provision of computer and technology related programs became more evident; changes in Government commitment and support as demonstrated in policy and funding emerged as a critical factor impacting the provision of adult education. In term of the dominant development themes, the study revealed that: industrialization was a dominant development theme impacting adult education in Jamaica, democratic Socialism influenced both the content and practice of adult education at one point in time, and liberalization foregrounded the kind of skills and knowledge that adult education engendered in Jamaica. Finally as it relates to the types of adult education programs the study found that education for work was the dominant type of adult education program with education for life presenting almost like a sub theme in both the cases studied. Together these findings suggest that adult education played a critical role in facilitating the process of economic and social change and nation building in Jamaica.