Search results for: Social networks
Page 3/4 32 items
Prospective Elementary Teachers Gone Wild? An Analysis of Facebook Self-Portrayals and Expected Dispositions of Preservice Elementary Teachers
This study explores how elementary education majors at a Midwestern university portray themselves on social networking sites. Results indicate that of the 471 students in the elementary education major, 76% had a profile on Facebook at the time of data collection. Of the 471 elementary education majors, 153 students had an active, fully accessible profile on Facebook. Of the 153 fully accessible profiles that were examined, 56% contained inappropriate material. The authors recommend that teacher educators must explicitly and forcefully teach their students that their behavior in and out of the classroom does matter.
Updated: Aug. 23, 2011
This paper describes the networks of experts involved in the fabrication of indicators and benchmarks supporting the Open Method of Coordination led by the European Commission. In studying international expertise ,the article explores the policy borrowing process and the transfer of knowledge between several agents and institutions at global level.
Updated: Jan. 25, 2011
The article will review some of Bridget Somekh's action research projects as attempts to build networks of trust and reciprocity across a range of educational stake-holders. The article will also examine Bridget's wider role within the education action research movement as a whole, looking at her achievements as a facilitator of networks of action researchers across national, professional and ideological boundaries.
Updated: Jun. 23, 2010
The Collaborative Action Research Network: 30 Years of Agency in Developing Educational Action Research
This article provides an analysis of the Collaborative Action Research Network's (CARN) origins and development since its foundation in 1976. Cultural-historical activity theory is used as an analytical framework: key concepts are succinctly summarised and then used to identify and explore CARN's agency in developing educational action research. The article focuses on key themes of CARN's activity, such as developing teachers' knowledge as an engine of school reform, establishing an action research literature and supporting the challenging processes of collaboration. The article explores some of the disruptions and contradictions in CARN over the years. The article concludes with an agenda for future development.
Updated: Jun. 23, 2010
The authors propose that the advent and ubiquity of new media tools and social networking resources provide a means for professional, networked learning to “scale up.” The authors argue that in order to launch and sustain local movements for making teaching public and shared, educators need to develop the habits of having multimedia documentation tools close at hand. The authors believe that making practice public in this way can be transformative.
Updated: Apr. 27, 2010
Dimensions of the Transfer Choice Gap: Experiences of Latina and Latino Students Who Navigated Transfer Pathways
This article examines what happens to three Latina and two Latino students who navigated transfer pathways from a community college to four-year colleges. Although all but one of these students was eligible for admission to the selective University of California system, none of them exercised that choice. In fact, only one enrolled in a selective university. The transfer outcomes for the group interviewed illustrate the informational and cultural barriers that students must overcome in order to exercise choice in the selection of transfer institutions.
Updated: Mar. 02, 2010
'Support Our Networking and Help Us Belong!': Listening to Beginning Secondary School Science Teachers
During the course of an Initial Teacher Education programme, beginning teachers develop strong professional relationships. This study investigates the nature of these webs of relationships as networks, from a teacher's ego-centric perspective. Three case studies, set within a wider sample of 11 secondary school science teachers leaving one UK university's PostGraduate Certificate in Education, were studied. The focus of the paper is on how the teachers used others to help shape their sense of belonging to this, their new workplace. The paper develops ideas from network theories to argue that membership of the communities are a subset of the professional inter-relationships teachers utilise for their professional development.
Updated: Jan. 31, 2010
Moral Spaces in MySpace: Preservice Teachers' Perspectives about Ethical Issues in Social Networking
MySpace and Facebook are innovative digital communication tools that surpass traditional means of social interaction. In this article, the researchers developed a case-based reasoning intervention to support more informed decisions by preservice teachers. The case-based coursework led students to perceive a need for more definitive guidelines about their participation in social networking spaces.
Updated: Nov. 30, 2009
The need for capacity-building in teacher education in the UK has been raised as a serious issue by a number of commentators. This paper provides an analytical account of an initiative conducted by the Teacher Education Group (TEG) to build research capacity in teacher education. With reference to a review of the national contexts for research in the UK and research on teacher educators, the article argues that, in order to build research capacity initiatives we need to provide motivation and new types of networking opportunities for researchers, as well as developing their expertise.
Updated: Oct. 18, 2009
Teacher Participation in Online Communities: Why Do Teachers Want to Participate in Self-generated Online Communities of K-12 Teachers?
The purpose of the study was to examine reasons for teacher participation in online communities of K-12 teachers. The following research question guided this study: Why do teachers want to participate in self-generated online communities of teachers? These online communities of teachers are communities of practice in online environments. 23 teachers participated in the study. The findings indicated five reasons for participation: (a) sharing emotions, (b) utilizing the advantages of online environments, (c) combating teacher isolation, (d) exploring ideas, and (e) experiencing a sense of camaraderie.
Updated: May. 21, 2009