Search results for: Access
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In this article, the author argues that the role of a public intellectual involves a science of knowing as well as the knowledge gained by a researcher’s work and life. The assumption here is that to help reduce poverty a researcher’s focus needs to move beyond the ivory tower. By way of examples drawn from research pertaining to increasing access to college, the author highlights cognitive and noncognitive factors necessary for academic success.
Updated: Jan. 19, 2014
Do Digital Divisions Still Persist in Schools? Access to Technology and Technical Skills of Teachers in High Needs Schools in the United States of America
The goal of this article is to examine whether there is any indication of current differences in technology access, skills and classroom integration practices as reported by teachers participating in an online professional development initiative. The researchers found that, while significant differences existed between teachers in high need and non-high need schools in the USA, context is a vital component of considering any persisting digital divides.
Updated: Sep. 27, 2010
This paper reports a three-year study of Praxis Inquiry based developments in teacher education undertaken by an international consortium of university colleagues who have worked in Australia, Iceland, Latvia, and the United Kingdom.
Updated: Mar. 09, 2008