Search results for: Educational trends
Page 1/2 13 items
Preservice Teachers’ Social Networking Use, Concerns, and Educational Possibilities: Trends from 2008-2012
This study investigated preservice teachers’ use of social network services (SNS) in teacher preparation and their disposition toward using it in their future teaching. The results revealed nearly all preservice teachers used a general SNS, but about 40% never read blogs, wrote blogs, or read wikis; about 90% never wrote wiki, and about 80% never read/wrote Twitter. SNS users consumed more content than shared or generated. Use of SNS for professional activities rose from 7 to 22%. Trends indicated general SNS and Twitter use was mostly personal, while reading blogs, wikis, and writing blogs was equally personal and educational, and writing wiki was mostly educational.
Updated: Jul. 23, 2015
In this article, the author examines the challenges faced by American schooling and the reasons for persistent failure of American school reforms to achieve successful educational outcomes at scale. He concludes that many of the problems faced by American schools are derived from trying to solve a problem that requires professional skill and expertise by using bureaucratic levers of requirements and regulations. The author advances a sectoral perspective on education reform, exploring how this shift in thinking could help education stakeholders produce quality practice across the US.
Updated: Jun. 29, 2015
In this review of literature, the authors identified over 300 articles whose descriptions related to video games and academic achievement. They found some evidence for the effects of video games on language learning, history, and physical education, but little support for the academic value of video games in science and math. They recommend separating simulations from games and refocusing the question onto the situated nature of game-player-context interactions, including meta-game social collaborative elements.
Updated: Jul. 22, 2014
Mentoring and New Teacher Induction in the United States: A Review and Analysis of Current Practices
This article reviews induction and mentoring programs in the three most populous states, California, New York, and Texas, and one of the smallest, Utah. The author describes the trends in mentoring programs in the United States and discusses the results of these programs. Finally, the article identifies the gaps in the research literature.
Updated: Mar. 10, 2014
In this article, the authors review the basic features of Design-based research (DBR). The authors describe the trends toward increasing its use, and highlight and analyze the most cited articles that focus on DBR in education. The authors conclude that DBR is being utilized increasingly in educational contexts and especially those in the United States. It seems to be especially attractive for use in K–12 contexts and with technological interventions. The increasing number of studies reported suggests that researchers and graduate students are finding ways to meet the time demands of multiple iteration studies.
Updated: Aug. 26, 2013
This article describes the Noewegian teacher education context in which two new teacher educators, John and Karen, start work in a university. The article looks at the many roles they have to undertake in that work, and the explicit and implicit requirements they have to meet. Finally, the article examines some of the frustrations both John and Karen may face, many of which are shared by their more experienced peers, as members of the professional community of teacher educators.
Updated: Feb. 13, 2013
When Gender Issues Are Not Just About Women: Reconsidering Male Students at Historically Black Colleges and Universities
The primary purpose of this study is to examine the research and literature on African American male enrollment, experiences, and degree completion trends at four-year Historically Black Colleges and Universities (HBCUs). The secondary goal is to recenter the gendered dialogue that occurs within HBCU undergraduate student research, such that barriers specific to African American men are identified and examined, with the expectation of better promoting their postsecondary success. Critical analysis of historical data from the mid-19th to early 21st century indicates that African American males have indeed been neglected in research on undergraduate enrollment, experiences, and degree completion at four-year HBCUs.
Updated: Oct. 24, 2011
Competition, Economic Rationalization, Increased Surveillance, and Attacks on Diversity: Neo-Liberalism and the Transformation of Teacher Education in the U.S.
The current article discusses recent developments in U.S. teacher education that are tied to the global neo-liberal project. The article focuses on how changes experienced throughout the world have played out in the U.S. The article concludes with a look at the future for teacher education in the U.S.
Updated: Apr. 14, 2011
Is the Grass always Greener? The Effect of the PISA Results on Education Debates in Sweden and Germany
The current article describes the political debates that comparative international studies such as the Programme for International Student Assessment have given rise to in Germany and Sweden. As a result of the assessments, both countries have gone outside their borders in order to find new models and policy norms. The article analyzes whether or not the debate on educational policy in the two countries plays a role in policy borrowing.
Updated: Jan. 25, 2011
This article offers a critical analysis of recent trends in educational policy with particular reference to their assumptions about the knowledge society. The article concludes by offering an alternative approach to educational policy based on a social realist theory of knowledge.
Updated: Jun. 29, 2010