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Vicki Davis

American Educational Research Journal - 12 views

aer.sagepub.com

education research learning researcher_thoughtleader

shared by Vicki Davis on 06 Jan 12 - Cached
  • Vicki Davis on 06 Jan 12
     
    Many educational journals like this one have RSS feeds to notify you when new research comes out. If you want to keep up with research, I highly recommend you use an RSS reader. I use Google reader on my computer and Mr. Reader on my ipad (because it integrates with Diigo.)
Vicki Davis

Lies, damn lies, and visualizations - Strata - 5 views

strata.oreilly.com/...sualization-as-journalism.html

education news infographics data visualization

shared by Vicki Davis on 27 Oct 13 - No Cached
  • Vicki Davis on 27 Oct 13
     
    As you study data visualizations, make sure you look at past examples of how it made a difference (the Chicago crime visualization, for example). Students should be able to read and create visualizations to make arguments, share data, tell stories, and more. It is an important part of journalism and also something that is useful to include in school newspapers and annuals.
Maggie Verster

AcaWiki: Increasing the Impact of Research Using Web 2.0 - 5 views

acawiki.org/Home

academia acawiki education highered

shared by Maggie Verster on 07 Oct 09 - Cached
  • Maggie Verster on 07 Oct 09
     
    AcaWiki is like "Wikipedia for academic research" designed to increase the impact of scholars, students, and bloggers by enabling them to share summaries and discuss academic papers online. AcaWiki turns research hidden in academic journals into something more dynamic and accessible. All content on the site is licensed under the Creative Commons Attribution license.
  • Maggie Verster on 07 Oct 09
     
    AcaWiki is like "Wikipedia for academic research" designed to increase the impact of scholars, students, and bloggers by enabling them to share summaries and discuss academic papers online. AcaWiki turns research hidden in academic journals into something more dynamic and accessible. All content on the site is licensed under the Creative Commons Attribution license.
Jeff Johnson

Girls are as smart as boys, but tests are getting dumber | Education IT - 0 views

education.zdnet.com/?p=1779

boys cultural gender gender_difference girls journal research science smart social test_scores tests testscores

shared by Jeff Johnson on 28 Jul 08 - Cached
  • Jeff Johnson on 28 Jul 08
     
    New research published in the journal Science confirms what all of us teachers have known for a long time: girls are just as smart as boys. I hope none of our tax dollars went into that one. A quick quote from the article before I get into the more interesting findings from the researchers: Overall, the researchers found "no gender difference" in scores among children in grades two through 11. Among students with the highest test scores, the team did find that white boys outnumbered white girls by about two to one. Among Asians, however, that result was nearly reversed. Hyde says that suggests that cultural and social factors, not gender alone, influence how well students perform on tests.
Dean Mantz

An 'A' in Abstractions -- THE Journal - 4 views

thejournal.com/...an-a-in-abstractions.aspx

The Journal A in Abstractions grading measuring 21st century skills education teaching learning technology Tools all_teachers bestpractices administrator curriculum techintegrator edu_trends

shared by Dean Mantz on 23 Mar 10 - Cached
  • Dean Mantz on 23 Mar 10
     
    Article from "The Journal" about measuring learning and 21st Century Skills.
John Marr

History Now. In This Issue - 5 views

www.gilderlehrman.org/...past.php

shared by John Marr on 19 Jul 11 - Cached
  • HISTORY NOW is a quarterly online journal for American history teachers and students, launched in September, 2004. All issues are archived below: Issue One, September 2004: Elections Issue Two, December 2004: Primary Sources on Slavery Issue Three, March 2005: Immigration Issue Four, June 2005: American National Holidays Issue Five, September 2005: Abolition Issue Six, December 2005: Lincoln Issue Seven, March 2006: Women's Suffrage Issue Eight, June 2006: The Civil Rights Movement Issue Nine, September 2006: The American West Issue Ten, December 2006: Nineteenth Century Technology Issue Eleven, March 2007: American Cities Issue Twelve, June 2007: The Age Of Exploration Issue Thirteen, September 2007: The Constitution Issue Fourteen, December 2007: World War II Issue Fifteen, April 2008: The Supreme Court Issue Sixteen, June 2008: Books that Changed History Issue Seventeen, September 2008: Theodore Roosevelt and the Progressive Era Issue
  • John Marr on 19 Jul 11
     
    Quarterly journal from Gilder Lehrman Institute on particular history topics.
Jackie Gerstein

Journal of Virtual Worlds Research Pedagogy, Education and Innovation in Virtual Worlds - 0 views

www.jvwresearch.org/v2n1.html

education online learning virtual worlds web3d

shared by Jackie Gerstein on 09 Apr 09 - Cached
  • Jackie Gerstein on 09 Apr 09
     
    This edition of the Journal of Virtual Worlds Research is dedicated to exploring the breadth of designs, pedagogies and curricular innovations that are actually already being applied to teaching and learning in virtual worlds.
Felix Gryffeth

Climate Change Denial: The danger of false balance in journalism - 2 views

www.usatoday.com/...12402887

climate change journalism

shared by Felix Gryffeth on 15 Aug 14 - No Cached
  • "undue attention to marginal opinion"
  • editorial decisions should be guided by where the scientific consensus might be found on any given topic
  • doesn't mean you should give equal space or airtime to established truth on the one hand and reality-challenged people who don't like it on the other.
  • Felix Gryffeth on 15 Aug 14
     
    To try to be fair, many journalists may print what someone says, print what the other side says and call it a day. The trouble is, there isn't always equal merit on both sides. Think climate change.
  • Felix Gryffeth on 15 Aug 14
     
    To try to be fair, many journalists may print what someone says, print what the other side says and call it a day. The trouble is, there isn't always equal merit on both sides. Think climate change.
Ruth Howard

Maria Popova: In a new world of informational abundance, content curation is a new kind of authorship » Nieman Journalism Lab » Pushing to the Future of Journalism - 7 views

www.niemanlab.org/...on-is-a-new-kind-of-authorship

twitter curation journalism Content bestpractices digitalcitizenship professionaldevelopment edu_trends administrator curriculum language literature all_teachers elementary middleschool techintegrator web2

shared by Ruth Howard on 17 Jun 11 - No Cached
  • Ruth Howard on 17 Jun 11
     
    Literacy literature digital literacy future of education curation of content.  Good writeup on Twitters role in curation
Ed Webb

The academy's neoliberal response to COVID-19: Why faculty should be wary and how we can push back - Academic Matters - 1 views

academicmatters.ca/eoliberal-response-to-covid-19

Canada education online neoliberalism capitalism opinion analysis pandemics

shared by Ed Webb on 29 May 20 - No Cached
  • In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
  • The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
  • faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material
  • ...19 more annotations...
  • remote teaching directives are rooted in the assumption that faculty are equally positioned to carry them out
  • The dual delivery model—in which some students in a course come to class and others work remotely using pre-recorded or other asynchronous course material—is already part of a number of university plans for the fall, even though it requires vastly more work than either in-person or remote courses alone. The failure to accommodate faculty who are not well positioned to transform their courses from in-person to remote teaching—or some combination of the two— will actively exacerbate existing inequalities, marking a step backward for equity.
  • Neoliberal democracy is characterized by competitive individualism and centres on the individual advocacy of ostensibly equal citizens through their vote with no common social or political goals. By extension, group identity and collective advocacy are delegitimized as undemocratic attempts to gain more of a say than those involved would otherwise have as individuals.
  • Portraying people as atomized individuals allows social problems to be framed as individual failures
  • faculty are increasingly encouraged to see themselves as competitors who must maintain a constant level of productivity and act as entrepreneurs to sell ideas to potential investors in the form of external funding agencies or private commercial interests. Rather than freedom of enquiry, faculty research is increasingly monitored through performance metrics. Academic governance is being replaced by corporate governance models while faculty and faculty associations are no longer being respected for the integral role they play in the governance process, but are instead considered to be a stakeholder akin to alumni associations or capital investors.
  • treats structural and pedagogical barriers as minor individual technical or administrative problems that the instructor can overcome simply by watching more Zoom webinars and practising better self-care.
  • In neoliberal thought, education is merely pursued by individuals who want to invest in skills and credentials that will increase their value in the labour market.
  • A guiding principle of neoliberal thought is that citizens should interact as formal equals, without regard for the substantive inequalities between us. This formal equality makes it difficult to articulate needs that arise from historical injustices, for instance, as marginalized groups are seen merely as stakeholders with views equally valuable to those of other stakeholders. In the neoliberal university, this notion of formal equality can be seen, among other things, in the use of standards and assessments, such as teaching evaluations, that have been shown to be biased against instructors from marginalized groups, and in the disproportionate amount of care and service work that falls to these faculty members.
  • Instead of discussing better Zoom learning techniques, we should collectively ask what teaching in the COVID-19 era would look like if universities valued education and research as essential public goods.
  • while there are still some advocates for the democratic potential of online teaching, there are strong criticisms that pedagogies rooted in well-established understandings of education as a collective, immersive, and empowering experience, through which students learn how to deliberate, collaborate, and interrogate established norms, cannot simply be transferred online
  • Humans learn through narrative, context, empathy, debate, and shared experiences. We are able to open ourselves up enough to ask difficult questions and allow ourselves to be challenged only when we are able to see the humanity in others and when our own humanity is recognized by others. This kind of active learning (as opposed to the passive reception of information) requires the trust, collectivity, and understanding of divergent experiences built through regular synchronous meetings in a shared physical space. This is hindered when classroom interaction is mediated through disembodied video images and temporally delayed chat functions.
  • When teaching is reduced to content delivery, faculty become interchangeable, which raises additional questions about academic freedom. Suggestions have already been made that the workload problem brought on by remote teaching would be mitigated if faculty simply taught existing online courses designed by others. It does not take complex modelling to imagine a new normal in which an undergraduate degree consists solely of downloading and memorizing cookie-cutter course material uploaded by people with no expertise in the area who are administering ten other courses simultaneously. 
  • when teaching is reduced to content delivery, intellectual property takes on additional importance. It is illegal to record and distribute lectures or other course material without the instructor’s permission, but universities seem reluctant to confirm that they will not have the right to use the content faculty post online. For instance, if a contract faculty member spends countless hours designing a remote course for the summer semester and then is laid off in the fall, can the university still use their recorded lectures and other material in the fall? Can the university use this recorded lecture material to continue teaching these courses if faculty are on strike (as happened in the UK in 2018)? What precedents are being set? 
  • Students’ exposure to a range of rigorous thought is also endangered, since it is much easier for students to record and distribute course content when faculty post it online. Some websites are already using the move to remote teaching as an opportunity to urge students to call out and shame faculty they deem to be “liberal” or “left” by reposting their course material. To avoid this, faculty are likely to self-censor, choosing material they feel is safer. Course material will become more generic, which will diminish the quality of students’ education.
  • In neoliberal thought, the public sphere is severely diminished, and the role of the university in the public sphere—and as a public sphere unto itself—is treated as unnecessary. The principle that enquiry and debate are public goods in and of themselves, regardless of their outcome or impact, is devalued, as is the notion that a society’s self-knowledge and self-criticism are crucial to democracy, societal improvement, and the pursuit of the good life. Expert opinion is devalued, and research is desirable only when it translates into gains for the private sector, essentially treating universities as vehicles to channel public funding into private research and development. 
  • The free and broad pursuit—and critique—of knowledge is arguably even more important in times of crisis and rapid social change.
  • Policies that advance neoliberal ideals have long been justified—and opposition to them discredited—using Margaret Thatcher’s famous line that “there is no alternative.” This notion is reproduced in universities framing their responses to COVID-19 as a fait accompli—the inevitable result of unfortunate circumstances. Yet the neoliberal assumptions that underpin these responses illustrate that choices are being made and force us to ask whether the emergency we face necessitates this exact response.
  • The notion that faculty can simply move their courses online—or teach them simultaneously online and in person—is rooted in the assumption that educating involves merely delivering information to students, which can be done just as easily online as it can be in person. There are many well-developed online courses, yet all but the most ardent enthusiasts concede that the format works better for some subjects and some students
  • Emergencies matter. Far from occasions that justify suspending our principles, the way that we handle the extra-ordinary, the unexpected, sends a message about what we truly value. While COVID-19 may seem exceptional, university responses to this crisis are hardly a departure from the neoliberal norm, and university administrations are already making plans to extend online teaching after it dissipates. We must be careful not to send the message that the neoliberal university and the worldview that underpins it are acceptable.
Dennis OConnor

Online Learning (Rowman & Littlefield Education) - 8 views

www.rowmaneducation.com/...SingleBook.shtml

e-learning online education

shared by Dennis OConnor on 28 Jun 10 - Cached
  • "Online education programs at the high school, undergraduate, and graduate levels represent one of the fastest growing trends in education today. However, online classes are completely different from any other educational endeavor and require a new set of skills. Bowman, who currently teaches online undergraduate and graduate courses, and her fellow contributors provide an excellent down-to-earth guide for anyone who is thinking about or participating in an online education program. This well-written and understandable book covers some theories of learning styles but focuses on the nuts-and-bolts skills needed to be successful. Each chapter explores a particular aspect of learning online and gives practical advice about how to participate successfully in an online learning environment. Verdict: Bowman and the other contributors have several years' experience helping students learn online, and their perspectives make this a practical and helpful guide to a prevalent and growing practice."— June 2010, Library Journal Starred Review
  • Dennis OConnor on 28 Jun 10
     
    I've known Leslie Bowman for over a decade. She's a great online teacher. Her book is filled with the wisdom of experience. Check it out! ~ Dennis "Online education programs at the high school, undergraduate, and graduate levels represent one of the fastest growing trends in education today. However, online classes are completely different from any other educational endeavor and require a new set of skills. Bowman, who currently teaches online undergraduate and graduate courses, and her fellow contributors provide an excellent down-to-earth guide for anyone who is thinking about or participating in an online education program. This well-written and understandable book covers some theories of learning styles but focuses on the nuts-and-bolts skills needed to be successful. Each chapter explores a particular aspect of learning online and gives practical advice about how to participate successfully in an online learning environment. Verdict: Bowman and the other contributors have several years' experience helping students learn online, and their perspectives make this a practical and helpful guide to a prevalent and growing practice."- June 2010, Library Journal Starred Review "
Vicki Davis

New Study: Engage Kids With 7x the Effect | Edutopia - 7 views

www.edutopia.org/...with-7x-the-effect-todd-finley

education engagement all_teachers bestpractices edu_trends

shared by Vicki Davis on 29 Sep 15 - No Cached
  • Vicki Davis on 29 Sep 15
     
    " Kristy Cooper's insanely rigorous mixed methods study, Eliciting Engagement in the High School Classroom: A Mixed-Methods Examination of Teaching Practices, published in the April 2014 American Educational Research Journal, does an exceptional job of showing what works. Cooper, an award-winning researcher at Michigan State University with an MA and Ed.D from Harvard, examined the impact of three well-supported strategies that teachers employ to increase student engagement. As you read each summary below, try to guess which practice had the greatest impact." Todd Finley shares the three methods and asks which has the most impact: 1) Lively teaching, 2) Academic Rigor and 3) Connective Instruction. A fantastic must-read on student engagement that you'll want to email your staff.
Martin Burrett

School heads shape students' values via school climate - 1 views

ukedchat.com/...ents-values-via-school-climate

school ethos culture

shared by Martin Burrett on 31 Oct 16 - No Cached
  • Martin Burrett on 31 Oct 16
     
    Over time, students' personal values become more similar to those of their school principal, according to new research published in Psychological Science, a journal of the Associational for Psychological Science. The findings indicate that head-teachers' values are linked with aspects of school climate which are, in turn, linked with students' own values.
Vicki Davis

Why Technology Will Never Fix Education - Commentary - The Chronicle of Higher Education - 11 views

chronicle.com/...230185

technology edu_news

shared by Vicki Davis on 31 May 15 - No Cached
funckymonkey liked it
  • Vicki Davis on 31 May 15
     
    Interesting article in Journal of Higher Ed with Many Great Points "The real obstacle in education remains student motivation. Especially in an age of informational abundance, getting access to knowledge isn't the bottleneck, mustering the will to master it is. And there, for good or ill, the main carrot of a college education is the certified degree and transcript, and the main stick is social pressure. Most students are seeking credentials that graduate schools and employers will take seriously and an environment in which they're prodded to do the work. But neither of these things is cheaply available online. Arizona State University's recent partnership with edX to offer MOOCs is an attempt to do this, but if its student assessments fall short (or aren't tied to verified identities), other universities and employers won't accept them. And if the program doesn't establish genuine rapport with students, then it won't have the standing to issue credible nudges. (Automated text-message reminders to study will quickly become so much spam.) For technological amplification to lower the costs of higher education, it has to build on student motivation, and that motivation is tied not to content availability but to credentialing and social encouragement. The Law of Amplification's least appreciated consequence, however, is that technology on its own amplifies underlying socioeconomic inequalities.
Martin Burrett

Positive school climates can narrow achievement gaps - 1 views

ukedchat.com/...es-can-narrow-achievement-gaps

research education article

shared by Martin Burrett on 06 Nov 16 - No Cached
  • Martin Burrett on 06 Nov 16
     
    Positive school climates contribute to academic achievement and can improve outcomes for students from low socioeconomic backgrounds, according to a new study published today in Review of Educational Research, a peer-reviewed journal of the American Educational Research Association. In a comprehensive analysis of research published since 2000, U.S. and Israeli researchers found substantial evidence that schools with positive climates can narrow achievement gaps among students of different socioeconomic backgrounds and between students with stronger and weaker academic abilities...
Martin Burrett

When fish come to school, kids get hooked on science - 2 views

ukedchat.com/...ool-kids-get-hooked-on-science

biology science fish study research

shared by Martin Burrett on 11 Nov 16 - No Cached
  • Martin Burrett on 11 Nov 16
     
    "A programme that brings live fish into classrooms to teach the fundamentals of biology not only helps students learn, but improves their attitudes about science, a new study finds. The study of nearly 20,000 K-12 students, who raised zebrafish from embryos over the course of a week, found that kids at all grade levels showed significant learning gains. They also responded more positively to statements such as "I know what it's like to be a scientist." The results, to be published by the journal PLOS Biology, suggest that an immersive experience with a living creature can be a particularly successful strategy to engage young people in science, technology, engineering and maths."
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