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Learning design is growing in importance but is not yet widely adopted by teachers. This paper describes the development of a scenario‐led learning design process, divided into two stages, which was implemented with over 500 teachers altogether from 15 European countries. Activity theory is used to explore the contradictions that arose when such changes were introduced into the established activity system of lesson planning. Data were collected through interviews and questionnaires from a small sample of participants including national coordinators (stage 1: n = 8; stage 2: n = 13) and teachers (stage 1: n = 13; stage 2: n = 23). These participants perceived that the scenario‐led learning design process, involving a wide range of stakeholders, was collaborative, supportive and innovative (compared to previous lesson planning practices). However, a number of contradictions were identifiable between: (1) the shift to collaborative learning design from teachers preparing their lessons alone; (2) the new tools and the existing rules of the national/regional education systems; (3) the time required to both understand and implement learning design, and the impact of competing demands. This paper discusses the challenges faced when attempting to scale‐up European school teachers' development of digital pedagogy. The structured (yet flexible) approach was welcomed and the tools promoted teacher reflection but, as commonly noted, the complexity and time‐constraints were major issues. [ABSTRACT FROM AUTHOR]

Stationary law and court cases currently leave fair use of copyrighted material poorly defined and fail to provide effective guidance for the use of others' work. Copyright legislation is undergoing significant change, accelerated by the evolution of computing and communication technologies. This paper reviews copyright issues, fair use guidelines, and applicable laws and statutes to help administrators and educators understand and comply with copyright regulations. The paper describes principles of copyright and ownership, the rights of copyright holders, and the conditions under which copyrighted material can be used by others. Recently introduced legislation, such as 1998 Digital Millenium Copyright Act, may significantly affect how educators can use copyrighted material in the future. The integration of computer and communication technology into education raises a number of intellectual property issues for dental schools. This paper provides some general guidelines regarding copyright issues in academic environments. [ABSTRACT FROM AUTHOR]

There has been interest in the implications of learning by doing, and in particular in the possibility that learning by doing may be slower in less developed countries and in industries which use simpler technologies. This paper uses firm-level data from Ghana to estimate learning-by-doing effects and generates three main findings. First, the learning curve, though present, is flatter in Ghana than in developed countries. Second, any industry-wide spillovers are small and insignificant. Third, (contrary to the assumption of much theory) learning-by-doing effects are stronger at low levels of technology than at intermediate levels. [ABSTRACT FROM AUTHOR]

This paper reviews the relationship between creativity and equitable thinking and the individual differences in personality, demographic, and experiential factors that influence both concepts as they affect each other. Given the nationwide push to increase equity in public schools, interventions beyond teaching about equity are becoming progressively more vital to school improvement. The work suggests that schools may be able to increase equitable thinking and, accordingly, community equity by employing creative thinking strategies in classrooms. [ABSTRACT FROM AUTHOR]

This paper considers the data science and the summaries significance of Big Data and Learning Analytics in education. The widespread platform of making high-quality benefits that could be achieved by exhausting big data techniques in the field of education is considered. One principal architecture framework to support education research is proposed. [ABSTRACT FROM AUTHOR]

This article discusses the issue of the sustainability of educational change in the light of findings from research undertaken in tandem with a development project initiated by a Scottish Education Authority, The Highland Council. The paper reviews some of the key themes that have emerged from recent literature on educational change, before drawing on the project data to address two key issues: the factors that have helped to promote and sustain changes within the schools; and the barriers to innovation experienced in these schools. We conclude the article by identifying a range of considerations that should be taken into account by those seeking to innovate and we suggest that, while the Highland model for change has enjoyed a degree of success in inculcating change, more needs to be done to address systemic issues, such as the pervasive influence of a narrow attainment agenda in shaping classroom practice. [ABSTRACT FROM AUTHOR]

The purpose of the research reported in this paper was to study the acceptability of e-learning instruments either as substitutes for or a complement to traditional face-to-face education for people with a humanistic background. We conducted an international comparison between students (attending humanistic studies) in two different European countries: Italy and Portugal. The comparison allowed us to focus on similarities and differences in on-line educational programs and in two different settings and allowed for appropriate statistical analysis. Starting from data and observations, we propose an acceptance model of Information and Communication Technologies (ICT) and a measurement framework. In particular, the study includes both reliability and construct validity measures. To date there has been little research effort investigating the implications of switching from the traditional educational frameworks towards innovative on-line ones in an international comparative context. Our results show that students with a humanistic background may not be prepared to fully use technical tools as instruments of education. Therefore ICT instruments must be introduced in humanistic faculties via a stepwise approach which allows a gradual but definitive assimilation of the innovative technological learning instruments. The outcomes of our study have been directly applied on a real case: the Master Program in Human Resource Management (HRM) in the University of Rome 'Tor Vergata' where an e-learning platform has been implemented as a complementary to the traditional approaches to education. Furthermore our model is currently under investigation in large industrial companies with the aim of measuring and improving the e-learning education in the field of production and distribution of energy. Copyright © 2011 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

In this paper we study the relationship between the timing of tracking of pupils into vocational and academic secondary education and gender differences in educational attainment and income. It is argued that in a comprehensive system, where students are tracked into vocational and academic schools relatively late (age 15–16), girls are more likely to choose the academic track than boys. We exploit the Finnish comprehensive school reform of the 1970s to analyse this hypothesis. This changed the Finnish school system from a selective to a comprehensive structure and postponed tracking from the age of 10–11 to 15–16. Since the reform was not implemented at the same time throughout the country, we can observe members of the same cohorts under both systems. The shift to a comprehensive system was found to increase gender differences in the probability of choosing an academic secondary education and of continuing onto academic tertiary education. Moreover, the reform decreased the gender wage gap in adult income by four percentage points. [ABSTRACT FROM AUTHOR]

1 : 1 educational computing refers to a scenario where every student in a group or class uses a computing device equipped with wireless communication capability to conduct a learning task. This paper, drawing from design experiences with our digital classroom environment series and other studies, attempts to describe a few valuable 1 : 1 design perspectives for educational computing inside the classroom. We try to describe the major components of the 1 : 1 digital classroom environment and classify the most important component, student devices, according to a set of features. Furthermore, based on the notion of computing affordance, a set of communication affordances are described. This set underpins three basic educational activities, namely: teacher-directed instruction, small group learning and individual learning. Finally, scenarios are exemplified for a few typical educational computing devices. This study concludes with a discussion of short- and long-term research possibilities. [ABSTRACT FROM AUTHOR]

Educationist Willis Hawley's paper identifies some of the chief sources of tension and confusion in American educational policy. The article presents comments of the author on Hawley's paper. The first is that the concern for innovation pervades the whole educational system, and that correctives which stop at the school level are unlikely to succeed. The second is that there are some identifiable prerequisites to an adaptive education, which research can help bring about.

Massive open online courses ( MOOCs) attract learners with a variety of backgrounds. Engaging them using game development was trialled in a beginner's programming course, 'Begin programming: build your first mobile game,' on Future Learn platform. The course has completed two iterations: first in autumn 2013 and second in spring 2014 with thousands of participants. This paper explores the characteristics of learner groups attracted by these two consecutive runs of the course and their perceptions of the course using pre- and post-course surveys. Recommendations for practitioners are offered, including when the audience is different to the one expected. A MOOC is unlikely to please everyone, especially with such large cohorts. Nevertheless, this course, using game development as a vehicle to teach programming, seems to have offered a balanced learning experience to a diverse group of learners. However, MOOC creators and facilitators should accept that a course cannot be made to please everyone and try to communicate clearly who the intended audience for the course are. [ABSTRACT FROM AUTHOR]

Since 2004, the Ministry of Education and Culture in Cyprus has launched an educational reform. The Ministry highlighted Cyprus’ participation in the European context and, by extension, the turning-into-multicultural character of the Cypriot society as the most important reasons, which necessitated such a reform. This paper seeks to examine the perceived curriculum of intercultural education in Cyprus. To this end, we explore how the conceptual and theoretical framework of the ‘new’ national curriculum influences key stakeholders’ understandings of intercultural education. Do they share similar understandings? Do they use the same terminologies? How consistent is their knowledge with the contemporary literature on Intercultural Education? All these questions will help us establish an understanding about the next level of curriculum development – the implementation level – and illuminate their possible tacit assumptions concerning the role of the teachers in carrying out of the declared policy on Intercultural Education. Most importantly, we will discuss the tacit assumptions that come to light through their expressed perceptions, addressing not only to the practises but also the essence of the term intercultural education and its originating interest in terms of human agency. Within this context we will deliberate how a broadly accepted policy, namely intercultural educational policy, becomes a vehicle that can be used to control, interact with or empower people and in particular those delegated with its implementation-in our case the teachers. [ABSTRACT FROM PUBLISHER]

Having started early in the 1920s as a spontaneously launched educational activity by civil organisations under the influence of American audio-visual theory and practice, Chinese educational technology was later put under governmental management. This paper is composed of five parts covering mainly the historical development of educational technology in China. Part 1 is a brief history of educational technology in China. Part 2 presents the major tasks of management in educational technology. Part 3 talks about the organisation of educational technology management within universities and schools. Part 4 discusses civil organisations of educational technology in China. And part 5 is a conclusion about the managerial features of Chinese educational technology. [ABSTRACT FROM AUTHOR]

Efforts to improve the educational process must focus on those most responsible for implementing it: the teachers. It is with them in mind that we propose a face-to-face computer-supported collaborative learning system that uses wirelessly networked hand-held computers to create an environment for helping students assimilate and transfer educational content. Two applications of this system are presented in this paper. The first involves the use of the system by students, transforming classroom dynamics and enabling collaboration and interaction between the students and the teacher. In the second application, the system is used to help teachers update their knowledge of subject content and exchange methodological strategies. [ABSTRACT FROM AUTHOR]

This paper reports on a study involving the identification and measurement of collaboration in an online asynchronous discussion (OAD). A conceptual framework served for the development of a model which conceptualises collaboration on a continuum of processes that move from social presence to production of an artefact. From this model, a preliminary instrument with six processes was developed. Through application of the instrument to an OAD, the instrument was further developed with indicators added for each process. Use of the instrument to analyse an OAD showed that it is effective for gaining insight into collaborative processes in which discussants in an OAD do or do not engage. Use of the instrument in other contexts would test and potentially strengthen its reliability and provide further insight into the collaborative processes in which individuals engage in OADs. Analysis of an OAD using the instrument revealed that participants engaged primarily in processes related to social presence and articulating individual perspectives, and did not reach a stage of sharing goals and producing shared artefacts. The results suggest that the higher-level processes related to collaboration in an OAD may need to be more explicitly and effectively promoted in order to counteract a tendency on the part of participants to remain at the level of individual rather than group or collaborative effort. [ABSTRACT FROM AUTHOR]

Product innovation is the focal point of the Delft Design School in the Netherlands. During its more than thirty years of existence different models of the product innovation process were and are used for education and for research. This paper will describe the development of these models. The first models tried to describe the product innovation process in a logical linear order, but recently this logical order has come under discussion. The most recent models try to show the more chaotic character of the product innovation processes in real corporate life. Although this chaotic model better reflects the product innovation practice, for educational purposes it seems to be less useful than the original logical ones. For our teaching we propose the two versions (logic and chaos) of our innovation model as two sides of one coin. This innovation coin is without proper value with one side left blank. [ABSTRACT FROM AUTHOR]

A virtual engine laboratory application for use in automotive engineering education is proposed to allow the practical teaching of powertrain calibration. The laboratory software is built as a flexible Matlab tool that can easily be transferred for applications in other disciplines and promotes the link between teaching and research. [ABSTRACT FROM AUTHOR]

This paper outlines developmental stages in reading and spelling derived from research over the last two decades. Phonemic strategies for reading and spelling are defined. These strategies appear to require the ability to manipulate rhyme, segment and blend intra-syllabic units and phonemes, and a knowledge of tile correspondence between phonemes and graphemes. Within each of these competences there are levels of difficulty. Evidence from cross-sectional and longitudinal studies is provided to show that children are proficient users of a phonemic strategy for reading. It is suggested, therefore, that teachers ensure that children spell phonemically (i.e. segment phonemes in words and map on tile appropriate graphemes) before expecting them to read by combining letters. A model is proposed which indicates a progression of activities to extend children's phonemic ability and knowledge of letters in order that they may acquire the use of a phonemic strategy for reading. [ABSTRACT FROM AUTHOR]

The importance of Early Intervention for children with Autism has been established however little attention has been given to the role of the parent and their perspective (Griffin & Shevlin, 2011). Research on Early Intervention has proliferated and innovative research on involving parents as partners has emerged (Carpenter, 2007; Hornby, 2011), however parents' experiences of assessment, diagnosis and education have received little attention. This study investigated parental perceptions of Early Intervention services for children with significant disabilities. The purpose of this article is to describe how parents experience assessment, diagnosis and education, exploring the potential of utulising a parental lens in grasping these perspectives. It explored parents' need to negotiate services and the difficulties surrounding their children's education in mainstream settings. Through qualitative, longitudinal, in-depth case studies, parents (n 6) were interviewed over a fifteen month period. Interviews coincided with school terms. A major point of difference is the presence of parent voice. This research is dedicated to eliciting parents' voice and exploring how this may influence current understandings of Early Intervention in Ireland. This research suggests that we need to explore what is needed by parents according to those parents, by acknowledging parent voice. Early Intervention and school settings may be a site of reconfiguration of parenthood where mutually, supportive mechanisms may confront the obscurities associated with their role and the fact that they are seldom heard. [ABSTRACT FROM AUTHOR]

This paper drew upon a recent book (Rethinking Education in the Age of Technology) to summarize a number of prospects and challenges arising from the appropriation of digital technology into learning and educational practice. Tensions between traditional models of schooling and the affordances of digital media were noted, while the promise of these technologies for shaping a new system of education was reviewed. It was argued that new technology brings radical opportunities but also significant challenges. The urgency of seeking a coherent model for the future of education in a technological age was stressed. [ABSTRACT FROM AUTHOR]

An important challenge faced by many teachers as they involve students in science investigations is measuring (‘assessing’) students' progress. Our detailed requirements analysis in a particular school district led to the idea that what teachers need most are ways to increase the quality of the information they have about what students know and can do, not automation of typical assessment practices. We see handheld computers as promising tools for addressing this need because they can give students and teachers frequent, integral access to new ways of expressing and communicating what they know and can do. Our requirements analysis has led us to emphasize a need for handheld-based tools that‘informate’ science instruction by:•Being oriented to the needs of teachers in transition to inquiry-oriented pedagogy;•expanding the range of assessment tasks through a new representational medium and communication infrastructure;•creating new roles for students in expressing what they know and can do; and•focusing both students' and teachers' attention on scientific concepts. [ABSTRACT FROM AUTHOR]

Focuses on a study which investigated the sociocultural factors which are associated with online learning in education, while examining the factors which shaped the computer software English as a Second Language (ESL). Information on the use of technology in schools; Details on the social context of learning; Examination of the relationship between researcher, teacher and student; Importance of computer literacy.

Relation of response transfer to verbal association strength in fifth-grade children was examined in 3 experiments. In all experiments, Ss learned 8 word-trigram pairs on self-paced teaching machines. Test trials interspersed new stimuli related to the original words at different levels of association Strength. Response transfer (writing the trigram paired with the original stimulus) was measured, Experiment I showed significant, differences between Associates and Controls, Experiment II introduced High, Intermediate, and Low associates as test stimuli. Differences were in the expected order. All levels of association were significantly different from Controls, and High were different from Low associates. Experiment. III added evaluation, of repeated trials and, of word groups used. Levels of association and word groups both yielded significant effects and interacted significantly. The functional relation was verified, and all associative levels contrasted significantly to Controls, Results were compared with similar studies using adult Ss. [ABSTRACT FROM AUTHOR]

This article provides an overview of the emergence of professional education and academic dentistry, in particular into the comprehensive research university. The development of academic dentistry as a vital member of the academic health center at the research university and beyond is described. Summaries are provided of major studies and innovations in dental education models and curricula, ranging from the Gies report in 1926 to the 1995 Institute of Medicine study Dental Education at the Crossroads, the U.S. surgeon general's report on oral health in 2000, the Macy study report in 2008, and the American Dental Education Association Commission on Change and Innovation in Dental Education (ADEA CCI) series of articles published from 2005 to 2009. The article also tracks changes in number and institutional affiliation of U.S. dental schools. This article was written as part of the project "Advancing Dental Education in the 21st Century." [ABSTRACT FROM AUTHOR]

Provides information about the process of instructional development and implementation of educational technology innovations. Steps for the development of implementation profile instrument; Conditions that facilitate the implementation of educational technology innovations; Trends in instructional design and technology.

Inclusion in Canadian schools, both academic and social, is explored through the historic legislative structures that have resulted in a diversity of approaches to meeting the educational needs of Canadians. Innovative programmes that have been developed which showcase Canadian commitment to inclusive academic and social practices are described. Finally, we explore some of the challenges that Canadians are facing in truly being inclusive in our educational practices, and we make three specific recommendations about how we can become more inclusive. [ABSTRACT FROM AUTHOR]

We studied the implications of social change for cognitive development in a Maya community in Chiapas, Mexico, over 43 years. The same procedures were used to collect data in 1969-1970, 1991, and 2012-once in each generation. The goal was to understand the implications of weaving, schooling and participation in a commercial economy for the development of visual pattern representation. In 2012, our participants consisted of 133 boys and girls descended from participants in the prior two generations. Procedures consisted of placing colored sticks in a wooden frame to make striped patterns, some familiar (Zinacantec woven patterns) and some novel (created by the investigators). Following Greenfield (2009), we hypothesised that the development of commerce and the expansion of formal schooling would influence children's representations. Her theory postulates that these factors move human development towards cognitive abstraction and skill in dealing with novelty. Furthermore, the theory posits that whatever sociodemographic variable is changing most rapidly functions as the primary motor for developmental change. From 1969 to 1991, the rapid development of a commercial economy drove visual representation in the hypothesised directions. From 1991 to 2012, the rapid expansion of schooling drove visual representation in the hypothesised directions. [ABSTRACT FROM AUTHOR]

For more than 2 years, Scratch programming has been taught in Taiwanese elementary schools. However, past studies have shown that it is difficult to find appropriate learning methods or tools to boost students' Scratch programming performance. This inability to readily identify tutoring tools has become one of the primary challenges addressed in Scratch programming studies. To cope with this problem, we propose an innovative approach, which combines an Annotation-based Scratch Programming ( ASP) tool with the problem-solving-based teaching approach in Scratch programming pedagogy. The ASP tool was developed to enable students to create, review and share Scratch programming and homework annotations. In a quasi-experimental study, we have evaluated Scratch programming pedagogy at a North Taiwanese elementary school to investigate the effects of instructional-tools-supported programming instructional modes on Scratch programming performance. The experimental results show that students who received ASP tool support in conjunction with a problem-solving-based teaching approach performed significantly better than the other groups. Based on our findings, the innovative approach was believed to play an important role in improving the learning patterns of younger pupils. Therefore, we suggest that teachers consider incorporating the innovative method into their teaching environments in order to boost students' learning achievements in the area of Scratch programming and the subsequent learning process. [ABSTRACT FROM AUTHOR]

This article presents in summary a selection of the work conducted by OECD in the field of technology and education, which has been an on-going focus of OECD work since the 1980s. Recently, much of this has been under the heading of 'New Millennium Learners', but it has also included the widening of student achievement surveys towards digital literacy; reviews of e-learning in higher education, surveys on Open Education Resources ( OER); technology as a source of innovation; and analyses of the digital resources market and educational technology patents. The article proposes the more holistic focus on 'learning environments' through which to analyse the very diverse ways in which technology can be integrated into education and as a design framework. This is drawn from a report of the OECD Innovative Learning Environments ( ILE) project to be published in 2013, itself based on 40 case studies from different countries and regions. It suggests that contemporary learning environments should be: i) Innovating the 'pedagogical core'; ii) Engaging the 'Design/Redesign Leadership Circle'; iii) Widening connections and capacity through partnerships; and iv) Promoting 21st century effectiveness (based on the principles derived from the 2010 ILE learning research review). The article then applies this framework to show how technology shapes learning environments in many different ways. The article questions over-reliance on individuals navigating successfully to access non-formal learning opportunities and rejects the argument that learning institutions should simply adapt more adequately to available technologies. Instead, technology should be fully exploited in well-designed learning environments. [ABSTRACT FROM AUTHOR]

In the classroom, teachers have long used videos as an addendum to the instruction they provide. Still, using video is often seen in a negative light and is used sparingly. This column calls upon research from a variety of fields that supports the use of video to enhance literacy instruction in classrooms. Relying on both theory and practice, the authors highlight several promising areas of research that utilize video as a teaching tool to develop comprehension and vocabulary proficiency in tandem with print-based literacy practices. The authors make practical recommendations for teachers looking to incorporate video into the literacy instruction they provide to students in the classroom. [ABSTRACT FROM AUTHOR]

Science education researchers increasingly focus on the use of controversial science topics in the classroom to prepare students to make personal and societal decisions about these issues. However, researchers infrequently investigate the diverse ways in which students learn about controversial science topics outside the classroom, and how these interact with school learning. Therefore, this study uses qualitative, ethnographic research methods to investigate how 20 high school students attending a New York City public school learn about a particular controversial science topic-HIV/AIDS-in different contexts, as well as how different sources of learning interact. In addition to finding that learning about HIV/AIDS happens across seven contexts of students' lives in diverse ways, including and beyond school settings, this study finds that students integrate learning that happens in these different contexts to shape their understandings and perspectives on HIV/AIDS issues. These findings are used to discuss the place of school learning within students' thinking about HIV/AIDS, highlighting ways in which students both value and discount their school learning in relation to other sources of learning. On the basis of our analysis, we make suggestions for bringing different sources of learning into the classroom to facilitate critical analysis of controversial science topics. © 2010 Wiley Periodicals, Inc. Sci Ed 87-120, 2011 [ABSTRACT FROM AUTHOR]

Objectives: The purpose of this article is to highlight medical education research studies published in 2008 that were methodologically superior and whose outcomes were pertinent to teaching and education in emergency medicine. Methods: Through a PubMed search of the English language literature in 2008, 30 medical education research studies were independently identified as hypothesis-testing investigations and measurements of educational interventions. Six reviewers independently rated and scored all articles based on eight anchors, four of which related to methodologic criteria. Articles were ranked according to their total rating score. A ranking agreement among the reviewers of 83% was established a priori as a minimum for highlighting articles in this review. Results: Five medical education research studies met the a priori criteria for inclusion and are reviewed and summarized here. Four of these employed experimental or quasi-experimental methodology. Although technology was not a component of the structured literature search employed to identify the candidate articles for this review, 14 of the articles identified, including four of the five highlighted articles, employed or studied technology as a focus of the educational research. Overall, 36% of the reviewed studies were supported by funding; three of the highlighted articles were funded studies. Conclusions: This review highlights quality medical education research studies published in 2008, with outcomes of relevance to teaching and education in emergency medicine. It focuses on research methodology, notes current trends in the use of technology for learning in emergency medicine, and suggests future avenues for continued rigorous study in education. [ABSTRACT FROM AUTHOR]

Discussions of text and the literate practices of the young have always taken place against larger backdrops painted in particular historical, cultural and ideological patterns. In the contemporary era, the emergence of weblogs (blogs) and their rapid uptake by young people all over the world provides an interesting insight into the tensions that emerge as views of children, technology and textual practice intersect in a particular historical, cultural and ideological moment. This article suggests that the emergence of new technologies and new textual practices poses a significant challenge to traditional views of literacy and childhood. It undertakes a textual analysis of samples of the ways in which blogging and bloggers are represented in the media and contrasts these discourses with the production, dissemination and use of blogs created by two young people. This small slice across blogging serves to highlight the deeply rooted tensions between some models of childhood and some contemporary practices around text, technology and information. [ABSTRACT FROM AUTHOR]

The author presents a discussion relating to challenges to public policy and public management education. According to the author, the Goldman School of Public Policy (GSPP) at Berkeley is a canonical policy school, thus, GSPP has changed the least among the original eight programs funded by the Ford Foundation in the late 1960s. A brief historical overview on the National Association of Schools of Public Administration and Analysis (NASPAA) is offered. Furthermore, a table showing comparison of five models by numbers of faculty and students, type of students, and student placements as of 1983 is offered.

Stimulated by special educational needs co-ordinators’ (SENCos) reactions to a published image, the researchers used photovoice methodology to explore SENCos’ images of themselves in relation to the perceptions of three groups of their colleagues: senior management team, teachers and teaching assistants. The analysis of the images involved the application of Activity Theory, which has the capacity to illuminate and explore the social context. The results demonstrate the complexity of the role of the SENCo and the need to negotiate different perceptions. The authors argue the case for policies and procedure to fully take into account these differences. The adoption of this methodology helped to provide a deeper understanding of these issues. [ABSTRACT FROM AUTHOR]

This chapter describes a model for continuous development of adaptive expertise, including growth along the dimensions of innovation and knowledge, examined in the context of a biotransport course in biomedical engineering. Students improved on both knowledge and innovation, moving along a continuum toward adaptive expertise. [ABSTRACT FROM AUTHOR]

Copyright of Reading Research Quarterly is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

For Flanders, the Bologna declaration has launched an innovation process carrying unprecedented challenges for higher education. [ABSTRACT FROM AUTHOR]

During the transition period in Hungary the role of the market has become more significant, and several market elements have appeared in education, as well. The growing social demand for schooling resulted in the huge expansion of secondary and higher education. Schools try to match the demand with the supply in a colourful variety of programmes. However, public education in Hungary struggles with very great problems of inequalities. [ABSTRACT FROM AUTHOR]

This study is set in the rapidly changing higher educational environment that has ensued in Serbia and Montenegro in the post Milošević era. Its primary focus is a ‘Training Trainers’ initiative, mounted by the GTZ (Deutsche Gesellschaft für Technische Zusammenarbeit/Society for Technical Co-operation), designed to upgrade the teaching capacity of academic representatives from four Serbian Higher Business Schools (HBS) in modern business and management education as part of a broader European project to foster democratic citizenship and to spur the political rehabilitation of Serbia. As a consultant employed by the GTZ to deliver a module in Human Resource Management (HRM) I was able to gain first hand insights into problems and issues associated with the assimilation and teaching of new business ideas by local experts. The article draws upon hermeneutic insight in order to understand the potential for misinterpretation and misunderstanding in intercultural educational dialogue in a particularly troubled economic, political and institutional climate. Although the module was perceived as being successful in it own right, institutional inertia in the field of education, cultural dissonance amongst primary stakeholders and an ethnocentric approach to programme formulation impeded the diffusion of new business knowledge into wider Serbian industrial structures. It is concluded that, in future, such initiatives would need to be more finely tuned to local circumstances and founded upon genuine dialogue between international educational actors. [ABSTRACT FROM AUTHOR]

Drawing upon understanding of innovation processes in other domains, we construct a model of the innovation system for science, technology, engineering, and mathematics (STEM) education. The model suggests that higher educational innovation in research universities is severely disadvantaged in many regards. Paramount is the lack of a ‘natural’ innovator who, analogous to the engineer in an industrial research and development lab, has professional training and incentives to perform a significant professional role—teaching. The model suggests a number of organizational and structural factors that must be addressed, systemically, to bolster prospects of educational improvement at research universities. Changing single factors, without attention to the interactive systems nature of STEM educational processes, is unlikely to prove effective in improving undergraduate education. [ABSTRACT FROM AUTHOR]

A self-assessment model was developed for the Portuguese higher education institutions (HEIs) which was based on an empirical study aiming at better understanding their strategic and quality management and innovation practices and tools and on the study of several quality assessment models developed both for HEIs and business organisations. From the results obtained it was possible to conclude that the model can be successfully applied to HEIs as a self-assessment tool to support their continuous quality improvement efforts. [ABSTRACT FROM AUTHOR]

Discusses the creation of the University of Missouri Virtual Enterprise which provides context for development of learning modules for enterprise management education. Development and introduction of a variety of real-world enterprise concepts; Enhancement of the educational experiences of students.

The role that layered, time-synchronised media might play in the design of interactive learning environments is examined both in terms of their initial construction, and also in regard to how they might be later re-engineered and shared. Although the eventual scale of adoption of the new Moving Picture Experts Group (MPEG) media types will be governed by commercial factors, their wide availability would offer considerable benefit to the development of innovative forms of educational interactive multimedia. [ABSTRACT FROM AUTHOR]

Studies on input adoption consider education as one of the most important factors that affect adoption decisions. However, very little is known about the spill-over effect of intra-household education on the adoption process and about the impact of education on adoption decisions under different socioeconomic conditions. We investigate these two issues using a discrete choice model. The results indicate that the decision making process is a decentralised one in which educated adult members of the household actively participate in the decision making process. This casts doubt on the traditional assumption that the household head is the sole decision maker. The results reveal that there is a substantial and statistically significant intra-household spill-over effect of education on the adoption decision of households. The results of the study also show that the coefficient of the education and the environment interaction variable is negative and statistically significant. This demonstrates that education and socioeconomic environments could be substitutes in modern environments and complementary in traditional ones. This implies that the expansion of education in traditional areas may be more attractive than in modern areas since education is usually the only means to enhance the ability of farmers to acquire, synthesise and respond to innovations such as chemical fertiliser. [Copyright &y& Elsevier]

The article examines variations in patterns in the enactment of a large-scale kindergarten through Grade 12 science inquiry program. Student data reports in the GLOBE program provide a useful measure of implementation because key design elements in the program are student collection and reporting of local environmental data. The results of this study pose some challenges for the design of programs which, like GLOBE, have scientific and educational aims that are intertwined. The results of the study provide evidence that teachers' choices about implementation do not necessarily undercut implementation fidelity. At the same time, it is less clear whether fidelity of implementation in such programs matters to student learning, a chief concern of many designers of educational innovations. The scientific aspects of programs may need greater attention in preparing teachers to implement them because data collection according to protocols established by scientists is not typically a part of classroom practice for science teachers.

This article is based on a true story about a Chinese teacher who applied an innovative pedagogy in her rural hometown in mainland China. It unfolds the highly complex and often dangerous remaking of ideologies and power relations inherent in pedagogical reform as a microcosm of other concomitant changes in the society at large. It also reflects the inadequacy of teacher education in preparing teachers to survive the micropolitics of the seemingly neutral or beneficial-to-all education reform. [ABSTRACT FROM AUTHOR]

ABSTRACT: Computer-based education in schools is not novel. However, only a few computer games have been introduced into school-based health education programs. This study describes inclusion of an asthma education space adventure game into fourth-grade classrooms. Using the game improved asthma knowledge in the intervention classes. Children in the active participation classroom gained significantly more asthma knowledge over the observation period compared to the classroom that did not play the computer game. Knowledge gained was retained over a four-week period and the addition of physician-led talks appeared to add little to the knowledge gained. "Air Academy:Trademark The Quest for Airtopia" is an easy and successful tool for elementary grade asthma-related health education in schools. (J Sch Health. 2000;70(4): 153-159) [ABSTRACT FROM AUTHOR]

Presents a speech by Jack Whitehead of the University of Bath, England, delivered to the British Educational Research Association (BERA) at the University of East Anglia, East Anglia, England, on September 1, 1988. Affirmation of the value of the BERA as a forum for testing new ideas in educational knowledge; Views on a living educational theory; Experiences as a teacher and researcher.

The article discusses key issues concerning the characteristics of research in education in Great Britain in 1979. Key issues discussed include key improvements in British educational research, the emergence of new estates and cultures that have influenced the methodology and the manner in which educational research projects are carried out and the technical and methodological issues to be resolved to establish conceptual and technical research norms based on the recognition of educational criteria.