Among the rights of workers articulated in Catholic social thought is the right to associate or the right to form associations of working persons. This right has been discussed in Church documents since the time of th...
Among the rights of workers articulated in Catholic social thought is the right to associate or the right to form associations of working persons. This right has been discussed in Church documents since the time of the publication of Rerum Novarum in 1891. It is this right that is addressed in this paper.
Most of the currently available instructional design models were conceptualized to develop instructional solutions to needs and requirements that remain relatively stable over time. Faced with the problem of designing...
Most of the currently available instructional design models were conceptualized to develop instructional solutions to needs and requirements that remain relatively stable over time. Faced with the problem of designing a knowledge management (KM) system that needed to accommodate continuously changing requirements over its fielded lifetime, we developed a new design model that is based on a living-systems approach. In this article, we briefly review currently available instructional systems design models and describe this new model and the mechanisms it contains for accommodating change and growth. We illustrate the application of the phases of the model (analyze initial requirements, design the information architecture, develop the information design, develop the interaction design, implement the Web-based system, and conduct a developmental evaluation of the system) in the development of a KM system with living-system features.
Interdisciplinary learning is characterized by the integration of multidisciplinary knowledge across a central program theme or focus. With repeated exposure to interdisciplinary thought, learners develop more advance...
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作者：
Baker, RUnion Coll
Ctr Bioeth & Clin Leadership Schenectady NY 12308 USA Union Coll
Albany Med Coll Distance Learning Masters Bioeth Program Schenectady NY USA
I was the graduate student that Albert Jonsen so aptly describes. Bronx born and educated at the City College of New York, I emigrated to the Midwest to study at the Minnesota Center for the Philosophy of Science, whe...
I was the graduate student that Albert Jonsen so aptly describes. Bronx born and educated at the City College of New York, I emigrated to the Midwest to study at the Minnesota Center for the Philosophy of Science, where May Brodbeck, Herbert Feigl and other “logical positivists” were engaging in an ongoing dialogue with postpositivists like Paul Feyerabend and Karl Popper. In this environment, I studied philosophy of science, epistemology, and metaethics—the epistemology and logic of ethical concepts and language. I even wrote my thesis on the ur-text of the metaethical turn, G. E. Moore's Principia Ethica. Then, like other epistemologists and metaethicists, “a public disaster, the American military involvement in Southeast Asia,” as well as the burgeoning civil rights movement, drew me into the sphere of public debate.
Based on a comprehensive study of 94 classrooms from four states in different geographic regions of the country, this quantitative study investigated the impact of seven factors related to school technology (planning,...
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Based on a comprehensive study of 94 classrooms from four states in different geographic regions of the country, this quantitative study investigated the impact of seven factors related to school technology (planning, leadership, curriculum alignment, professional development, technology use, teacher openness to change, and teacher non-school computer use) on five dependent measures in the areas of teacher skill (technology competency and technology integration), teacher morale, and perceived student learning (impact on student content acquisition and higher order thinking skills acquisition). Stepwise regression resulted in models to explain each of the five dependent measures. Teacher technology competency was predicted by teacher openness to change. Technology integration was predicted by teacher openness to change and the percentage of technology use with others. Teacher morale was predicted by professional development and constructivist use of technology. Technology impact on content acquisition was predicted by the strength of leadership, teacher openness to change, and negatively influenced by teacher non-school computer use. Technology impact on higher-order thinking skills was predicted by teacher openness to change, the constructivist use of technology, and negatively influenced by percentage of technology use where students work alone. Implications for the adoption and use of school technologies are discussed. (C) 2002 Elsevier Science Ltd. All rights reserved.
The purpose of this study was to describe the mathematical problem-solving profiles of students with mathematics disabilities (MD) with and without comorbid reading disabilities (RD). The disability status of fourth-g...
The purpose of this study was to describe the mathematical problem-solving profiles of students with mathematics disabilities (MD) with and without comorbid reading disabilities (RD). The disability status of fourth-grade students was verified through testing (n = 18 MD;n = 22 MD + RD). Then a hierarchy of mathematics problem-solving tasks was administered. The results demonstrated large deficits for both groups;however, the differences between students with MD and those with MD + RD were mediated by the level of problem solving (arithmetic story problems vs. complex story problems vs. real-world problem solving) and by performance dimension (operations vs. problem solving). On arithmetic story problems, the differences between the disability subtypes were similar for operations and problem solving. By contrast, on complex story problems and real-world problem solving, the differences between the subtypes were larger for problem solving than for operations.
There are many different ways of classifying learning technologies. Means (1994) argues for classifying educational technology on the basis of its pedagogical uses. The computer can be used (a) as a tutor, (b) to expl...
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The inclusion of principles of diversity in nursing education has yet to reach expected levels of common understanding and value. Integration of human diversity is an expected outcome based on essentials for professio...
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The inclusion of principles of diversity in nursing education has yet to reach expected levels of common understanding and value. Integration of human diversity is an expected outcome based on essentials for professional nursing education by the American Association of Colleges of Nursing. This article describes one approach that used electronic networking to integrate cultural diversity content into a graduate nursing curriculum. Regional networking among schools of nursing about cultural diversity resulted in the Community of Communities (COC) web page. The COC is a common electronic network that contains information and case studies based on a cultural assessment model. Modules in on-line courses are linked to a cultural module in the COC. Several applications are described herein. The COC modules were evaluated to determine if participants gained knowledge and insight into another culture. Findings suggested that students perceived that the COC modules increased the awareness culture plays in health care. Copyright 2002, Elsevier Science (USA). Ail rights reserved.
作者：
Beck, CKosnik, CUniv Toronto
Dept Curriculum Teaching & Learning Ontario Inst Studies Educ Toronto ON Canada Univ Toronto
Elementary Preserv Program Ontario Inst Studies Educ Toronto ON Canada Univ Toronto
MidTown Preserv Program Ontario Inst Studies Educ Toronto ON Canada
The university campus component of preservice teacher education is often seen as overly theoretical, fragmented, and unconnected to practice. Indeed, some commentators maintain that a key step in the "reform"...
The university campus component of preservice teacher education is often seen as overly theoretical, fragmented, and unconnected to practice. Indeed, some commentators maintain that a key step in the "reform" of teacher education is to reduce the time student teachers spend on campus. In response, teacher educators have made a number of suggestions for improving the campus program. Building in part on those suggestions, the authors modified the campus aspect of a preservice program. In this study, student teachers' views were elicited on the redesigned campus program. Whereas the student teachers made several recommendations for improving the campus program, all said it had a major impact on their development as teachers. In particular, it helped them acquire broad goals for teaching, broad pedagogical approaches, specific skills, curriculum knowledge, and a sense of themselves as professionals. However, this impact was largely dependent on program structures and approaches that, to be viable, require significant institutional support.
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