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Articles 1 - 7 of 7

Full-Text Articles in Education

Self-Directed Learning In Adults With Disabilities, Deborah Sterner, Ezzard Bryant Oct 2011

Self-Directed Learning In Adults With Disabilities, Deborah Sterner, Ezzard Bryant

Ezzard C Bryant Jr.

This research investigated educated adults with identified disabilities and their self-directed learning efforts. It involved structured, in-depth interviews with disabled adults in higher education related to their attempts to learn on their own. Evidence of self-directed learning projects existed for each of the participants. All reported difficulties with finding the appropriate tools to improve their learning. A listing of specific techniques to assist their learning efforts was generated from the participants.


Case Studies Of Online Assessment, Meg O'Reilly, Sue Bennett, Michael J. Keppell Oct 2010

Case Studies Of Online Assessment, Meg O'Reilly, Sue Bennett, Michael J. Keppell

Dr Meg O'Reilly

This paper outlines the progress to date of a project to compile, analyse and share examples of innovative online assessment activities using; online testing; teamwork and collaboration; simulations and role plays, and dialogue with experts and across cultures. The aim of this research is to provide teaching academics and educational developers with examples of assessment strategies that have been successfully applied in higher education, and to derive a number of key principles about online assessment that will be useful for future research. The project involves case studies from two Australian universities, which have been used to develop an initial set ...


Children’S Participation In Research: Some Possibilities And Constraints In The Current Australian Research Environment, Anne Graham, Robyn Margaret Fitzgerald Jun 2010

Children’S Participation In Research: Some Possibilities And Constraints In The Current Australian Research Environment, Anne Graham, Robyn Margaret Fitzgerald

Professor Anne Graham

This article draws attention to a number of critical issues that exist in the current Australian research context which simultaneously enable and constrain children’s participation in research. These include prevailing understandings of children and childhood, the emerging research assessment environment and the ethical frameworks that regulate children’s involvement in qualitative research. The discussion is framed by a number of questions that remain unsettled for the authors as they attempt to pursue research with and for children and young people that is unselfconsciously focused on ‘improving’ rather than ‘proving’ the social conditions that shape their lives.


What Do Students Say About Learning With Technologies?, Kathryn Moyle Mar 2010

What Do Students Say About Learning With Technologies?, Kathryn Moyle

Professor Kathryn Moyle

This paper outlines some of the findings from Australian research which listened to and analysed the views and expectations of students within Australian education and training institutions about learning with technologies. Students in primary and secondary schools, vocational education and training (VET) institutions, international students studying education in universities, pre-service teacher education students and teachers in their first five years of teaching contributed to a national 'student voice' research project based upon their current experiences and views. Data was collected through online surveys and focus groups. The research shows that students and early career educators have access to and use ...


Evaluation Of An Intervention Based On The Curriculum Research Framework: Scale Up., Julie Sarama, Douglas H. Clements, Mary E. Spitler, Alissa A. Lange, Christopher Wolfe Mar 2010

Evaluation Of An Intervention Based On The Curriculum Research Framework: Scale Up., Julie Sarama, Douglas H. Clements, Mary E. Spitler, Alissa A. Lange, Christopher Wolfe

Alissa A. Lange

Although the successes of some research-based educational practices have been documented, equally recognized is the “deep, systemic incapacity of U.S. schools, and the practitioners who work in them, to develop, incorporate, and extend new ideas about teaching and learning in anything but a small fraction of schools and classrooms” (see also Berends, Kirby, Naftel, & McKelvey, 2001; Cuban, 2001; Elmore, 1996, p. 1; Tyack & Tobin, 1992). There may be no more challenging educational and theoretical issue than scaling up educational programs across a large number of diverse populations and contexts in the early childhood system in the U.S., avoiding ...


Self-Directed Learning In Adults With Disabilities, Deborah Sterner, Ezzard Bryant Feb 2010

Self-Directed Learning In Adults With Disabilities, Deborah Sterner, Ezzard Bryant

Deborah K Sterner

This research investigated educated adults with identified disabilities and their self-directed learning efforts. It involved structured, in-depth interviews with disabled adults in higher education related to their attempts to learn on their own. Evidence of self-directed learning projects existed for each of the participants. All reported difficulties with finding the appropriate tools to improve their learning. A listing of specific techniques to assist their learning efforts was generated from the participants.


Understanding Educational Achievement And Outcomes: Person, Process And Context, Mary Ainley, Sarah Buckley Dec 2009

Understanding Educational Achievement And Outcomes: Person, Process And Context, Mary Ainley, Sarah Buckley

Dr Sarah Buckley

No abstract provided.