The article describes three ways in which students’ ready engagement in, and quick learning when playing, electronic games have been assumed to provide useful guidance to educators. The authors argue that the least commonly used mode of inference from gaming to education is the only one to hold out significant promise.
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This article reports on the findings from a cross-case analysis that examined the actions and decisions that three middle school struggling readers and their respective content-area teachers made in relation to the reading task demands of their classrooms over a period of one academic year. The findings suggest that the students’ opportunities to develop as readers were marginalized by both themselves and their teachers.
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This article provides perspective on laws mandating openness in higher education, describes differences in the laws across states, and reports on select findings from a study that we conducted on the impacts of the laws on public colleges and universities nationally. The article seeks to contribute to a growing body of literature on information policy and its uses in society, in this case, how the public information laws of state governments influence the climate of data access and decision-making in public higher education.
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This paper introduces the special issue.
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This concluding article identifies the numerous policy implications of education informatics that are revealed by the other articles in this issue. The design of information systems, the advancement of education informatics, and strategies for anchoring it in within constantly changing technologies are discussed.
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This article discusses user information behavior though analysis of demographic factors, academic disciplinary characteristics, and the nature of educational research. Understanding elements of user information behavior will inform the development of a system of education informatics.
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Open access is a mode of publication that limits or removes payments, fees, licensing, or other typical requirements for access to research publications or related materials. This article describes open access in more detail, examines its impact on the field of education research, and identifies information management problems that may currently inhibit adoption.
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This article calls for the creation of a subdiscipline within the field of education entitled education informatics. Education informatics is the application of technology to discovering and communicating education information.
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As education librarians seek to collaborate with preservice teacher preparation programs, they need to apply informatics principles to optimize the library’s ultimate impact on student achievement. Specifically, education librarians need to examine several levels of information processing systems: student, faculty, program, institution, and government entities. Furthermore, education librarians need to identify the conditions or environments of these information systems because the infrastructure, available resources, and knowledge base all impact student learning.
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Through an instrumental case study of the International Academic Programmes Office (IAPO), this article examines the practices of internationalization at the University of Cape Town from 1996 to 2006. The office’s struggle to balance internationalization and national transformation illuminates the tensions and contradictions inherent in the field of international higher education globally.
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Teach For America (TFA) graduate students evaluated their method course instructors significantly lower than did traditional students on an end-of-semester student evaluation instrument. This prompted faculty researchers to investigate how to best meet the needs of these alternatively certified teachers. Implications include suggestions for restructuring teacher preparation programs to best meet the needs of TFA first-year teachers, whose work impacts some of the highest needs students in the country.
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This study examines the understandings of two White affluent students attending an elite private high school about the differences in educational experiences between low-income and affluent students. This article explores the ways in which students with schooling and life advantages actively construct privilege as a dimension or aspect of their identity.
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The author argues that the practice of speaking and listening to "strangers" is at the heart of democratic citizenship education and, further, that schools are fertile sites for this communicative work because they possess three key assets--problems, diversity, and strangers--alongside a fourth: curriculum and instruction.
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Taking up an issue explored by John Dewey, Austin Sarat, and Walter Parker, as well as many others, I continue my study of the conditions under which people choose to listen to a perspective that challenges their own beliefs.
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This article is about reverence, and listening reverently as teachers and educational leaders. The authors argue that reverence is central to the kind of teaching and leadership we need in today's schools and that listening is one of the prime activities of reverence. Thus, they argue that reverential listening is a key component of effective teaching and leadership.
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This article explores compassionate listening as a creative spiritual activity. Such listening recognizes the suffering of others in ways that open up possibilities for healing and transformative communication.
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This article analyzes interpersonal listening, distinguishing between a cognitive (thinking) type and a noncognitive (empathic, feeling) type. Both have important roles in teaching and learning.
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This article discusses what a virtues orientation might offer in terms of understanding and fostering good listing in educational contexts.
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This article describes the collaborative theory-building process used by a diverse creative team of academics, artists, teachers, and undergraduate students to develop a model to teach about race and racism through storytelling and the arts.
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This study examined the affects on students of exposure to two types of background knowledge about a problem case that involved a disconnection between a foreign college professor and her students.
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The purpose of this study was to review the literature and empirically test the relationship between a theoretically driven measure of teacher collaboration for school improvement and student achievement. Results indicate that fourth-grade students have higher achievement in mathematics and reading when they attend schools characterized by higher levels of teacher collaboration for school improvement.
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This paper describes the educational knowledge domain as having a community structure (form) based in relations of production (authoring) and consumption (referencing), and a cognitive structure (content) based in relations of ideas and concepts. We propose developing an online interactive system whereby the vast array of available knowledge artifacts can be mined for information reflective of these networks, and which can be visualized, measured, and explored over time. Building on the ideas of online communities, network visualizations, e-commerce, and advanced search engines, Scholar Practitioner Information Networks for Education (SPINE) not only facilitates access to education information resources, but also allows the community to view multiple sources of information in a relational context.
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In the last years of his life, the Brazilian educator and philosopher Paulo Freire was a prolific writer. He wrote books, published letters, and several of his extended conversations were transcribed into “talking books.” Although Freire will always be known for his early works such as Pedagogy of the Oppressed, published in 1970, his later work also deserves attention (Freire, 1970). Many people, myself included, actually prefer his later work because Freire’s writing was more poetic, more sensitive to gender, and more expansive. When Teachers College Record asked me to review Freire’s Pedagogy of Indignation, I was filled with both a sense of wonder and loss knowing that this was Freire’s final book. While there may still be more Freire books in the future once all of his collected papers and interviews are translated, this title will undoubtedly become an important study for the simple but profound reason that these... (preview truncated at 150 words.)
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Questions related to teacher recruitment, performance, and retention are critical to our current emphasis on school accountability. Without well-prepared teachers who remain in the profession, schools will have difficulty in meeting the demands of the current environment of accountability. Not only does No Child Left Behind contain language related to teacher credentialing, but it also requires teachers to deliver high-quality, demanding instruction. As many have pointed out (Berliner, 1986; Feiman-Nemser, 2001; Grossman & Thompson, 2004), even fully credentialed teachers enter the classroom still in a learning mode. If they do not master their work, they either leave the profession or fail to serve their students well. Consequently, support in the induction years (up to 5 years from entry into the profession) offers promise for improving schools. Carol Bartell brings to Cultivating High-Quality Teaching through Induction and Mentoring experiences covering key arenas for new teacher support. She has been on the staff... (preview truncated at 150 words.)
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