Leading technologies: a mid-term analysis of a longitudinal study into the integration of learning technologies in NSW public schools

By D. Hayes. 2003

737 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c4ebcfb6ebb6356c8e0d391f0d7716dfb1ad3ef1

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Citations in the corpus

• Are small classes better? Understanding relationships between class size, classroom processes and pupils' learning (2006, background): “Observational research carried out by Hawkins and Taylor (1972), Bellack et al. (1966), Wright and Nuthall (1970) and Hughes (1973) have found that a range of different types of teacher feedback to pupils’ responses and contributions are positively associated with pupil attainment, such as taking…”
• Intensive Teaching Formats: A Review. (2006, background): “In addition to the format mentioned above, the following IMD formats are also common (Finger & Penney, 2001).”
• Improving Doctoral Success by Matching PhD Students with Supervisors (2016, background): “Love (2001) identified the following as the main weaknesses of doctoral programs based on traditional models: ● A large number of students do not complete the program.”
• Collaborative Group Interactions of Students from Two Ethnic Backgrounds (2003, background): “…studies have shown that students are often dis- satisfied with aspects of group-based learning (Volet, 2001; Volet & Ang, 1998; Anderson, Reder & Simon, 1996; MacCallum, 1994; Bosworth, 1994), their subjective impressions have not been evaluated against the actual behaviours they display in groups.”
• Authentic Pedagogy: Its Presence in Social Studies Classrooms and Relationship to Student Performance on State-Mandated Tests (2013, result): “Our findings for the prevalence of authentic pedagogy are consistent with those of earlier AIW studies (Bryk et al., 2000; Ladwig et al., 2007; Newmann & Associates, 1996).”
• Developing Reflection on Practice Through Journal Writing: Impacts of variations in the focus and level of feedback (2002, background): “…at the lower end of the scale and fail to reach the higher levels, despite the best efforts of pre-service education programmes designed speci® cally to produce re¯ ective practitioners (Richardson & Boutwell, 1992; Holt, 1994; LaBoskey, 1994; Placek & Smyth, 1995; Kerka, 1996; Sumsion, 1997).”
• “It all comes down to the leadership” (2014, background): “Thus in addition to the traditional pedagogically oriented approach to school leadership (MacNeill et al., 2003), the 21st century principal is required to be a skilled risk manager, entrepreneur and change manager with an internal- as well as outward-looking focus and an increased capacity for…”
• University Students' Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice (2002, methodology): “Prosser & Trigwell (1999) report an unpublished study (Ramsden et al., 1997) of a large, cross-disciplinary sample of rst-year students using a subject speci c version of the CEQ and a short form of the Study Process Questionnaire (SPQ; Biggs, 1979).”