Resolving social conflicts.

Three Types of Interaction

Mismatch of classroom furniture and student body dimensions: empirical findings and health implications.

This study investigates the impact of secondary school students’ perceptions of mathematics teachers’ formative assessment practices and feedback delivery on their feedback use, and mathematics per...

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Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania

Although the use of computers in the classroom is increasing, little attention has been paid by educators, furniture manufacturers, or researchers to the ergonomic design issues of educational furniture for computer use. Children in the sixth and eighth grades performed keyboarding and mousing tasks at two different computer workstations; one a traditional desktop arrangement, and the second a station that consisted of an adjustable keyboard. Overall student posture scores improved, as measured by the Rapid Upper Limb Assessment, at the adjustable workstation.

The Effect of Computer Workstation Design on Student Posture

Multi-group confirmatory factor analysis (MGCFA) allows researchers to determine whether a research inventory elicits similar response patterns across samples. If statistical equivalence in responding is found, then scale score comparisons become possible and samples can be said to be from the same population. This paper illustrates the use of MGCFA by examining survey results relating to practising teachers' conceptions of feedback in two very different jurisdictions (Louisiana, USA, n = 308; New Zealand, n = 518), highlighting challenges which can occur when conducting this kind of cross-cultural research. As the two contexts had very different policies and practices around educational assessment, it was considered possible that a common research inventory may elicit non-equivalent responding, leading to non-invariance. Independent models for each group and a joint model for all participants were tested for invariance using MGCFA and all were inadmissible for one of the two groups. Inspection of joint m...

Using multi-group confirmatory factor analysis to evaluate cross-cultural research: identifying and understanding non-invariance

Most of us remember playgrounds that consisted of an asphalt or gravel lot with swings, teeter-totters, and monkey bars. When recess came, we went outdoors to play tag, Simon says, or kick ball. Just as educational reform has changed the classroom and the curricula, concern about the environment has changed school design and construction. This chapter examines the evolving changes in playing at school and on playgrounds. The chapter introduces the reader to general information about playgrounds and discusses the importance of green construction and sustainability. This includes a closer look at playgrounds from the perspectives of health, child development, and related moral issues. Children need to play in a safe and enjoyable environment.

Marketing the Green School: Form, Function, and the Future

The combinations of global networking and digital delivery have intense repercussions for higher education administrators who confront a magnitude of opportunities and challenges as the result of the digital revolution. Much of the reaction to technological change comes from those with a vested interest in either wholesale change or maintaining the status quo. Taking the resilience metaphor from ecology, the authors propose a framework for analyzing an institution's ability to adapt to digital challenges. To compete in today's economic environment, higher education institutions must become more adaptive, responding more quickly to changing expectations from society, politicians and customers. The non-linear approach to problem-solving evident in higher education and society in general, reflects a need to be more flexible, adaptive to alternative techniques and willing to invest in a new culture designed to acquire knowledge rather than specific solutions. This level of organizational flexibility and responsiveness fuels university performance. In the globally competitive and commercialized start to the 21st Century there has been a considerable increase in the demands for higher education institutions to provide additional global access, and increase opportunities while simultaneously reducing budgets. Globalization and technology have introduced critical alterations to higher education institutions. The context of education has become dynamic, energetic, and economically driven. The emerging technologies have rapidly turned knowledge to power. In this context knowledge is viewed as a commodity that can be managed (bought and sold) while being a vibrant source of social activity and learning.

Modify and Adapt: Global Higher Education in a Changing Economy

Global higher education leaders face the most explosive political environment in the history of higher education in the world due to decreased financial resources coupled with increased accountability. As revenues become scarcer, calls for accountability continually increase the five often-competing forces driving change in global higher education. In order to gain a more holistic view of accountability, the authors focus on five major shifts in global higher education: 1) Supply: financing; move from statesupported to state-assisted; 2) Demand: students; by 2020 minority students will be the majority; 3) Delivery: competition; faculty, f2f, online, technology, etc.; 4) Structure: new structures in different locations, internationalization, no longer brick and mortar, brick and click; 5) Productivity: management by objectives and results orientation.

Observations through a Keyhole: The Changing Dimensions of Global Higher Education

Standardization, Hybridization, or Individualization: Marketing IT to a Diverse Clientele

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