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Journal articles on the topic 'Big Picture Education'

Author: Grafiati

Published: 11 December 2022

Last updated: 26 January 2023

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1

Marshall, Kim. "The big picture." Phi Delta Kappan 99, no. 2 (September 25, 2017): 42–45. http://dx.doi.org/10.1177/0031721717734189.

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The sum of a K-12 education derives from the combined efforts of about 66 teachers and thousands of lessons during about 15,000 hours of class time. How schools orchestrate to connect all of those pieces to ensure some consistency will determine whether each student grows into a well-educated, decent human being.

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Coleman, William F. "The Big Picture." Journal of Chemical Education 81, no. 4 (April 2004): 604. http://dx.doi.org/10.1021/ed081p604.

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3

Barber, Michael. "The Very Big Picture." School Effectiveness and School Improvement 12, no. 2 (June 1, 2001): 213–28. http://dx.doi.org/10.1076/sesi.12.2.213.3456.

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Barber, Michael. "The Very Big Picture." Improving Schools 3, no. 2 (July 2000): 5–17. http://dx.doi.org/10.1177/136548020000300202.

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Boyd, Diane. "education for sustainability: The big picture." Nursery World 2022, no. 6 (June 2, 2022): 22. http://dx.doi.org/10.12968/nuwa.2022.6.22.

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Keller, Julia. "Looking at the big picture." IEEE Women in Engineering Magazine 1, no. 1 (2007): 25–27. http://dx.doi.org/10.1109/wie-m.2007.4510836.

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7

Gill, Navroop, and Elena Springall. "Capturing the big picture." Journal of Information Literacy 15, no. 3 (December 7, 2021): 134. http://dx.doi.org/10.11645/15.3.3020.

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This project report describes an internal scan of library staff involved in instruction in a large academic library system. 64 semi-structured interviews were conducted and qualitatively analysed in order to produce a summary of instruction across the library system, and both the challenges faced and supports desired by these instructors. The most often mentioned challenges included the wide variety of students and class characteristics encountered, limitations around time, and navigating faculty expectations. The supports described with greatest frequency were professional development opportunities to support instruction practice, a greater sense of community among those doing instruction, and increased awareness of instruction practices both across the library system and in the institution at large. These finding allowed the authors to form recommendations for the library system to help advance instruction in support of teaching and research in the institution.

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Thorp, H. Holden. "Seeing the big picture." Science 375, no. 6579 (January 28, 2022): 361. http://dx.doi.org/10.1126/science.abo2335.

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I had the good fortune of spending a lot of time with E. O. Wilson, who recently passed away at the age of 92. Wilson was a towering figure who proposed grand ideas about biology and conservation, not just in scientific papers but in numerous books, some winning Pulitzer Prizes, that stood out for their outstanding writing. I began interacting with Ed Wilson when I was running the Morehead Planetarium and Science Center at the University of North Carolina (UNC) at Chapel Hill, and we worked together on a number of education projects. I had the privilege when I was the UNC chancellor of awarding an honorary degree to Wilson when he spoke at a commencement. Wilson’s life is worth examining not just for his extraordinary accomplishments, but also for how debates about his ideas drove science forward.

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Skakoon, James G. "Reading the Big Picture." Mechanical Engineering 138, no. 05 (May 1, 2016): 44–49. http://dx.doi.org/10.1115/1.2016-may-3.

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This article presents views and experiences of several engineers. Experts point out that books about the nature and history of technology can help round out an engineering education. Spencer Bondhus, a B.S.M.E degree holder, has been developing new products in the medical device industry. Adam Leemans has completed a Master of Science degree in energy and sustainability. Jill Hershman, another B.S.M.E graduate, finds Fearless Leadership: High-Performance Lessons From the Flight Deck by Carey D. Lohrenz very helpful in broad engineering thinking. Maxim Budyansky, the chief technology officer and co-founder of Avitus Orthopaedics, likes to learn about different ways of thinking as in The Four Agreements: A Practical Guide to Personal Freedom by Don Miguel Ruiz and Become What You Are by Alan W. Watts and also from self-improvement books like Carnegie’s How to Win Friends and Influence People.

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Wright, David. "Let's see the big picture." Early Years Educator 21, no. 9 (January 2, 2020): 8. http://dx.doi.org/10.12968/eyed.2020.21.9.8.

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In line with Ian McGilchrist's theory of the ‘divided brain’, are we in danger of reducing children's education to ‘left brain thinking’, where policies are founded on expectations for their contribution to GDP, rather than their well-being, creativity and compassion?

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Guillaume, Andrea M. "Elementary student teachers’ situated learning of science education: The big, big, BIG picture." Journal of Science Teacher Education 6, no. 2 (June 1995): 89–101. http://dx.doi.org/10.1007/bf02614595.

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Southcott, Jane. "Seeing the Big Picture: Experiential Education in Tertiary Music Education." Journal of Experiential Education 27, no. 1 (July 2004): 1–14. http://dx.doi.org/10.1177/105382590402700102.

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Ortega, Suzanne, and Maureen McCarthy. "The Big Picture: National Initiatives in Graduate Education." Oceanography 29, no. 1 (March 1, 2016): 44–45. http://dx.doi.org/10.5670/oceanog.2016.10.

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Dahnoun, N., and J. Brand. "Teaching DSP Implementation: The Big Picture." International Journal of Electrical Engineering & Education 49, no. 3 (July 2012): 202–9. http://dx.doi.org/10.7227/ijeee.49.3.2.

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Starting a digital signal processing (DSP) implementation course can be a daunting task, especially with the advanced DSP algorithms, complex DSP processor architectures and sophisticated development tools that are developed to satisfy consumer demands. These courses can be split into disciplines such as control, audio and video. In this paper the authors are addressing the concerns associated with fast-growing DSP chips and tools and the impact they have on teaching DSP implementation. The authors also provide solutions, advice and suggestions on how to select a DSP, set a DSP implementation course and the associated laboratory hardware and software that fit a specific application.

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15

Napolitano, Leonard. "Managing the Big Picture in Colleges and Universities." International Journal of Educational Advancement 6, no. 4 (November 2006): 318–20. http://dx.doi.org/10.1057/palgrave.ijea.2150039.

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16

Daniel, Yvette. "Book Review: The Big Picture: Education is Everyone's Business." Teachers College Record: The Voice of Scholarship in Education 107, no. 7 (July 2005): 1566–69. http://dx.doi.org/10.1177/016146810510700706.

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17

BELL, Tim. "Computer Science in K-12 Education: The Big Picture." Olympiads in Informatics 12 (May 15, 2018): 3–11. http://dx.doi.org/10.15388/ioi.2018.01.

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As topics from computer science are increasingly being taught in K-12 schools, it is valuable for those teaching within new curricula to be aware of the purpose of the various components that students are expected to learn. We explore the main purposes of having computer science in curricula in the first place, and then use examples to show how particular topics that might be regarded by some as esoteric can be related to the bigger picture of what is trying to be achieved. The model used is to relate curriculum content to how it affects people, both those who are learning the subject, and those who will be using digital technologies developed by those who have just learned to develop them. This provides a framework to help teachers to motivate themselves, their students, and other stakeholders to engage with new curriculum content.

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Gan, Yang. "The Big Picture and Specifics of College General Education." Chinese Education & Society 51, no. 1 (January 2, 2018): 29–38. http://dx.doi.org/10.1080/10611932.2017.1411136.

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Roth, Lawrence. "Introducing Students to “The Big Picture”." Journal of Management Education 25, no. 1 (February 2001): 21–31. http://dx.doi.org/10.1177/105256290102500104.

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CARNEIRO, ROBERTO. "The Big Picture: understanding learning and meta-learning challenges." European Journal of Education 42, no. 2 (June 2007): 151–72. http://dx.doi.org/10.1111/j.1465-3435.2007.00303.x.

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21

Plowman, Lydia, and Christine Stephen. "The big picture? Video and the representation of interaction." British Educational Research Journal 34, no. 4 (August 2008): 541–65. http://dx.doi.org/10.1080/01411920701609422.

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Greene‐Woods, Ashley, and Natalie Delgado. "Addressing the big picture: Deaf children and reading assessments." Psychology in the Schools 57, no. 3 (August 30, 2019): 394–401. http://dx.doi.org/10.1002/pits.22285.

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23

Gimbert, Belinda, Shiv Desai, and Sandra Kerka. "The Big Picture: Focusing Urban Teacher Education on the Community." Phi Delta Kappan 92, no. 2 (October 2010): 36–39. http://dx.doi.org/10.1177/003172171009200209.

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24

Arnold, Karen, and Georgiana Mihut. "Postsecondary Outcomes of Innovative High Schools: The Big Picture Longitudinal Study." Teachers College Record: The Voice of Scholarship in Education 122, no. 8 (August 2020): 1–42. http://dx.doi.org/10.1177/016146812012200803.

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Context Educational reform efforts have taken the form of different school models intended to reduce educational inequality. Personalized, interest-based schools and academically focused, “No Excuses” schools are two leading small-school designs with sharply contrasting approaches to innovation. Given mixed research findings about the successes and challenges of school reform models in the United States, it is imperative to understand how educational outcomes of students relate to the philosophy and distinguishing characteristics of particular school models such as these. At the same time, evaluating social mobility effects of high school education across educational reform models requires examination of common metrics such as high school graduation rate and college entrance and degree attainment. Purpose This study sought to establish whether and how a personalized, interest-based secondary school reform model is associated with graduates’ characteristics and postsecondary outcomes—and to place these findings in relation to student outcomes reported by a leading No Excuses school network. Setting Big Picture Learning is a network of innovative small schools that serves primarily low-income and minoritized students through an individualized, relational, real-world-based high school experience. The Big Picture educational model features individualized learning plans connected to extensive internships, independent learning organized around student interests, authentic assessments, and close, informal relationships between students and adults. Research Design The Big Picture Longitudinal Study tracked 1900 graduates from six graduating high school classes. Data sources included student and school advisor surveys, National Student Clearinghouse college enrollment data, and interviews with graduates’ former advisors. Published outcomes data for KIPP No Excuses schools provided comparative information. Analyses comprised descriptive statistics of survey data and multivariate regression analyses connecting high school exit data to college outcomes. Findings The Big Picture Learning model is extremely successful in meeting its stated goals of fostering positive relationships, helping students discover and pursue their interests, and promoting high school graduation and college entrance. Results for academic subject achievement and college persistence are mixed, however. Big Picture graduates have similar college matriculation rates but somewhat lower six-year graduation rates than alumni from the KIPP No Excuses school network. Alumni from both networks show high rates of college attrition. Conclusion When taken alone and in context of other innovative school models, the Big Picture results point to the difficulty of sustaining secondary school gains in the post-high school lives of low-income students and highlight shortcomings of traditional colleges in serving this population.

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Hannah, Vicki. "The big picture: learning to think like a nurse." Journal of Nursing Education 45, no. 6 (June 1, 2006): 239–40. http://dx.doi.org/10.3928/01484834-20060601-10.

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Poon, Thomas. "The Big Picture: A Classroom Activity for Organic Chemistry." Journal of Chemical Education 81, no. 4 (April 2004): 513. http://dx.doi.org/10.1021/ed081p513.

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Banilower, Eric R. "Understanding the Big Picture for Science Teacher Education: The 2018 NSSME+." Journal of Science Teacher Education 30, no. 3 (April 3, 2019): 201–8. http://dx.doi.org/10.1080/1046560x.2019.1591920.

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diSessa, Andrea A. "Computational Literacy and “The Big Picture” Concerning Computers in Mathematics Education." Mathematical Thinking and Learning 20, no. 1 (January 2, 2018): 3–31. http://dx.doi.org/10.1080/10986065.2018.1403544.

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Farnan, Nancy, Douglas Fisher, and Nancy Frey. "The “Big Picture” of Education: A K-12 Teacher Preparation Program." Action in Teacher Education 25, no. 2 (July 2003): 44–50. http://dx.doi.org/10.1080/01626620.2003.10463304.

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30

Poole, Phillippa, and Boaz Shulruf. "Choosing study outcomes: keeping an eye on the big picture." Medical Education 47, no. 7 (June 9, 2013): 645–48. http://dx.doi.org/10.1111/medu.12210.

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31

Ben Shahar, Tammy Harel. "Educational justice and big data." Theory and Research in Education 15, no. 3 (November 2017): 306–20. http://dx.doi.org/10.1177/1477878517737155.

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This article examines the effects of incorporating information and communication technologies in schools in terms of distributive justice. To do so, four issues that are central to educational justice are discussed: scarcity of resources, the positional nature of education, peer effects, and biases in educational decision-making. The discussion exposes a complicated picture of possible benefits and challenges associated with incorporating data-rich technologies in education. While technology may potentially promote educational justice – by widening access to quality teaching, decreasing biases, and facilitating mixed ability classes – it also creates concerns, related to ensuring equal distribution of technology, preventing biases in educational data mining, and fostering the kind of social relations between students necessary for democratic equality. The article concludes that whether or not information and communication technologies will have a positive impact on educational justice depends, largely, on the way it is developed, designed, and implemented in schools.

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32

Melville, Wayne, Ian Hardy, and Matt Roy. "Struggling to ‘see the big picture’: professional learning, policy and precarious employment." Teacher Development 23, no. 4 (June 18, 2019): 407–24. http://dx.doi.org/10.1080/13664530.2019.1620847.

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Comber, Barbara, and Susan Nichols. "Getting the Big Picture: Regulating Knowledge in the Early Childhood Literacy Curriculum." Journal of Early Childhood Literacy 4, no. 1 (April 2004): 43–63. http://dx.doi.org/10.1177/1468798404041455.

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Balch, Stephen H., and Gary C. Brasor. "Losing the big picture: The fragmentation of the English major since 1964." Academic Questions 14, no. 2 (June 2001): 61–83. http://dx.doi.org/10.1007/s12129-001-1024-5.

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35

Morley, James E. "Managing the Big Picture in Colleges and Universities: From Tactics to Strategy (review)." Review of Higher Education 30, no. 1 (2006): 83–84. http://dx.doi.org/10.1353/rhe.2006.0057.

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Prangsma, Maaike E., Carla A. M. Van Boxtel, and Gellof Kanselaar. "Developing a ‘big picture’: Effects of collaborative construction of multimodal representations in history." Instructional Science 36, no. 2 (April 18, 2007): 117–36. http://dx.doi.org/10.1007/s11251-007-9026-5.

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37

Bennetts, Robbo. "A big picture: Connectedness between outdoor education, landscape and political reality in Australia." Journal of Outdoor and Environmental Education 7, no. 2 (April 2003): 4. http://dx.doi.org/10.1007/bf03400773.

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38

Prives, Leslie. "Amplifying Opportunities: Systems Engineering as a Lens to See the Big Picture [Career Advisor]." IEEE Women in Engineering Magazine 12, no. 2 (December 2018): 39–41. http://dx.doi.org/10.1109/mwie.2018.2866897.

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Rolstad, Kellie, Kate Mahoney, and Gene V. Glass. "The Big Picture: A Meta-Analysis of Program Effectiveness Research on English Language Learners." Educational Policy 19, no. 4 (September 2005): 572–94. http://dx.doi.org/10.1177/0895904805278067.

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Howard, Susan. "Bananas Can't Talk: Young Children Judging the Reality of Big Bird, Bugs and the Bananas." Australasian Journal of Early Childhood 21, no. 4 (December 1996): 25–30. http://dx.doi.org/10.1177/183693919602100406.

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Research exploring the ways older children and adolescents interact with and make sense of television is providing us with a fascinating picture of active viewers who use various strategies to assess the extent to which television content relates to real life. The preschooler has not received the same research attention although considerable anxiety exists over the effects that television may have on the young viewer. At the heart of this concern lie questions regarding the child's ability to distinguish between fantasy and reality in television content. In this article, five 4-year-olds talk about how ‘real’ they think some TV characters are and from their discussions there emerges a picture of active, thinking viewers not the passive, mesmerised children so often constructed in public debate. These children are aware that TV images are representations which have varying degrees of relationship to things in the ‘real’ world. Some of their working hypotheses about these degrees of relationship are presented here.

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McMullan, Anna. "The girls in the big picture: gender in contemporary Ulster theatre." Women's Studies International Forum 27, no. 1 (January 2004): 89–90. http://dx.doi.org/10.1016/j.wsif.2003.12.003.

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42

Shrock, Sharon A. "The media influence debate: Read the fine print, but don't lose sight of the big picture." Educational Technology Research and Development 42, no. 2 (June 1994): 49–53. http://dx.doi.org/10.1007/bf02299092.

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Makaroğlu, Bahtiyar. "Blend formation in Turkish Sign Language: Are we missing the big picture?" Journal of Language and Linguistic Studies 17, no. 1 (March 30, 2021): 139–57. http://dx.doi.org/10.52462/jlls.8.

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Harman, Tara, Brenda Bertrand, Annette Greer, Arianna Pettus, Jill Jennings, Elizabeth Wall-Bassett, and Oyinlola Toyin Babatunde. "Case-Based Learning Facilitates Critical Thinking in Undergraduate Nutrition Education: Students Describe the Big Picture." Journal of the Academy of Nutrition and Dietetics 115, no. 3 (March 2015): 378–88. http://dx.doi.org/10.1016/j.jand.2014.09.003.

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45

Crutchfield, Rashida M., Simon Funge, and Lisa Jennings. "Beginning to See the Big Picture: BSW Student Reflections on Community Macro Practice." Journal of Baccalaureate Social Work 21, no. 1 (January 1, 2016): 79–96. http://dx.doi.org/10.18084/1084-7219.21.1.79.

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This article describes an undergraduate social work macro practice course that included a service-learning project in which BSW students canvassed for a grassroots, community-based agency to increase voter participation in a low-income, disfranchised community. An analysis of students' reflections prior to and during the course and project illustrates how this experience cultivated students' perspectives about macro practice. Embedding a service-learning project into a macro practice course demystified this level of practice for students, increased their understanding of the relationship between the community and their social work practice, and motivated their interest in macro practice. Recommendations for social work education and further research are provided.

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Heinrich, Benedikt, Nicole Graulich, and Olalla Vázquez. "Spicing Up an Interdisciplinary Chemical Biology Course with the Authentic Big Picture of Epigenetic Research." Journal of Chemical Education 97, no. 5 (April 2, 2020): 1316–26. http://dx.doi.org/10.1021/acs.jchemed.9b00779.

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Riordan, Meg, Emily J. Klein, and Reva Jaffe-Walter. "Taking Teacher Learning to Scale: Sharing Knowledge and Spreading Ideas across Geographies." Teachers College Record: The Voice of Scholarship in Education 118, no. 13 (April 2016): 1–26. http://dx.doi.org/10.1177/016146811611801312.

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This research reports data from case studies of three intermediary organizations facing the challenge of scaling up teacher learning. The turn of the century launched scaling-up efforts of all three intermediaries, growing from intimate groups, where founding teachers and staff were key supports for teacher learning, to large multistate organizations. The authors draw on data from three earlier qualitative studies, as well as newly gathered data on professional development at Big Picture Learning, EL Education, and the Internationals Network, and reveal some of the challenges and benefits of taking teacher learning to scale.

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Heller, Rafael. "Education in the nightly news: A conversation with Paul Kuttner and Kevin Coe." Phi Delta Kappan 101, no. 4 (November 25, 2019): 34–37. http://dx.doi.org/10.1177/0031721719892972.

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In this month’s interview, Kappan’s editor talks with Paul Kuttner and Kevin Coe about their recent research into how network television news programs have covered preK-12 education. They found that, over the last 35 years, coverage of education has been rare, well under 1% of total coverage. Stories tend to focus on individual teachers and schools, with less discussion of the big picture behind those stories. The tone of coverage has varied over time, with about 54% overall being negative and 43% positive. Overt criticism of teachers was rare, and teacher voices were included in a slim majority of stories.

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Lee, Carol D. "Big Picture Talkers/Words Walking Without Masters: The Instructional Implications of Ethnic Voices for an Expanded Literacy." Journal of Negro Education 60, no. 3 (1991): 291. http://dx.doi.org/10.2307/2295483.

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Passalacqua, Karla D. "Seeking the Big Picture on Science: Taking an Integrated Approach to Teaching Scientific Literacy." CBE—Life Sciences Education 9, no. 4 (December 2010): 394–96. http://dx.doi.org/10.1187/cbe.10-08-0108.

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