Amalgamation     

Brenda Thompson 《Education 3-13》2013,41(2):13-17

Target-setting in the English education system is a new phenomenon but not one that has been investigated empirically. This paper reports the most significant findings from some small scale research carried out by final year teaching students. It was found that a focus on children's individual needs through formative assessment and oral discourse was beneficial. Strategies to enhance the target-setting process are suggested.  相似文献   

Early identification of special educational needs and the definition of 'at risk': The Early Years Transition and Special Educational Needs (EYTSEN) Project     

Brenda Taggart  Pam Sammons  Rebecca Smees  Kathy Sylva  Edward Melhuish  Iram Siraj-Blatchford  Karen Elliot  Ingrid Lunt 《British Journal of Special Education》2006,33(1):40-45

Education in the early years is a key element in the Government's current strategy. Recently, the Department for Education and Skills (DfES) funded a major study of Effective Provision of Pre-School Education (EPPE). The Early Years Transition and Special Educational Needs (EYTSEN) Project developed from the EPPE research and was also funded by the DfES. The authors of this article, Brenda Taggart, Pam Sammons, Rebecca Smees, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Karen Elliott and Ingrid Lunt, all worked on the EYTSEN Project, based at the Institute of Education, University of London. In this article, they provide a summary of the findings from the EYTSEN Project, reviewing the impact of pre-school provision on children said to be 'at risk' of developing special educational needs. They suggest that pre-school experience has a positive impact on cognitive attainment and social or behavioural development and that integrated centres (where education and care are fully combined) and nursery schools have the most positive influence among the different f o rms of pre-school provision. This paper also discusses the identification of special educational needs; quality in pre-school centres; parents' perspectives; and future developments. The article closes with a call for improved training for practitioners working in early years settings.  相似文献   

Reconceptualising higher education pedagogy in online learning     

Nicole C. Green  Helen Edwards  Brenda Wolodko  Cherry Stewart  Margaret Brooks  Ros Littledyke 《Distance Education》2010,31(3):257-273

The purpose of this collaborative inquiry project was to examine teacher education practices in two early childhood degree programmes in a school of education at a regional university in Australia. All students are enrolled in these online courses as distance learners. The reconceptualised online pedagogy immersed students, peers and their lecturers in ‘teaching through assessment’ (Edwards, 2010) in a collaborative online environment that mirrors the complexity that students are experiencing in their workplaces. This article describes the pedagogical and conceptual underpinnings we used to reconceptualise our degree programmes. It also outlines our evolving conceptualisations of learning as knowledge creation (Hong & Sullivan, 2009) in the context of our teaching and learning in online courses.  相似文献   

Young people,social capital and network‐based educational decision‐making     

Sue Heath  Alison Fuller  Brenda Johnston 《British Journal of Sociology of Education》2010,31(4):395-411

This paper explores whether and in what ways young people's perceptions and experiences of higher education (HE) can facilitate the transmission within their social networks of social capital both upwardly (from child to parent) and horizontally (from sibling to sibling), and thus can potentially provide bridging capital to family members, especially in families with little or no prior experience of HE. It utilises data from a project that explored the embedded nature of decision‐making about HE amongst a group of ‘potentially recruitable’ adults and their wider networks. The study researched 16 networks, and the resultant sample of 107 individuals included six teenagers and 15 young people in their twenties. The paper concludes that, despite the general emphasis within existing theoretical approaches to network capital on the downward transmission of social capital, the educational experiences of younger generations can be critical in shaping the perceptions of other (including older) network members, albeit not always in ways that encourage formal educational participation.  相似文献   

Learning to work together: health and social care students’ learning from interprofessional modules     

Margaret E. Miers  Caroline E. Rickaby  Brenda A. Clarke 《Assessment & Evaluation in Higher Education》2009,34(6):673-691

This paper reports on a study of student learning about collaboration and discusses the effectiveness of different forms of assessment in facilitating learning. The study was conducted in a large health and social care faculty in which all students on pre‐qualifying professional programmes learn together in modules aimed at developing collaborative skills. Data about student learning were collected through interviews with 42 students and analysis of 53 students’ completed assignments. The paper focuses on two questions: (1) What did students learn about collaborating in groups and about their own collaborative skills? (2) Which forms of assessment were effective in recording this learning? Interview and assignment data demonstrated that students learned about groups and group participation, about themselves in group situations and about the relevance of interprofessional learning to working collaboratively in professional practice. Module 3 (third year) assessments provided evidence of transference of learning from module to practice. Whereas learning logs, completed during the module as a form of reflective assessment, appeared to promote self‐awareness about own collaborative skills, reflective essays, completed after module sessions had ended, provided more opportunities for analysis and to link theory to practice.  相似文献   

“Under pressure I fall back to being a teacher…” confronting contending desires for schooling and teaching in a middle school reform project     

Lyn Yates  Brenda Holt 《The Australian Educational Researcher》2009,36(1):27-42

This article examines a Victorian high school’s implementation of a new Year 9 program which was intended to interrupt a traditional academic curriculum and to create an imagined oasis of care and personal development for students. It explores ways in which (1) the existing culture and context of the school continues to frame the subjectivities of teachers, students and parents in relation to the new program, (2) the attempt to preserve a competitive academic traditional orientation alongside an alternative approach is a central dilemma for this school, and (3) the new relationships between teachers and students are experienced by them as an interplay of pleasure and surveillance, connection and discipline. The article argues that the conflicts and pressures experienced by the teachers and students are not simply local and contingent ones but indicative of wider tensions in current Australian education policy.  相似文献   

Community partnerships for health information training: medical librarians working with health-care professionals and consumers in Tennessee     

Stephenson PL  Green BF  Wallace RL  Earl MF  Orick JT  Taylor MV 《Health information and libraries journal》2004,21(Z1):20-26

In Tennessee, several medical library outreach projects have involved collaborative work with health-care professionals, public librarians, consumers, faith-based organizations and community service agencies. The authors are medical librarians who worked as consultants, trainers and project directors to promote health literacy using PubMed medline and other health information resources in the several funding projects described here. We explain the programmes briefly, focusing on lessons learned and suggestions for those who follow us.  相似文献   

Prosodic and syntactic functions of punctuation: A contribution to the study of orality and literacy     

Robert J. Scholes  Brenda J. Willis 《Interchange》1990,21(3):13-20

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Beginning Elementary Science Teachers: Developing Professional Knowledge During a Limited Mentoring Experience     

Brenda Gustafson  Sandra Guilbert  Dougal MacDonald 《Research in Science Education》2002,32(3):281-302

The professional development project reported on in this paper, the Beginning Elementary Science Teachers' (BEST) project, was based on the premise that the first years of elementary science teaching can be very important in the development of long-term quality science teaching. Specifically, we report on project experiences that allowed 13 beginning teachers to interact with experienced teachers in a university seminar and during school visits. Results show that these limited mentoring experiences can support the development of professional knowledge and discussion centers on factors that facilitate knowledge growth. Conclusions are presented that compare benefits of these limited mentoring experiences to those reported to be achieved in long-term mentoring programs.  相似文献   

Measuring Stress in Families of Children with Disabilities     

David Sexton  Brenda Burrell  Bruce Thompson  William R. Sharpton 《Early education and development》1992,3(1):60-66

The degree and nature of stress experienced by the families of infants and toddlers with disabilities has gained increased recognition and interest. The Questionnaire on Resources and Stress (QRS) and the Parenting Stress Index (PSI) are two of the most commonly used measures of familial stress. The concurrent validity of these measures was examined and expectations that QRS and PSI scores were related in expected ways was generally confirmed by both bivariate and multivariate analyses.  相似文献