Reaching students: lessons from a writing centre     

Cathy Hutchings 《高等教育研究与发展》2006,25(3):247-261

Globally, universities today are attracting students from widely diverse language and cultural backgrounds. However, whilst there are many well‐intentioned and supportive institutional endeavours under way, in most cases, it is still apparent that students with certain background characteristics are more successful than others. Disparities that exist in perceptions of institutional provision and expectations are problematic for certain students and, indeed, for the universities themselves. An examination of students’ learning behaviours and attitudes may give indications as to where solutions lie. The writing centres of these institutions are ideally placed to explore such factors, due to the individual nature of their work with students and the data kept with regard to this work. In an analysis of consultants’ reports on their observations of students’ behaviours and difficulties arising in consultations at one writing centre, I examine aspects of students’ management of and relationships within their learning, and how these affect control of their texts. Through an understanding of students’ practices and needs, I highlight implications for development of students’ learning in the broader institution.  相似文献   

Owning a piece of the forest: Woodworking in the early childhood curriculum     

Carol A. Patnaude  Cathy Costantino 《Early Childhood Education Journal》1995,23(2):115-118

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The case for prospective longitudinal studies in child maltreatment research: commentary on Dube, Williamson, Thompson, Felitti, and Anda (2004)     

Widom CS  Raphael KG  DuMont KA 《Child abuse & neglect》2004,28(7):715-722

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Baseline assessment of writing: the need for reconsideration     

Cathy Nutbrown 《Journal of Research in Reading》1999,22(1):37-44

This article questions the usefulness to teaching of items to be used in baseline assessment of writing in the UK. Current requirements for national baseline assessment are intended to serve two very different purposes: assessment for management and assessment for teaching. It is argued that this duality of purpose can threaten teaching and overemphasise assessment for management. This article describes a small study investigating items on the baseline assessment scale developed by the Schools Curriculum and Assessment Authority (SCAA, 1997a), which suggests that the SCAA criteria for baseline assessment of writing need to be reconsidered. This reconsideration can be sought in the light of research and evidence of children’s achievements. Finally the paper concludes that there needs to be greater clarity of purpose and a redefinition of the misleading term ‘baseline assessment’.  相似文献   

Evaluating programs     

Rena Shimoni  Denise MacLean  Cathy MacWilliam 《Early Childhood Education Journal》1990,17(3):42-46

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Organization and use of the mental lexicon by deaf and hearing individuals   总被引：7，自引：0，他引：7  

Marschark M  Convertino C  McEvoy C  Masteller A 《American annals of the deaf》2004,149(1):51-61

Two experiments explored the taxonomic organization of mental lexicons in deaf and hearing college students. Experiment 1 used a single-word association task to examine relations between categories and their members. Results indicated that both groups' lexical knowledge is similar in terms of overall organization, with associations between category names and exemplars stronger for hearing students; only the deaf students showed asymmetrical exemplar-category relations. Experiment 2 used verbal analogies to explore the application of taxonomic knowledge in an academically relevant task. Significant differences between deaf and hearing students were obtained for six types of analogies, although deaf students who were better readers displayed response patterns more like hearing students'. Hearing students' responses reflected their lexical organization; deaf students' did not. These findings implicate the interaction of word knowledge, world knowledge, and literacy skills, emphasizing the need to adapt instructional methods to student knowledge in educational contexts.  相似文献   

Action Learning—a learning and teaching method in the preparation programme for supervisors of midwives   总被引：2，自引：2，他引：2  

Marianne Mead  Carole Yearley  Chris Lawrence  Cathy Rogers 《Action Learning: Research and Practice》2006,3(2):175-186

Supervision of midwives is a statutory responsibility, which provides a mechanism for support and guidance to every practising midwife in the United Kingdom. To be eligible for appointment as a supervisor, midwives are required to undertake a preparation programme successfully. Because of the changing nature of the professional role and education, the level of the programme of preparation has evolved from an attendance course, to programmes delivered at diploma, degree and, more recently, Masters' level. In collaboration with clinical colleagues and the statutory authorities, the University of Hertfordshire has presented a programme of preparation at Masters' level since 1997. Revalidation in 2001 provided the opportunity to review the learning and teaching methods, and a decision was made to use Action Learning as an important component of the new programme that commenced in 2002. Alongside the normal university quality assessment mechanisms, a systematic evaluation was undertaken to explore the acceptability and perceived usefulness of Action Learning by the students of the second and third cohorts. This paper presents the findings of this evaluation.  相似文献   

Motivational Interviewing Strategies for Disaffected Secondary School Students: A case example     

Cathy Atkinson  Kevin Woods 《Educational Psychology in Practice》2003,19(1):49-64

This study considers the application and effectiveness of Motivational Interviewing (MI) as an intervention strategy for secondary school pupils experiencing disaffection. Using a case study example, the process of intervention and the use of specific techniques from other psychological approaches are described. Results identify issues concerning the process of MI and discuss implications of MI work for the educational practitioner. In conclusion, a positive evaluation of the general usefulness of the model within current educational psychology practice is made, highlighting possibilities to evaluate applications of MI interventions involving psychologists with younger pupils or teachers and parents.  相似文献   

Parent involvement and reading: Using curriculum‐based measurement to assess the effects of paired reading     

Cathy L. Fiala  Susan M. Sheridan 《Psychology in the schools》2003,40(6):613-626

This study examined the effectiveness of a paired reading intervention using curriculum‐based measurement (CBM) probes to document reading progress for one fourth‐ and two third‐grade students. These students were considered below‐average readers. Parents and children used the paired reading method in their homes for 10 minutes, four times a week. Children and parents were also provided with reading material at their instructional level. Results showed that the children's reading accuracy and rates increased from baseline to follow‐up on CBM measures and on pre/posttesting. In addition, students and parents gave favorable treatment acceptability ratings for paired reading. Implications for future research are outlined. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 613–626, 2003.  相似文献   

A Pedagogy of Friendship: young children’s friendships and how schools can support them     

Caron Carter  Cathy Nutbrown 《International Journal of Early Years Education》2016,24(4):395-413

Children’s friendships are often neglected by teachers and researchers. This phenomenological study conducted with seven children aged five and six years explores young children’s perceptions of their everyday friendship experiences. This multi-method study used role play interviews, drawings and persona doll scenarios to consider children’s everyday experiences of friendship in school. The paper discusses the importance of socio-cultural aspects of children’s friendship including: imaginary friends; losing friends; protecting time and space to develop friendships and children’s routines and practices as they form and maintain friendships. Data and findings are discussed, leading to an original conceptual framework: a ‘Pedagogy of Friendship’. This is designed to help children make meaning from their friendship experiences and also provide practitioners with the opportunity to nurture and scaffold children through their friendship experiences in schools. We suggest that there is a need to raise the profile of children’s friendships in early childhood education and generate an educational perspective on friendship. Finally we conclude that listening to children’s views of friendship indicates that the application of the framework of a ‘Pedagogy of Friendship’ would be beneficial to children’s all round learning and development.  相似文献