Who says you need to teach reading to 11–13-year-olds?     

Faye Fiona Parkhill  Jo Florence Fletcher  Janinka Greenwood  Michael Grimley  Sue Bridges 《Education 3-13》2013,41(2):160-177

Research indicates that as students move through the school system, many begin to experience difficulties with reading. With this mind, this study explored current practices and perceptions about reading programmes for 11–13-year-old students in New Zealand schools. The study employed an online survey designed to investigate current reading literacy practices in a sample of New Zealand primary in years 7 and 8. Observations of practice and interviews with literacy leaders, teachers, principals and students were also carried out at five case study schools. The survey indicated that teachers may underestimate the importance of learner engagement and direct teaching strategies. The case studies exemplify the need for good professional development, supportive leadership, effective class management strategies, a positive and engaging learning environment, teachers with a passion for literacy and exemplary and sustained guided reading.  相似文献   

The important role of mothers during displacement: Direct and indirect effects of the refugee context on Syrian refugee children's mental health     

Cassandra M. Popham  Fiona S. McEwen  Elie Karam  Michael Pluess 《Child development》2024,95(3):e206-e223

Refugee children are at increased risk for mental health problems, including post-traumatic stress, depression, and externalizing problems. The refugee environment, maternal mental health, and parenting may reduce or exacerbate that risk. This study investigated their direct and indirect associations with child mental health cross-sectionally in a sample of Syrian refugee child–mother dyads in Lebanon in 2017–19. Mediating pathways were tested using structural equation modeling with 1446 dyads (child: M_age = 11.39, 52.1% females) and again 1 year later with 872 (child: M_age = 12.17, 53.1% females) of the original sample. Mediating pathways from the refugee environment through maternal mental health and parenting to child outcomes were detected, emphasizing the importance of a holistic approach to refugee mental health.  相似文献   

Acculturation orientations and religious identity as predictors of Anglo-Australians’ attitudes towards Australian Muslims     

Hisham Motkal Abu-Rayya  Fiona Ann White 《Int J Intercult Relat》2010,34(6):592-599

Poll studies have shown an increase in Anglo-Australians’ negative attitudes towards Australian Muslims. Such studies, however, by their nature present Anglo-Australians as a relatively unified group, making a limited scientific contribution to the understanding of intergroup relations. The present study aimed at revealing differences within Anglo-Australians by examining the extent to which their acculturation orientations and religious identity play a role in differentiating the levels of positive and negative attitudes they hold towards Australian Muslims. A total of 170 second year University students (116 females and 54 males) with a mean age of 22.09 (SD = 5.98) participated in the study. Generally, findings revealed that while Integrationist and Individualist were the most endorsed acculturation orientations, Assimilationist and Segregationist emerged the least, and participants recorded more positive attitudes towards Muslims than negative attitudes. Additionally, Integrationist and Individualist orientations were positively related to positive attitudes and negatively related to negative attitudes; the reverse was the case for Assimilationist and Segregationist orientations. Religious identity of Anglo-Australians predicted positive attitudes towards Australian Muslims but did not predict negative attitudes.  相似文献   

Visitors and Residents: mapping student attitudes to academic use of social networks     

Fiona Wright  David White  Tony Hirst 《Learning, Media and Technology》2014,39(1):126-141

The Visitors and Residents model of internet use suggests a continuum of modes of engagement with the online world, ranging from tool use to social spaces. In this paper, we examine evidence derived from a large cohort of students to assess whether this idea can be validated by experimental evidence. We find statistically significant differences between individuals displaying ‘Visitor’ or ‘Resident’ attitudes, suggesting that the Visitors and Residents model is a useful typology for approaching and understanding online behaviour. From our limited sample, we have been able to produce evidence that the Visitors and Residents labels are statistically robust. This demonstrates that the Visitors and Residents approach provides a valuable framework for those considering the use of social tools in educational contexts.  相似文献   

Armenian teachers’ dichotomous perspectives on children with high‐functioning autism     

David Allan  Fiona Hallett  Graham Hallett 《Journal of Research in Special Educational Needs》2020,20(2):109-120

This article uses the views of student teachers and serving teachers from a post‐Soviet context in order to better understand current thinking around teachers’ perceptions of children with what might be termed ‘hidden’ disabilities. Drawing on social comparison theory, and adopting a phenomenographical approach, the study explores teachers’ perspectives of autism in the Republic of Armenia, offering an insight into the impact of its social, cultural and political history. Whilst serving teachers demonstrated contrastive and downward comparisons when presented with a vignette of a young person with Asperger's Syndrome, student teachers expressed more connective comparisons. The data suggest, then, that Armenian student teachers represent progressive attitudinal change towards individuals with disabilities. These results also shed light on how social comparison theory might be used to tease out assumptions and taken‐for‐granted attitudes in the global West.  相似文献   

Teacher professional development to support teacher professional learning: Systemic Factors from Irish case studies     

Fiona King 《Teacher Development》2016,20(4):574-594

Teacher professional learning is widely accepted as a mediating factor for enhancing student outcomes. While many teachers across the world engage in professional development (PD) to enhance their professional learning, what is less evident is how to support that learning to result in change following teacher PD. Acknowledging that not all teacher PD needs to result in new practices and change, this paper focuses on a transformative model of PD, focused on implementing and sustaining change. This paper offers evidence of successful implementation and sustainability of practices by drawing from in-depth semi-structured interviews with teachers and principals in five Irish case study schools. It reports on the Systemic Factors to support implementation and sustainability of change: Support, Initiative design and Impact and Teacher Agency. Implications are drawn for bridging the gap between knowledge and practice or teacher PD and change within schools.  相似文献   

FE and skills in Scotland: the implications of a policy led and ‘managed’ approach?     

Jim Gallacher  Fiona Reeve 《Journal of Education & Work》2019,32(3):238-250

ABSTRACT

This article considers the implications of a ‘managed’ approach to skills policy in Scotland, in which Government policy and the role of national institutional frameworks can be seen to be influential, and which contrasts with the more marketised approach which has been a central aspect of policy in England. A number of themes within these national policies are discussed, and the continuing importance of balancing the skills agenda with social inclusion is noted. The ways in which these national policies and frameworks have shaped provision in a number of key areas including apprenticeship programmes, changing patterns of participation and relationships with employers are then examined. The strengths and limitations of the distinctive approaches taken in Scotland will be analysed in terms of their contribution to meeting the changing educational training needs of the workforce in the twenty-first century. This consideration of the distinctive policy led and ‘managed’ approach to the skills agenda will provide the context in which to consider the opportunities for policy learning within the UK.  相似文献   

Research Collaboration Among University Scientists   总被引：1，自引：0，他引：1  

Philip S. Morrison  Gill Dobbie  Fiona J. McDonald 《高等教育研究与发展》2003,22(3):275-296

Despite the growing importance of collaboration in research there have been very few investigations of the practice of research collaboration itself. The study we report investigated this practice by analysing 444 collaborative projects undertaken by staff in the Science Faculty of a New Zealand university. While the results support the sociology of science model of vertical collaboration up and down the academic hierarchy, we also show that significant collaboration now takes place across levels in the hierarchy, that is among peers, in what we call horizontal collaboration. This shift from vertical to horizontal collaboration has not been readily apparent in bibliographic studies of co-authored papers in top journals. One of the questions this study raises is the often assumed positive association between collaboration, research output and research quality, and the implications such assumptions have on the institutionalisation of research within the university. We end by suggesting that the shift that is occurring in the location of research from conventional departments to research centres within the university may signal an attempt to resurrect the practice of vertical collaboration.  相似文献   

“She's sort of dragging me into the story!” Student teachers' experiences of reading aloud in Key Stage 2 classes     

Fiona M. Collins 《Literacy》2005,39(1):10-17

This article explores the place of the class novel within the current primary curriculum. It begins with an overview of past and current thinking about reading aloud to older primary‐age children. The discussion then moves on to describing research carried out with 43 primary postgraduate student teachers, which aimed to investigate the students' school experiences of observing reading aloud and working on whole narrative texts. Lastly, the article focuses on how the findings influenced changes made to a postgraduate primary course in order to support and develop students' understanding of the role that reading aloud plays in developing children's critical understanding of story.  相似文献   

Giving children of imprisoned parents a voice     

Fiona Weidberg 《Educational Psychology in Practice》2017,33(4):371-386

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