‘Signs of progress’: reconceptualising response to children's poetry writing     

Anthony Wilson 《Changing English: An International Journal of English Teaching》2005,12(2):227-242

Poetry writing is felt by many primary teachers to be an important part of children's early language and literary development. It is also considered by many teachers to be very difficult to assess, due in part to the subjective nature of much poetry. Therefore poetry writing in schools enjoys both high and low status. If practice of teaching this genre is to develop it is necessary for teachers to have a clear view of what children are able to achieve within it. By looking at examples of children's poetry writing, my aim in this paper is to demonstrate how it is possible for primary school teachers to identify features of children's poetry writing which they consider to be of value. I shall argue, from the basis of an empirical research study, that teachers can, therefore, promote and encourage progression in poetry writing by their classes; but that to do so is to challenge views of poetry writing by children promoted in current orders and recommendations.  相似文献   

Can Quality of Family Day Care Provision in England Be Assessed Accurately Using the Family Day Care Rating Scale? A report on reliability     

Linda Rowland  Anthony G. Munton  Ann Mooney 《教育心理学》1996,16(3):329-334

The Family Day Care Rating Scale (FDCRS; Harms & Clifford, 1989) was developed in the USA. The scale attempts to define quality in family day care for pre‐schoolers and to provide a standardised way of assessing it. The FDCRS has been shown to have good reliability and validity in the USA and Canada. However, the rating scale has never been used to assess quality of family day care in the UK. This paper describes data collected from 104 family day care providers (childminders) in England using the FDCRS. It reports on the internal consistency of the FDCRS subscales and the validity of aggregating the subscales to derive one single measure of quality. Analyses suggest that the scale may provide a useful global measure of quality. However, not all subscales yielded good internal consistency. Recommendations are made as to how the FDCRS could be modified for effective use as a research tool in England.  相似文献   

Tailored for China: did it work? Reflections on an intensive study abroad programme for Chinese student teachers     

Fang Wang  Anthony Clarke  Andrea S Webb 《Teachers and Teaching》2019,25(7):800-820

ABSTRACT

This study examines how a cohort of 32 Chinese student teachers experience a 3-week Intensive Study Abroad Programme in Canada, which focused on facilitating understanding of teaching and learning from an international perspective. Research findings underscore the effectiveness of a context responsive approach to cross-cultural teaching and learning that places emphasis upon modelling and deliberate explication of teaching practice, experiential learning and dialogic reflection.  相似文献   

Scale economies in academic excellence: An exploratory analysis of the United Kingdom's 1992 research selectivity exercise     

Hoare  Anthony G. 《Higher Education》1995,29(3):241-260

Taken in aggregate, bigger university departments did disproportionately well in the 1992 U.K. Higher Education Research Selectivity Exercise (RSE). A number of reasons are reviewed whereby such an economies of scale effect might apply both in general and with respect to the RSE. A methodology is developed whereby the RSE performance of the UK's universities across academic units can be attributed to size and non size components, the relative importance of which are then calculated for each of the old universities, paying attention to their independent designations as research and teaching institutions. Possible implications for academic planning by universities are drawn out.  相似文献   

Do Preservice Science Teachers Develop Goals Reflective of Science Teacher Education? A Case Study of Three Preservice Science Teachers     

Hutner  Todd L.  Petrosino  Anthony J.  Salinas  Cinthia 《Research in Science Education》2021,51(3):761-789

Research in Science Education - One broad research question researchers continue to pursue is: to what degree does science teacher education influence the thinking of preservice science teachers?...  相似文献   

Transitioning Experiences of First Year Gender Non-conforming Students from School to University in South Africa     

Mampane  Johannes Ntshilagane  Brown  Anthony 《Interchange》2021,52(4):447-461

Interchange - Change is an inevitable part of life, more so for gender non-conforming students who have to confront prejudice and hostile environments as they transition from school to university....  相似文献   

Determinants predicting undergraduates’ intention to adopt e-learning for studying english in chinese higher education context: A structural equation modelling approach     

Li  Chunming  He  Limin  Wong  IpKin Anthony 《Education and Information Technologies》2021,26(4):4221-4239

Education and Information Technologies - This study explores the determinants that predict undergraduates’ intention to adopt e-learning for studying English on the basis of the extended...  相似文献   

In need of review: Developing Sensory Provision in Northern Ireland’s Mainstream Primary classrooms     

Gillian J. Beck  Una O’Connor-Bones  Jackie Gracey  Greg Kelly  Glenda Walsh 《Journal of Research in Special Educational Needs》2021,21(3):268-279

The impact of Sensory Processing Difficulties across a range of Special Educational Needs is well researched. More recently, the impact on children’s mental health and well-being, linked with anxiety, depression and self-injurious behaviours, have redirected international research to consider the holistic benefits of sensory provision, for those with special educational provision and the wider classroom population. A SMART SURVEY was designed to collate empirical evidence regarding current sensory awareness and provision in mainstream primary schools throughout Northern Ireland, in a time efficient manner. Out of 809 schools, 164 (20.27%) fully completed the online survey. Findings indicate that Special Educational Needs Coordinator confidence in developing practice, supporting staff and children was limited and impaired by insufficient and inconsistent training opportunities. While healthcare research recommends provision by trained professionals, Occupational Therapy input was limited (n = 34; 24.8%), resulting in practice that could be detrimental rather than beneficial to children’s progress. Respondents identified a need for sensory training for teachers (n = 124; 93.94%) to ensure that the impact of Sensory Processing Difficulties on the holistic development of all children is understood. Pupil voice was undervalued (n = 5; 3.6%). Active involvement of children in the process of evaluation and intervention is recommended to enhance pupil autonomy and well-being.  相似文献   

So,are early career researchers the harbingers of change?     

David Nicholas  Anthony Watkinson  Cherifa Boukacem‐Zeghmouri  Blanca Rodríguez‐Bravo  Jie Xu  Abdullah Abrizah  Marzena wigo&#x;  David Clark  Eti Herman 《Learned Publishing》2019,32(3):237-247

This article provides the final results of a 3‐year study that sought to discover whether early career researchers (ECRs) were the harbingers of change with respect to scholarly communications. Over a hundred science and social science ECRs from seven countries, spanning three continents, were depth‐interviewed annually for 3 years (2016–2018) about their attitudes and behaviours with respect to 23 scholarly issues and activities (aspects). In order to provide an accessible overarching assessment of an extremely large and complex dataset, the interview data were categorized according to the strength and direction of change exhibited and the trends and points of interest raised. Results show that all ECRs have changed in one way or another, and a small minority has changed greatly in both attitude and practice and that collaboration and research impact are the scholarly aspects where most changes have occurred, and the greatest cause of change is not so much new technology as a change of jobs.  相似文献   

400 Years Old and Still Cutting Edge: Applying Ignatian Pedagogy to an Online Library Orientation     

Anthony Tardiff 《Journal of Library & Information Services in Distance Learning》2019,13(1-2):184-195

The Ignatian Pedagogical Paradigm is centuries old, but its focus on student-centered learning is cutting edge. When the Gonzaga University library was asked to collaborate with an online graduate studies department, the Ignatian Pedagogical Paradigm provided the guiding framework. The first principle of Ignatian pedagogy is Context, which involves understanding and meeting students where they are. Building on this foundation, the other principles of Experience, Reflection, Action, and Evaluation keep the student at the centre of the learning process. Reflection is the fulcrum of the paradigm, prompting students to think consciously about what they have learned and how it impacts them, thereby taking ownership of the learned material. Applying these principles to a self-paced Online Library Orientation resulted in self-reported student confidence with library resources, and the integration of better sources into their work.  相似文献