Key perspectives in dyslexia: an essential text for educators. By David Armstrong and Garry Squires     

Judith Hudson 《British Journal of Educational Studies》2016,64(1):132-134

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Group Work with Multimedia in Mathematics: The Role of the Technology and of the Teacher     

Brian Hudson 《British journal of educational technology : journal of the Council for Educational Technology》1997,28(4):257-270

This paper reports on a study involving the evaluation and use of the National Curriculum Council sponsored multimedia package World of Number. The project was carried out in a South Yorkshire comprehensive school during the Spring Term of 1994. The intended mode of use of the package was unclear from the initial evaluation and also from initial teacher feedback. In addition little attention seemed to have been given to the role of the teacher. Examples of episodes of classroom interaction between the teacher/researcher and a small group of pupils working at the multimedia system are presented and an interpretation, which takes account of the role of the technology and of the teacher from a Vygotskian perspective, is offered.  相似文献   

Does shame influence nonsuicidal self-injury among college students? An investigation into the role of shame,negative urgency,and brooding     

Madeline D. Wielgus  Lauren E. Hammond  Andrew R. Fox  Melissa R. Hudson  Amy H. Mezulis 《Journal of College Student Psychotherapy》2019,33(3):237-256

College students experience high levels of life stress that put them at increased risk for nonsuicidal self-injury (NSSI). It is important to understand which vulnerabilities put students most at risk, in order to inform treatment in college counseling centers. This study investigated the joint contributions of specific vulnerabilities to lifetime history and frequency of NSSI among a sample of undergraduates (50% reported a history of NSSI). Results showed shame-proneness was uniquely associated with NSSI frequency beyond other negative emotions. Negative urgency and brooding exacerbated this effect. This study provides insights into the contributions of specific vulnerabilities to NSSI and implications for practice.  相似文献   

External peer review of assessment: an effective approach to verifying standards?     

Sue Bloxham  Jane Hudson  Birgit den Outer  Margaret Price 《高等教育研究与发展》2015,34(6):1069-1082

There is growing international concern to regulate and assure standards in higher education. External peer review of assessment, often called external examining, is a well-established approach to assuring standards. Australian higher education is one of several systems without a history of external examining for undergraduate programmes that is currently considering the approach. What can entrants to external examining at that level learn from the UK higher education system's long history of external examining? To that end, this paper reports on a mixed methods research project designed to investigate current practices in how academic standards are conceived, constructed and applied by external examiners and debates the implications of the findings for the development of external examining in other countries. The findings suggest that the potential of experienced peers in a subject discipline to provide the assurance of standards is limited. It concludes by presenting various possible enhancements that might be considered.  相似文献   

Using Evidence‐Based Practices to Build Mathematics Competence Related to Conceptual,Procedural, and Declarative Knowledge     

Susan P. Miller  Pamela J. Hudson 《Learning disabilities research & practice》2007,22(1):47-57

Abstract Mathematics continues to be one of the most difficult components of the school curriculum for students with learning disabilities (LD). The National Council for Teachers of Mathematics, in conjunction with current educational legislation, challenges teachers to maintain high standards for student performance in mathematics. Fortunately, over the past two decades, researchers have identified and validated a number of instructional practices that help students with LD understand and use mathematics in meaningful ways. The purpose of this article is to discuss instructional guidelines and evidence‐based practices for building conceptual, procedural, and declarative knowledge within a comprehensive mathematics curriculum. The importance of balancing these three knowledge areas across mathematics content areas is noted.  相似文献   

A contribution to the preparation of standard gelatin     

J.H. Hudson  S.E. Sheppard 《Journal of The Franklin Institute》1929,207(5):699-700

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Orchestrating interdependence in an international online learning community     

Brian Hudson  Alison Hudson  John Steel 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(5):733-748

This paper focuses on research into the student experience as participants in the development of an international online community. The background context for this is an international master’s programme and the specific context for the research is a module on Digital Media Applications (DMA), which are outlined. The programme design emphasises peer and formative assessment practices and the pedagogical approach aims to foster group collaboration in international teams. Following an overview of the research methods adopted, a number of emergent themes from the data analysis of student diaries are discussed, including issues of language, culture and identity. In conclusion, we offer some reflections on these issues and discuss the underpinning assumptions (in relation to assessment practices in particular) that have given direction to our subsequent ongoing research and development.  相似文献   

Regional Development Partnerships in Sweden: A Way for Higher Education Institutions to Develop their Role in the Processes of Regional Governance?     

Christine Hudson 《Higher Education》2006,51(3):387-410

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The Relation of Primary Mental Abilities to Scholastic Success in Professional Schools     

Dewey B. Stuit  Harry H. Hudson 《Journal of Experimental Education》2013,81(3):179-182

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Training speakers for conference     

Hoyt M. Hudson 《Quarterly Journal of Speech》2013,99(4):325-334

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