Teachers and students with severe learning difficulties working together to co‐construct personal narratives using Storysharing®: the teacher perspective          下载免费PDF全文

Karen Bunning  Rebecca Muggeridge  Katie Voke 《Support for Learning》2018,33(1):23-37

The telling of personal stories is a feature of everyday life. Young people with learning difficulties may find it difficult to report what has happened to them. A project was set up to investigate the impact of Storysharing® on the co‐construction of personal narratives by staff and students in a special school. The current study investigated the teacher's perspective. The sample was comprised of four special education teachers who had been involved in the implementation of Storysharing®. Semi‐structured interviews were carried out at the end of the intervention period. The data were analysed using thematic analysis. Three organising themes emerged from the data: ‘Enactment Process’; ‘Benefits to Child’; and ‘Curriculum.’ The Storysharing® intervention appeared to be positively associated with perceived changes to the educational practice of the teachers, revealing its potential for developing narrative in the classroom.  相似文献   

Equity in New Zealand university graduate outcomes: Māori and Pacific graduates     

Reremoana Theodore  Mele Taumoepeau  Jesse Kokaua  Karen Tustin  Megan Gollop  Nicola Taylor 《高等教育研究与发展》2018,37(1):206-221

Higher education confers significant private and social benefits. Māori and Pacific peoples are under-represented within New Zealand universities and have poorer labour market outcomes (e.g., lower wages, under-represented in skilled professions). A New Zealand tertiary education priority is to boost Māori and Pacific success in an effort to improve outcomes for these graduates, their communities and society in general. Using information collected in the Graduate Longitudinal Study New Zealand, we compared Māori and Pacific university graduate outcomes with outcomes of other New Zealand graduates. Data were collected when the participants were in their final year of study (n?=?8719) and two years post-graduation (n?=?6104). Employment outcomes were comparable between Māori, Pacific and other New Zealand graduates at two years post-graduation; however, Māori and Pacific graduates had significantly higher student debt burden and financial strain over time. They were significantly more likely to help others (e.g., family) across a range of situations (e.g., lending money), and reported higher levels of volunteerism compared to their counterparts. Boosting higher education success for Māori and Pacific students has the potential to reduce ethnic inequalities in New Zealand labour market outcomes and may result in significant private benefits for these graduates and social benefits as a result of their contribution to society.  相似文献   

阳光     

Karen E.Lange  刘中飞 《海外英语》2009,(4):17-17

画家M．C．埃舍也许能够描绘出这样的画卷,一大群缸鱼进行迁徙,层层叠叠地奔往墨西哥湾的地平线上。有时透过机翼下面3英尺,可以看到这些长着钝钝脑袋的“滑翔机”们以顺时针方向从尤卡坦半岛出发,经过海湾,追逐温暖的海水和阳光,到处捕食,把从沙地里找来的被吞噬的贝放在牙床上磨碎。海洋生态学家朱丽·尼尔声称：“这些家伙一次只产一个小仔儿,一年只产一次。”上千只缸鱼能够聚集在一起确实是件非常壮观的事情。  相似文献   

Class,gender, and societal inequalities: A study of Nigerian and Thai undergraduate students   总被引：1，自引：0，他引：1  

Karen Biraimah 《Higher Education》1994,27(1):41-58

This article focuses on the linkages between class, gender and student aspirations in the Nigerian and Thai cultural contexts. Building upon critical and feminist theory that employs class and patriarchal relationships to explain the role of educational institutions, this study examines the educational and career aspirations of 741 university students from two different cultural and academic settings.Based on qualitative and statistical analyses of the perceptions, family backgrounds, and expectations of a random sample of Nigerian and Thai university undergraduates, the study concludes that class and gender affect both university access, and students' educational and career aspirations once admitted to university. However, the results of this study also suggest that the specific effects of class and gender remain dependent upon the cultural milieu of which they are a part.  相似文献   

Understanding School Knowledge: A Critical Appraisal of Basil Bernstein and Pierre Bourdieu*     

Karen L. Gorder 《Educational theory》1980,30(4):335-346

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Preface     

Karen Anderson  Eric Ketelaar  Elizabeth Yakel 《Archival Science》2006,6(3-4):265-265

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Utilizing intact and embedded headings as processing aids with nonnarrative text     

Charles D. Holley  Donald F. Dansereau  Selby H. Evans  Karen W. Collins  Larry Brooks  David Larson 《Contemporary educational psychology》1981,6(3):227-236

This study examined the utility of intact (i.e., topic outline format) and embedded (i.e., appropriately positioned within the text) headings as processing aids with nonnarrative text. The argument was advanced that headings potentially provide useful cues for both input and output processing but that little empirical evidence exists to either support or refute this proposition. It was further argued that each of the prior studies reviewed were subject to one or more methodological criticisms which may attenuate the generality of the findings. The results of the present study indicated that no advantage accrued to students on the basis of training; however, limitations of this finding are discussed in terms of the amount of training provided and the time available to the students for integrating the new strategies with their existing techniques. The major result of this investigation was that students provided with text containing intact and embedded headings significantly outperformed students whose text did not contain these processing aids. The major benefits were observed at delayed testing; the text-with-headings students recalled approximately 11% more information at immediate testing and 44% more information at delayed testing than the text-without-headings students. Implications of these results and future research issues are discussed.  相似文献   

Levels of question formulation in negotiation of information need during the online presearch interview: A proposed model     

Karen Markey 《Information processing & management》1981,17(5):215-225

In a seminal article on question negotiation, Taylor outlines four levels of question formulation which pertain to the client-information professional interview session. The literature which supports Taylor's theory is covered. It is proposed that Taylor's four levels may be inadequate for describing question negotiation in the online presearch interview. An altered model is given with suggestions for testing the model in the online environment. Some recommendations concerning the importance of discovering such a model are offered.  相似文献   

犹他州的数字仓储创新——建立机构仓储支撑体系     

Karen Estlund  Anna Neatrour  张卫 《数字图书馆论坛》2007,(12):53-56,70

随着机构仓储(IR,Institutional Repositories)的发展日益成熟,越来越多的图书馆利用协会或是区域关系为机构仓储的发展提供资助、方法、专门技术.对于那些没有专门的机构、时间或者基础的组织来说,采用这种方式建立机构仓储是可行的.犹他州数字仓储计划(http//harvester.lib.utah.edu/utan_ir/)由ISTA提供基金支持,目的是建立一个全州范围的仓储模型.项目主要研究犹他州大学图书馆机构库的发展和增长情况,项目建立在西山数字图书馆(MWDL,Mountain west Digital Library)现有框架基础上.犹他州数字仓储计划提供了一个图书馆员操作的工具箱、培训机制和技术支持,在这个过程中,试验点(pilot sites)发展成为IR.对任何规模的图书馆这个框架模型都可以为他的机构仓储工作的开展提供支持.用户在一个网站上就能对多个数据库的数据进行集成检索.文章除了为读者提供了开发过程中的调查资料和统计资料外,主要目标是为了让图书馆都参与到资源共享的过程中来.  相似文献   

Defending the group from the terror within     

Karen Canfell  Hamish G. Spencer  Ben Oldroyd 《Metascience》2001,10(2):192-202

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