Literacy's verb: Exploring what literacy is and what literacy does     

Lesley Bartlett 《International Journal of Educational Development》2008

This article considers contemporary policy claims about “what literacy is” and “what literacy does.” First, the article reviews in-depth the ways in which development discourses define literacy, and the claims made in development discourses about the “consequences” of literacy for economic and political development. I then draw on 24 months of ethnographic research in Brazil with 41 highly impoverished literacy students from four literacy programs in two cities in order to demonstrate that there is no predictable “impact” of literacy on development. Instead, I show that the opportunities afforded by literacy depend greatly on the types of literacy and the types of literacy programs made available to students, as well as students’ cultural understandings of literacy and the social, political, and economic contexts within which they attempt to assert new literacy practices. The article concludes that we should not consider literacy as an actor with some “impact”; instead, we should examine how people use literacy in ways that are conditioned by social and cultural forces.  相似文献   

Undergraduates’ perception and engagement in Facebook learning groups     

Yvonne Hong  Lesley Gardner 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1831-1845

This study presents and evaluates the educational potentials that Social Network Services (SNS) offer to students in the higher education context. The first aim of this study is to explore students’ perceptions of Facebook Learning Groups (ie, Facebook Groups that were created for learning purposes), and the learning and affective benefits that SNS offer to students. This study further explores the influence of four identified factors (ie, self-efficacy, privacy, trust and presence of teaching members) in moderating students’ perception and learning engagements on SNS. Findings from an online survey demonstrate the usefulness of these learning groups. Trust and presence of teaching members were also indicated to have significant influences in affecting students’ perception and engagement in Facebook Learning Groups.  相似文献   

Collaborative Testing Improves Performance but Not Content Retention in a Large-Enrollment Introductory Biology Class   总被引：1，自引：0，他引：1  

Hayley Leight  Cheston Saunders  Robin Calkins  Michelle Withers 《CBE life sciences education》2012,11(4):392-401

Collaborative testing has been shown to improve performance but not always content retention. In this study, we investigated whether collaborative testing could improve both performance and content retention in a large, introductory biology course. Students were semirandomly divided into two groups based on their performances on exam 1. Each group contained equal numbers of students scoring in each grade category (“A”–“F”) on exam 1. All students completed each of the four exams of the semester as individuals. For exam 2, one group took the exam a second time in small groups immediately following the individually administered test. The other group followed this same format for exam 3. Individual and group exam scores were compared to determine differences in performance. All but exam 1 contained a subset of cumulative questions from the previous exam. Performances on the cumulative questions for exams 3 and 4 were compared for the two groups to determine whether there were significant differences in content retention. Even though group test scores were significantly higher than individual test scores, students who participated in collaborative testing performed no differently on cumulative questions than students who took the previous exam as individuals.  相似文献   

A GUEST EDITORIAL     

Lynn D. Dierking  Carol D. Saunders 《Curator: The Museum Journal》2004,47(3):233-236

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Violence in School: Risk,safety and fear of crime     

John Noaks  Lesley Noaks 《Educational Psychology in Practice》2000,16(1):69-73

There has been an increase in recent years in the number of violent incidents affecting schools in the UK. This article considers the influence of these events and suggests such traumas have a wide impact on school pupils generally. The results of a survey of Year 9 comprehensive school pupils is reported. This focused on fear of crime while travelling to, and when in, school, levels of bullying and measures taken to avoid potential victimisation. Implications for pupil behaviour are considered with respect to school attendance, adjustment and measures taken to protect themselves, including the carrying of weapons.  相似文献   

Evidence in seconds? Format and design considerations in the provision of reliable information to support evidence‐based practice     

Alison Lesley Weightman  Mala Kanthi Mann 《Health information and libraries journal》2000,17(2):63-70

Evidence‐based practice is gaining support amongst health professionals. However, the major barrier remains the lack of time to read the literature. There are also problems with the take‐up and use of evidence‐based information sources such as Cochrane reviews and Effective Health Care bulletins. If such evidence is to be incorporated into local guidelines and used in day‐to‐day practice, practitioners request that these and other reliable publications be further summarized in short packages and available within seconds. The Health Evidence Bulletins Wales offer a model for this approach. The Bulletins have gone through several developmental stages leading to a novel two‐column format. In the first column, brief statements summarize the best available evidence within a topic area. In the second, full details are provided of the supporting publications (and the evidence type, or research design) with links to the full text of documents, where possible from the electronic versions of each Bulletin. Results from a questionnaire study using a random sample and unsolicited feedback suggest that this ‘two‐tier’ approach to information provision is valued by users and has implications for information services currently under development to support clinical governance.  相似文献   

Virtual learning: A revolutionary approach to building a highly skilled workforce     

Roger Schank  Henrietta Saunders 《Performance Improvement》2001,40(5):39-41

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