Editorial     

Liz Hamp-Lyons 《Assessing Writing》2012,17(4):F1-F2

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Assessing Writing is going quarterly     

Liz Hamp-Lyons 《Assessing Writing》2010,15(3)

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School choice and the social market in New Zealand: Education reform in an era of increasing inequality     

Liz Gordon 《International Studies in Sociology of Education》2013,23(1):17-34

This article argues that the growing social and economic inequalities of New Zealand society have their echoes in growing educational gaps. This does not mean that one directly determines the other, but that social and economic changes impinge both directly, through such things as housing patterns and community resources, and indirectly, through perceptions of aspiration and opportunity, on schooling systems and on students. For the period under review here, income inequalities have continued to rise in New Zealand, and for most of that time real incomes for the majority have fallen. Wealth and poverty, at least within the larger cities, have become more concentrated. Patterns of wealth and deprivation have reinforced processes of school segregation that have occurred under policies of school choice. Over the last few years, a range of social and educational policies have been developed to mitigate the worst effects of market policies. However, it is argued that until the earnings gap is closed, and in particular until child poverty is addressed through increases in social security, there is little chance that educational outcomes for deprived young people will improve significantly.  相似文献   

Motivation in group assessment: a phenomenological approach to post-graduate group assessment     

Liz Hannaford 《Assessment & Evaluation in Higher Education》2017,42(5):823-836

Whilst group work has many benefits for enhancing collaborative learning, it can cause anxiety in summative assessments when group members do not contribute equal effort. Increasing understanding of student perceptions of group assessment, and in particular their motivation to persevere to overcome the challenges, has the potential to lead to better assessment design and reduce dysfunctional behaviour. This exploratory study borrows from phenomenology to investigate the lived experience of a cohort of post-graduate journalism students at a UK university, who were required to work in small groups to produce a web-based, multimedia journal for a final summative assessment. Using the expectancy-value theory of motivation, this study examines whether students were motivated by the task, and how this might influence their perception of the group assessment experience. The study found that not only was the group motivated by this assessment design, but also, in contrast to much of the literature on group assessment, their experience of group work was defined by harmony, loyalty and an ‘all for one, one for all’ attitude. It is therefore proposed that student groups are less likely to be dysfunctional or dissatisfied with group assessment if the group expects to do well and values the task.  相似文献   

The UK's SMARTAL Project: St MARTin's College health students Access to Learning resources whilst on placement     

Mailer L 《Health information and libraries journal》2006,23(2):110-117

BACKGROUND: St Martin's College pre-registration health students spend up to half their course on periods of placement, during which times they need to be able to access learning resources. The project aimed to replicate the Health and Education Northumbria Students Access to Learning resources (HENSAL) project. OBJECTIVE: To look at patterns of use and access to learning resources for health students on placement. METHODS: Questionnaires were distributed to students who had recently returned from a placement. Five Practice Placement Facilitators were interviewed to gain their views. RESULTS: There was a 60% return rate (n = 268) for the questionnaire. Most students thought access to learning resources was important yet these were not always available and varied according to placement type. Students still made regular use of the College library while they were on placement but had some difficulties. Students used electronic resources, tending to access them from home. CONCLUSIONS: The results indicated that there were issues which needed to be addressed by the College's Faculty of Health and Social Care, Library and IT services, the local NHS Trust libraries and the local Strategic Health Authority to improve access to and use of learning resources. The findings proved to be very similar to those of the HENSAL project.  相似文献   

Healthcare librarians and learner support: a review of competences and methods   总被引：1，自引：1，他引：0  

Robinson L  Hilger-Ellis J  Osborne L  Rowlands J  Smith JM  Weist A  Whetherly J  Phillips R 《Health information and libraries journal》2005,22(Z2):42-50

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Teaching handwriting skills to children with intellectual disabilities using an adapted handwriting programme          下载免费PDF全文

Corinna F. Grindle  Rina Cianfaglione  Liz Corbel  Emily V. Wormald  Freddy Jackson Brown  Richard P. Hastings  J. Carl Hughes 《Support for Learning》2017,32(4):313-336

Children with intellectual disabilities often struggle with handwriting, but there is very little research to inform intervention approaches. In this study, we developed a teaching manual based on Handwriting Without Tears®, a comprehensive handwriting programme designed for typically developing children. Three children with intellectual disabilities participated in the study and received handwriting instruction based on the manual three times a week over a 32‐week period. Our aims were to explore whether Handwriting Without Tears® can be used as a comprehensive handwriting curriculum for children with intellectual disabilities and to evaluate improvement in handwriting skills. We found that the intervention was successfully incorporated into small group teaching sessions within the child's regular classroom, and that all three children made improvements. Our data show promising results and support the need for larger evaluation studies.  相似文献   

Reconsidering Happiness in the Context of Social Justice Education     

Liz Jackson  Charles Bingham 《Interchange》2018,49(2):217-229

That happiness leads to lack of harm and suffering, representing both a good and a means to good, is promoted, for example, by educational philosophers such as Nel Noddings. But happiness should not be seen as an unproblematic goal, for education or otherwise. In this article, we critically investigate the importance of happiness in the educational context. More specifically, we emphasize the necessity of problematizing happiness as an emotional practice in social justice education. In order to contextualize our analysis, we enumerate two theoretical perspectives that endorse happiness in education. These are the educational philosophy of Noddings and the paradigm of positive psychology. After exploring how happiness is promoted theoretically and practically, we elaborate a critical perspective on happiness in relation to education. We use the work of Sara Ahmed, among others, to illustrate some ways in which happiness can function to serve unjust relations in education. We thus explore happiness as an intersubjective affect, as opposed to considering it as an intrasubjective feeling. We argue that educators who want to foster social justice in education need to consider the positive and the negative consequences of encouraging happiness in education. Fostering happiness can be progressive and empowering, but it can also be regressive and unjust.  相似文献   

A new test for China? Stages in the development of an assessment for professional purposes     

Yan Jin  Liz Hamp-Lyons 《Assessment in Education: Principles, Policy & Practice》2015,22(4):397-426

It is increasingly recognised that attention should be paid to investigating the needs of a new test, especially in contexts where specific purpose language needs might be identified. This article describes the stages involved in establishing the need for a new assessment of English for professional purposes in China. We first investigated stakeholders’ perceptions of the target language use activities and the necessity of the proposed assessment. We then analysed five existing tests and six language frameworks to evaluate their suitability for the need of the proposed assessment. The resulting proposal is for an advanced-level English assessment capable of providing a diagnostic evaluation of the proficiency of potential employees in areas of relevance to multinationals operating in China. The study has demonstrated the value of following a principled procedure to investigate the necessity for and the needs of a new test at the very beginning of the test development.  相似文献   

The material histories of food quality and composition     

Atkins PJ 《Endeavour》2011,35(2-3):74-79

This article argues for material histories of food. In recent decades food historians have tended to emphasize the cultural factors in consumption, in addition to the already well-established social, political and economic perspectives, but what is still missing is the stuff in foodstuffs. With reference in particular to milk and wine, the suggestion here is that physical and chemical composition is a major influence in what we might call the biographies of particular items of food and drink. Product characteristics are rarely static for long and today's mass-produced bread is different from that of the past, but then so are the flour, the yeast, and the even the butter that is spread on it. Adulteration was a particularly interesting aspect of composition in the nineteenth century and was the key to the emergence of two different traditions of understanding and valuing food quality.  相似文献