The Role of Narrative in Communicating Science     

Lucy Avraamidou  Jonathan Osborne 《International Journal of Science Education》2013,35(12):1683-1707

The present theoretical paper presents a case for the use of narrative (i.e., fictional written text) in science education as a way of making science meaningful, relevant, and accessible to the public. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this paper explores the potential of narrative in science education. More specifically, in this paper we explore the question: What is narrative and why might it be of value to science education? In answering this question we propose a view of narrative and its necessary components, which permits narrative a role in science education, and is, in fact, the main contribution of this paper. Also, a range of examples of narrative text are offered in the paper to make the case for a representation of fictional narrative in science. In order to address questions connected with the use of narrative in science education, a research agenda based on perspectives of narrative implications for learning is framed.  相似文献   

Formative assessment: the role of participatory action research in blending policy and practice in Uganda     

Lucy Dora Akello  M. C. Greetje Timmerman 《Educational Action Research》2013,21(5):736-754

This paper documents teachers’ assessment practices and pupils’ learning to read and write in large classes. To gain insights into the assessment practices and pupils’ learning, the principles of Vygotsky’s zone of proximal development and participatory action research (PAR) design were adopted. Collaboratively, teachers reflected on their assessment practices, developed, implemented and monitored the assessment practices. Through observation, in-depth interview and review of exercise books, data were obtained. We argue that teachers’ involvement in PAR has contributed to changing assessment practices in large classes and in improving pupils’ competencies in reading and writing. On the other hand to promote better assessment practices, we advocate for reduced number of pupils in a class and teachers’ workload to enable them offer more support to the pupils during assessment of reading and writing.  相似文献   

Three alternative roles for the school psychologist     

Seena Granowsky  Lucy T. Davis 《Psychology in the schools》1974,11(4):415-421

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Speech and language therapy and the Knowles Edge Standards Fund Project: an evaluation of the service provided to a cluster of primary schools     

Sue Roulstone  Rosalind Owen  Lucy French 《British Journal of Special Education》2005,32(2):78-85

In 2000, 25 speech and language therapy projects were established in schools in England, funded through the Standards Fund. An evaluation commissioned by the Government reported positive results and gave an overview of all the projects at a point approximately six months after their inception. Although there were common themes, it was quite clear that the projects differed widely in their structure and interpretation of the original brief.
In this article, Sue Roulstone, Professor of Speech and Language Therapy at the University of the West of England, and Rosalind Owen and Lucy French, both specialist speech and language therapists working for the United Bristol Healthcare NHS Trust, provide an in-depth report of one of the projects and its evaluation after 18 months.
The project, based on a systems analysis approach, targeted its interventions at the individual child, the parents, the teachers and therapists, the classrooms and schools, and more strategic levels in the health and education services. The article gives details of the 'interventions' for each component. An independent evaluation gathered qualitative and quantitative data that suggest that the new service had a positive impact on all aspects of the system. Children made gains in their speech and language; parents were informed and involved; therapists and teachers were more satisfied about their knowledge base; and systems changed within the schools to reflect and support the collaboration. The outcomes of the project led to a rolling out of the model to two more cluster groups of schools. A number of organisational structures were identified which support the ongoing collaboration. Details given in this article will enable others to identify whether or not this model might suit their local circumstances and be replicable in their context.  相似文献   

School libraries in South Carolina     

Lucy Hampton Bostick 《Peabody Journal of Education》2013,88(6):308-309

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薛珍贵:国际社交礼仪大师的职业心经     

Lucy Shi  Lucy Shi 《英语沙龙》2011,(3)

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Re-Discovering a Roman Wall Painting at Harvard: New Research on a Fragment from the Villa at Boscotrecase     

Elizabeth M. Molacek  Katherine Eremin  Lucy J. Cooper  Georgina Rayner 《文物保护研究》2020,65(5):296-311

ABSTRACT

This article presents historical and scientific analysis, as well as the conservation treatment of a newly rediscovered Roman wall painting fragment, now in the collection of the Harvard Art Museums. Although the piece has not previously been published, it was among a group of fragments removed from a Roman villa near Boscotrecase in southern Italy, an area that has been key to the study of Roman wall painting and other decoration. Technical imaging confirms the use of painting techniques consistent with other high-quality paintings in the area. Materials analysis revealed a palette consistent with published findings of Roman wall paintings, including abundant use of Egyptian blue and green earth. Of interest was the use of Egyptian blue as an optical brightener in select white passages. Despite the high quality of the painting, no cinnabar was present, and all red passages were achieved using hematite. Multiple different white minerals were identified including calcite, aragonite, and gypsum. The widespread presence of gypsum is unusual and may point to alteration.  相似文献   

Mommy's Cuddles     

Lucy  杨晓娟 《小学生导刊(中年级)》2011,(7)

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Pictures are necessary but not sufficient: Using a range of visual methods to engage users about school design     

Pamela Woolner  Jill Clark  Elaine Hall  Lucy Tiplady  Ulrike Thomas  Kate Wall 《Learning Environments Research》2010,13(1):1-22

It has been argued by both educationalists and social researchers that visual methods are particularly appropriate for the investigation of people’s experiences of the school environment. The current and expected building work taking place in British schools provides an opportunity for exploration of methods, as well as a need to establish ways to achieve this involvement of a range of school users, including students. This article describes a consultation that was undertaken in a UK secondary school as part of a participatory design process centred on the rebuilding of the school. A range of visual methods, based on photographs and maps, was used to investigate the views of a diverse sample of school users, including students, teachers, technical and support staff and the wider community. Reported here is the experience of using these tools, considering the success of different visually-based methods in engaging a broad cross section of the school community and revealing useful information. Using a range of visual methods allows a complex, but coherent, understanding of the particular school environment to be constructed and developed. It is further argued that such a range of visual and spatial methods is needed to develop appropriate understanding. The study, therefore, contributes to knowledge about specific visual research methods, appreciation of the relationship between tools, and a general methodological understanding of visual methods’ utility for developing understanding of the learning environment.  相似文献   

The Ashgate research companion to fan cultures,edited by Linda Duits,Koos Zwaan,and Stijn Reijnders     

Rosemary Lucy Hill 《Popular Communication》2016,14(4):238-240

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