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981.
The multiple goals approach is used to assess whether or not women on probation or parole engaged in communication with their probation/parole officers (PO) regarding needs or issues they had and about which they wanted to talk. Interviews were conducted with 402 women on probation and parole across Michigan; 127 stated that there was a time when they wanted to talk to their PO about a difficult need or issue they were facing, including housing and illegal activity. Women who were concerned about threats to their freedom were less likely to have initiated the conversation. Findings highlight possible reasons that impact whether or not individuals engage in difficult conversations that are desired. 相似文献
982.
Television has become a nearly ubiquitous feature in children's cultural landscape. A review of the research into young children's learning from television indicates that the likelihood that children will learn from screen media is influenced by their developing social relationships with on-screen characters, as much as by their developing perception of the screen and their symbolic understanding and comprehension of information presented on screen. Considering the circumstances in which children under 6 years learn from screen media can inform teachers, parents, and researchers about the important nature of social interaction in early learning and development. The findings reviewed in this article suggest the social nature of learning, even learning from screen media. 相似文献
983.
Margaret Mackey 《Children‘s Literature in Education》2011,42(4):289-307
This article argues that if we paid attention to the local situation of a reader the way we attend to the life story of an
author, we might gain a very different understanding of children’s literacy. It explores the literate approaches of a single
child exploring a single theme—the settler culture as represented in a variety of materials accessible to her in the 1950s—across
the discourses of television cowboy shows, school and recreational texts featuring settlers and indigenous people, and a British
children’s novel about claiming the land. The article suggests that this kind of miscellaneous intertextuality is a larger
feature of early reading than we sometimes assume. 相似文献
984.
Kristopher Michael Goodrich Richard Q. Shin Lance C. Smith 《International journal for the advancement of counseling》2011,33(3):184-195
The doctorate in Counselor Education and Supervision is the terminal degree in the field of counselor education within the
U.S. The authors surveyed CACREP-accredited doctoral programs to assess department characteristics, clinical experience and
credentials, research experience, and the admission, retention, and evaluation of students. Results indicated that the PhD
was a preferable degree to other degree offerings. Programs were found to be diverse in their policies and procedures relating
to admissions and retention, time to complete the program, and student expectations. International students and faculty representation
was found to be sparse in CACREP-doctoral programs. Implications for future research and practice are offered. 相似文献
985.
There is growing concern about falling levels of student engagement with school science, as evidenced by studies of student
attitudes, and decreasing participation at the post compulsory level. One major response to this, the Australian School Innovation
in Science, Technology and Mathematics (ASISTM) initiative, involves partnerships between schools and community and industry
organisations in developing curriculum projects at the local level. This project fulfils many of the conditions advocated
to engage students in learning in the sciences. ASISTM is underpinned by the notion of innovation. This paper describes the
findings of case study research in which 16 ASISTM projects were selected as innovation exemplars. A definition of innovation
and an innovation framework were developed, through which the case studies were analysed to make sense of the significance
of the ideas and practices, participating actors, and outcomes of the projects. Through this analysis we argue that innovation
is a powerful idea for framing curriculum development in the sciences at the local level that is generative for students and
teachers, and that these ASISTM projects provide valuable models for engaging students, and for teacher professional learning. 相似文献
986.
This paper joins growing interest in the concept of practice, and uses it to reconceptualise international student engagement with the demands of study at an Australian university. Practice foregrounds institutional structures and student agency and brings together psychologically- and socially-oriented perspectives on international student learning approaches. Utilising discourse theory, practice is defined as habitual and individual instances of socially-contextualised configurations of elements such as actions and interactions, roles and relations, identities, objects, values, and language. In the university context, academic practice highlights the institutionally-sanctioned ways of knowing, doing and being that constitute academic tasks. The concept is applied here to six international students' ‘readings’ of and strategic responses to academic work in a Master of Education course. It is argued that academic practice provides a comprehensive framework for explaining the interface between university academic requirements and international student learning, and the crucial role that teaching has in facilitating the experience. 相似文献
987.
Chris Smith 《Assessment & Evaluation in Higher Education》2011,36(1):13-25
Two years of assessment results from the full‐time MBA of a highly ranked UK business school are examined to compare the outcomes for students for whom English is a second language (ESL) with those for whom English is a primary language (EPL). The results suggest that the overall higher level of higher‐degree outcomes for the EPL group is underpinned by evidence of an interaction between assessment methodology (coursework versus timed, closed book examinations) and assessment outcomes with examinations particularly disadvantaging the ESL cohort in terms of final grades. 相似文献
988.
Utilizing mixed methodology, this paper investigates the relationship between self-esteem and academic achievement for young adolescents within two Western cultural contexts: the United States and England. Quantitative and qualitative data from 86 North American and 86 British adolescents were utilized to examine the links between self-esteem and academic achievement from the beginning to the end of their academic year during their 11th–12th year of age. For both samples, quantitative results demonstrated that fall self-esteem was related to multiple indicators of later year academic achievement. While country differences emerge by the end of the year, math appears to have a consistent relationship with self-esteem in both country contexts. Qualitative analyses found some support for British students’ self-perceptions as more accurately reflecting their academic experience than the students from the United States. 相似文献
989.
The alphasyllabary of Kannada comprises more than 400 symbols called akshara; each symbol is visuo-spatially complex with a consistent representation at the dual levels of the syllable and the phoneme.
We investigated reading difficulties in Kannada among 8–12 year old children by conducting a between-groups followed by a
case series analysis. We compared the children with reading difficulties with same age competent readers and younger readers
who were similar in language level, matched on measures of vocabulary, syntactic processing, and morphological processing.
Reading difficulties were characterized by poor akshara knowledge. Concomitant impairments were in syllable and phoneme level
phonological skills, in rapid naming and in oral language skills. The case series analysis highlighted the variability of
profiles among poor readers with the most common impairments being in akshara knowledge and phonological processing. Sub-groups
of poor readers showed additional deficits in oral language, rapid naming, and visual processing skills. Together our findings
indicate that the core deficit associated with reading difficulty in the alphasyllabary of Kannada is in the phonological
domain. However, accompanying deficits in related skills, including visual processing, can further inhibit reading attainment.
The findings from this study support a multifactorial model of reading development. 相似文献
990.