Cooperative Learning in Science: Follow‐up from primary to high school     

Allen Thurston  Keith J. Topping  Andrew Tolmie  Donald Christie  Eleni Karagiannidou  Pauline Murray 《International Journal of Science Education》2013,35(4):501-522

This paper reports a two‐year longitudinal study of the effects of cooperative learning on science attainment, attitudes towards science, and social connectedness during transition from primary to high school. A previous project on cooperative learning in primary schools observed gains in science understanding and in social aspects of school life. This project followed 204 children involved in the previous project and 440 comparison children who were not as they undertook transition from 24 primary schools to 16 high schools. Cognitive, affective, and social gains observed in the original project survived transition. The implications improving the effectiveness of school transition by using cooperative learning initiatives are explored. Possibilities for future research and the implications for practice and policy are discussed.  相似文献   

Building online learning communities     

Allen Thurston 《Technology, Pedagogy and Education》2013,22(3):353-369

A new virtual learning environment (VLE) was developed to provide structured support to distance education students undertaking postgraduate study on a core study module of the Master of Education degree at the University of Dundee. Students were offered the option of receiving support via the VLE as opposed to the existing methods, that included face-toface meetings, letters, emails and telephone contact. Of the 47 students in the study sample, 31 opted to receive support via the VLE and 16 opted to receive support through the existing methods. These groups became self-selecting sample and control groups respectively. The article details investigations into the nature of the online learning community that developed as a result of these initiatives. It explores the patterns of use of the VLE by students in the sample group. It also explores the ‘connectedness’ of the students who engaged in study via the VLE using a validated instrument. Results indicated that students who actively engaged with online learning via a VLE reported a heightened sense of feeling connected as part of a wider learning community. Results also indicated that these students had higher successful academic completion rates than students who did not receive support via the VLE.  相似文献   

The standard of efficiency for steam-engines and other heat-motors     

R.H. Thurston 《Journal of The Franklin Institute》1897,143(1):37-59

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Apparatus illustrating mechanical principles     

R.H. Thurston 《Journal of The Franklin Institute》1871,92(3):192-195

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Philosophy of the multi-cylinder,or compound,engine; its theory and its limitations     

Robert H. Thurston 《Journal of The Franklin Institute》1890,129(2):122-135

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The animal as a prime mover     

R.H. Thurston 《Journal of The Franklin Institute》1895,139(2):100-121

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Establishing a Learning Mentor Service within a Cluster of Primary Schools: Learning from Evaluation     

Sarah Davies  Miranda Thurston 《Pastoral Care in Education》2005,23(3):37-43

This paper describes a learning mentor service commissioned by the Children's Fund that has been established in a cluster of primary schools, offering a possible model for the provision of pastoral care to support children at risk of underachieving. In particular, it explores issues relevant to the implementation of the service, namely communication, co-ordination and time, and identifies benefits and outcomes of the service, as perceived by the various stakeholders. Evaluation of this service, on which the paper reports, highlights the importance of developing a clear quality care pathway, and putting systems in place to obtain information regarding the outcomes of the service.  相似文献   

The Benefits of Non-Library Professional Organization Membership for Liaison Librarians     

Miranda Henry Bennett 《The Journal of Academic Librarianship》2011,37(1):46-53

Although liaison librarians have two important professional identities - librarian and subject specialist - the library literature has paid scant attention to their membership and participation in non-library professional organizations. This article analyzes a study of ten librarians who joined non-library associations and concludes that membership in such organizations has significant benefits.  相似文献   

“They Think They Know What’s Best for Me”: An Interpretative Phenomenological Analysis of the Experience of Inclusion and Support in High School for Vision-impaired Students with Albinism     

Mhairi Thurston 《International Journal of Disability, Development & Education》2014,61(2):108-118

The challenges of social inclusion and access to the curriculum facing students with visual impairment in schools are well documented. The refreshed UK Vision Strategy (2013 UK Vision Strategy. (2013). Outcome 3. Retrieved from http://www.vision2020uk.org.uk/UKVisionstrategy/page.asp?section=289&sectionTitle=Outcome+3 [Google Scholar]) seeks to improve education for students with vision impairment. In order to do this, it is important to understand how students with visual impairment experience education. This study used interpretative phenomenological analysis to examine and understand the way in which two vision-impaired students with albinism experienced inclusion and support in high school. The students, aged 16 and 15, had approximately 10% functional vision, stable from birth and had a record of additional support needs at their respective schools. They were interviewed using a simple schedule of open questions to explore their perceptions of inclusion and of using low-vision aids in school. The two main themes that emerged from the interviews were experiencing low vision in school and experiencing additional support in school. A negative cycle of inclusion was identified based on the students’ internalised feelings of difference. Discrepancy was identified between the low-vision aid priorities identified by experts and those identified by students. Recommendations are made to address these issues.  相似文献   

The Potential Impact of Undiagnosed Vision Impairment on Reading Development in the Early Years of School     

Allen Thurston 《International Journal of Disability, Development & Education》2014,61(2):152-164

This article presents a critical review of the literature surrounding the potential impact of undiagnosed and untreated vision impairment on reading development in the early years of primary school. Despite pre-school screening programmes, it is still possible for children to enter school with undiagnosed, uncorrected vision impairments. This can be due to healthcare access issues for children. Data reviewed indicated correlations between hyperopic vision impairment and poor reading development. However, the relationships reported remain complex, with myopic vision impairment being reported to correlate with high reading ability in some studies. In addition, correlation does not necessarily imply causation. Previous research in the field is reported. Deficiencies in the current literature base are discussed. Finally, recommendations for teaching practice and the nature of research that explores whether vision impairment is the cause of poor reading development for some children in school are suggested.  相似文献