Intrepid Birdmen of the Great War     

John Gough 《English in Education》1984,18(2):1-9

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Editorial     

Jill Blackmore  Noel Gough  Bill Green 《The Australian Educational Researcher》1995,22(1):i-iii

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Beyond cyborg subjectivities: Becoming-posthumanist educational researchers     

Annette Gough  Noel Gough 《Educational Philosophy and Theory》2017,49(11):1112-1124

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Book reviews     

Noel Entwistle  Frank Merrett  Meredydd G. Hughes  Gary Rhoades  Joyce Barlow  Edward E. Foster  Philip Hills  M. H. Erickson  Colin Flood Page  Larry L. Leslie  Deborah Hirsch 《Higher Education》1989,18(5):613-636

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Sense of audience and the adult writer: A study across competence levels     

Noel Gregg  Susan A. Sigalas  Cheri Hoy  Joseph Wisenbaker  Carolyn McKinley 《Reading and writing》1996,8(1):121-137

The purpose of this research was to investigate five audience-related constructs impacting on the written expression of adult writers who demonstrate varying degrees of literacy competence. Four specific groups of adult writers were targeted for this study, including 35 college-able writers demonstrating learning disabilities, 22 writers with learning disabilities attending a rehabilitation vocational training program, 35 remedial English college writers, and 35 normally achieving college writers. A primary trait scale was developed to investigate five major constructs identified in the literature as impacting on audience. These constructs included general characteristics, organization of text, analyzing/constructing the audience, construct differentiation of voice, and execution. The results of this research indicate that the population of adult writers demonstrating learning disabilities have difficulties with certain aspects of the writing process that may impact on the audience (reader). Implications for assessment and instruction are discussed.  相似文献   

How to support and engage students in alternative forms of education and training? A qualitative study of school staff members in Flanders     

Lore Van Praag  Rut Van Caudenberg  Ward Nouwen  Noel Clycq  Christiane Timmerman 《Journal of Education & Work》2017,30(6):599-611

This study focuses on how students, who for a variety of reasons struggle in mainstream secondary schools, can be supported and engaged by alternative forms of education and training to attain a (formal) qualification. Interviews and focus groups are carried out with school staff members of distinct types of alternative learning arenas in Flanders (northern part of Belgium): second chance secondary education, part-time apprenticeship track and part-time work-based vocational education. Our analyses reveal that, due to the selectiveness of mainstream secondary education, staff members in alternative learning arenas mainly struggle with the ways to develop inclusive curricula/practices and with the actual content of the curricula of their educational training or programme they are supposed to teach. Staff members struggle with putting into practice the fundamental aim to prepare socially vulnerable students for their future lives. Debates within the school team focus upon the relative importance of transferrable, specialist and social skills and competences. Results of this study are discussed to further enhance the professionalisation of school teams, and can be seen as the starting point to specify and develop the curriculum taught in both alternative learning arenas and mainstream secondary education.  相似文献   

The Conceptual Bases of Study Strategy Inventories   总被引：3，自引：0，他引：3  

Noel Entwistle  Velda McCune 《Educational Psychology Review》2004,16(4):325-345

This article describes the historical origins and development of a series of well-known study strategy inventories and seeks to identify their conceptual bases. The theories and evidence influencing the development of 6 contrasting instruments are considered before examining empirical evidence of similarities and differences between the measurement instruments. This analysis is tackled in three stages, looking first at inventories developed in the 1970s and 1980s that focused mainly on motivation, study methods, and learning processes. The more recent work that brought in mental models, metacognition, and self-regulation is then introduced, leading to a concluding section that discusses the conceptual bases of the whole set of inventories. The trends found in this research area are described and used to explore the current confusion of overlapping terms describing apparently similar aspects of learning and studying in higher education.  相似文献   

Why is letter-name knowledge such a good predictor of learning to read?     

Jean?Noel FoulinEmail author 《Reading and writing》2005,18(2):129-155

The knowledge of letter names measured just before children enter school has been known for a long time as one of the best longitudinal predictors of learning to read in an alphabetic writing system. After a period during which the comprehensive investigation of this relationship was largely disregarded, there is now a growing interest in attempts to understand the role(s) letter names play in literacy acquisition. This paper reviews these recent studies and emphasizes their main findings regarding the influence of letter-name knowledge in early and formal literacy for three main components of literacy acquisition: first, the emergence of the phonological processing of print; then, the learning of letter-sound correspondences; finally, the development of phonemic sensitivity skills. The final section discusses the status of letter-name knowledge (LNK) in literacy acquisition and suggests possible directions for further research.  相似文献   

TOWARD A SEMIOTIC THEORY OF CHOICE AND OF LEARNING     

Andrew Stables  Stephen Gough 《Educational theory》2006,56(3):271-285

A bstract .  In this essay, Andrew Stables and Stephen Gough explore some of the implications for educational policy and practice of a view of living (and, therefore, of learning) as semiotic engagement. Such a view, Stables and Gough argue, has the potential to displace or circumvent essentially Cartesian models currently dominant within learning theory (cognitivism and responses to it) and within neoclassical economics (rational choice and responses to it). It thus enables synergies between theories of learning and of economic behavior, allowing for greater consistency in thinking about (but not necessarily prescribing for) both educational policy and provision, on the one hand, and curriculum and pedagogy, on the other. In addition, the authors claim that giving semiotics a foundational role in educational thinking provides a basis for the broader development of liberal political thought within a postmodern cultural context.  相似文献   

Physicians' retrospective evaluations of their medical education     

Harrison G. Gough  Wallace B. Hall 《Research in higher education》1977,7(1):29-42

903 physicians evaluated 10 aspects of their medical education for relevance and quality. Skill in diagnosis is an example of an educational goal judged to be important and for which training was rated as good. Knowing how to establish a professional practice was also seen as a proper goal of medical education, but training was viewed as less satisfactory. Individual differences among the physicians in retrospective satisfaction were then related to premedical, medical school, and personality factors. Doctors whose evaluations were more favorable tended to receive above average grades in medical school, but somewhat below average in premedical work. Personality variables such as persistence and self-confidence were associated with higher retrospective satisfaction among men; among women satisfaction was correlated with variables such as psychological-mindedness and sensitivity to others.  相似文献