‘Tough love and tears’: learning doctoral writing in the sciences   总被引：1，自引：1，他引：0  

Claire Aitchison  Janice Catterall  Pauline Ross  Shelley Burgin 《高等教育研究与发展》2012,31(4):435-447

Contemporary changes to the doctorate mean student researchers are likely to be expected to write differently, write more and more often, and yet, despite a growing interest in doctoral education, we still know relatively little about the teaching and learning practices of students and supervisors vis-a-vis doctoral writing. This paper draws from a research study into the writing experiences of higher degree students and their supervisors in one science, health and technology-based university Faculty. The study used surveys, interviews and focus groups to collect information from students and supervisors about their experiences of doctoral writing and their perceptions about its development. By attending to the writing-related pedagogical practices of supervisors, this article explores how doctoral writing can be the stage for the playing out of tensions over changing roles and identities aggravated by contemporary pressures on doctoral education.  相似文献   

‘I have won a world championship and now I can retire’: Exploring normal technical students’ ways of unpacking academic expectations in Singapore     

Pauline S.K. Ho 《International Journal of Educational Development》2012,32(1):111-119

The aim of this study is to explore the ways in which lower tracked, normal technical students unpack academic requirements and expectations to achieve academic success. Set in Singapore, the study documents the lived experiences of four individuals from the normal technical course who have succeeded academically. The results show the emergence of three main forms of unpacking academic expectations that these participants employed throughout their lives. It will be argued that these individuals appear to be active and capable of drawing on valued knowledge and resources to participate in the institutionalised academic community. The participants’ experiences also indicate that there may be a mismatch between the participants’ interpretations of what was required of them and the institutionalised academic expectations. Their collective narratives challenge the exclusion of educationally disadvantaged students and confront traditional narratives of these youth as high potential dropouts.  相似文献   

The Implications of COVID-19 for Early Childhood Education in Ethiopia: Perspectives from Parents and Caregivers     

Kim  Janice H.  Araya  Mesele  Hailu  Belay Hagos  Rose  Pauline M.  Woldehanna  Tassew 《Early Childhood Education Journal》2021,49(5):855-867

Early Childhood Education Journal - Recent research on the effects of COVID-19 on school closures has mainly focused on primary and secondary education, with extremely limited attention to early...  相似文献   

Happy Me a Story     

Pauline Davey Zeece 《Early Childhood Education Journal》2006,33(5):347-355

Current research on the foundations of emotional well-being reveals how significant adults can establish roots of happiness in children. Carter (2005) suggests that these roots can be nourished through positive thoughts and emotions; flow and fulfillment; and relating to others, especially through the use of emotional intelligence. Twenty-five literature choices are reviewed and recommended to help adults nurture children’s happiness in these ways.  相似文献   

The impact of L2 German on component processes of reading          下载免费PDF全文

Pauline Schröter  Sascha Schroeder 《Journal of Research in Reading》2017,40(Z1):S107-S124

Background

In Germany, there is a substantial gap in reading literacy between monolingual children and their L2‐speaking peers. Nevertheless, it is still unclear where these performance differences are rooted.

Methods

We investigated children of grades 5, 6 and 7 with comparable socio‐economic status, who completed a battery of tests assessing their linguistic and executive functioning skills as well as their reading performance on the letter, word, sentence and text level.

Results

Whereas L1 speakers showed better linguistic skills, there was no difference between groups in executive functioning. After controlling for individual differences on each level of reading, groups only differed in text comprehension. This effect, however, disappeared when participants' linguistic skills were additionally controlled.

Conclusions

In sum, results show that reading problems in L2 speakers cannot be attributed to deficits on specific component processes of reading, but to a lack of linguistic skills, which negatively affects reading comprehension.  相似文献   

Book Reviews     

Maree Dinan Tompson  Val Klenowsi  Pauline Taylor  Hilary Whitehouse 《The Australian Educational Researcher》2008,35(2):139-151

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Widening participation in learning-developing libraries project     

Blagden P 《Health information and libraries journal》2006,23(4):283-286

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