The problem of register in selected CSE examinations across the curriculum     

Rosemary Threadgold 《Literacy》1982,16(3):169-180

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Copyright and you     

Rosemary Talab 《TechTrends》1994,39(6):9-11

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The politics of education: Culture, power and liberation : Paolo Freire (Donaldo Macedo, trans.), Macmillan, 1986     

Rosemary Preston 《International Journal of Educational Development》1987,7(4)

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Poetry and the culture of feeling     

Edwin Webb 《Higher Education Quarterly》1978,32(4):413-429

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Butterfly Power in the Art of Mentoring Deaf and Hard of Hearing College Students     

Rosemary Saur  Sharon Rasmussen 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):195-209

This article describes the ways in which critical events in the lives of college students may contribute to their career development and personal well being. These critical events are referred to as 'butterflies', adopting as a metaphor that concept from chaos theory which states that relatively small events can have large effects. The study analyzes these events and their effects from the perspective of the students' mentors. Results of the study are related to other concepts from chaos theory including bifurcation points, autopoiesis and emergence. The study explores both the different kinds of critical events students experience as well as how mentoring may help students to deal with them. The role of the mentor as interpreter of events, as change agent and as intervener are identified. The article argues that mentors need to be aware of the potential power of critical events in the career development of college students.  相似文献   

Start talking and stop misbehaving     

Rosemary Sage 《Emotional and Behavioural Difficulties》2013,18(2):85-96

Abstract

School exclusions remain at a high level in the UK. Exclusions are the result of the interaction of complex factors, and schools are not equipped to tackle disaffection and disruptive behaviour on their own. The article describes the evaluation of a multidisciplinary home and school support project in a city borough. The project provides early intervention for primary school children at risk of developing serious emotional and behavioural problems and of subsequent exclusion. To this end the project works with children, parents/carers and schools in a holistic manner. The project also aims to improve home-school relationships, increase teacher understanding and integrate professional practice. Both mainstream and special settings have found the project to be of value.  相似文献   

The development of beginning mathematics teacher pedagogical content knowledge     

John K. Lannin  Matthew Webb  Kathryn Chval  Fran Arbaugh  Sarah Hicks  Cynthia Taylor  Rebecca Bruton 《Journal of Mathematics Teacher Education》2013,16(6):403-426

Recent research efforts (Schmidt et al. in The preparation gap: teacher education for middle school mathematics in six countries, MSU Center for Research in Mathematics and Science Education, 2007) demonstrate that teacher development programs in high-performing countries offer experiences that are designed to develop both mathematical knowledge and pedagogical knowledge. However, identifying the nature of the mathematical knowledge and the pedagogical content knowledge (PCK) required for effective teaching remains elusive (Ball et al. in J Teacher Educ 59:389–407, 2008). Building on the initial conceptual framework of Magnusson et al. (Examining pedagogical content knowledge, Kluwer, Dordrecht, pp 95–132, 1999), we examined the PCK development for two beginning middle and secondary mathematics teachers in an alternative certification program. The PCK development of these two individuals varied due to their focus on developing particular aspects of their PCK, with one individual focusing on assessment and student understanding, and the other individual focusing on curricular knowledge. Our findings indicate that these individuals privileged particular aspects of their knowledge, leading to differences in their PCK development. This study provides insight into the specific aspects of PCK that developed through the course of actual instructional practice, providing a lens for future research in this area.  相似文献   

The impact of collaborative video analysis by practitioners and researchers upon pedagogical thinking and practice: a follow‐up study     

Sara Hennessy  Rosemary Deaney 《Teachers and Teaching》2013,19(5):617-638

The ‘T‐MEDIA’ project analysed and documented how teachers exploit the use of projection technologies – data projectors and interactive whiteboards (IWBs) – to support learning in secondary‐school subject lessons. The research involved collaboration between university researchers and four pairs of UK teachers (of English, mathematics, science and history) in an intensive process of systematically analysing video recordings of classroom activity and other data in depth. Our goals were to assist teachers in articulating the pedagogical rationale underlying their practice, and uniquely, to engage them in theory building about strategic technology use. This paper reports on a follow‐up study carried out one year after the collaborative analyses in order to assess the subsequent impacts of the process of critical reflection. The eight teachers were questioned using a semi‐structured interview technique that allowed us to elicit structured and personalised accounts of impact on pedagogical thinking and practice and the supporting or constraining factors. The findings suggest that for at least some, the sociocultural theory introduced and reformulated during the analyses provided a powerful analytical lens upon emerging practices, including those not incorporating technology. All of the participants reported lasting effects upon their own thinking and, except where external constraints operated, on teaching practices. The approaches developed during T‐MEDIA had additionally been disseminated to and adapted by other subject colleagues. The study illustrates how collaborative analysis of lesson videos can be used to engage teachers in deep reflection, critique and debate. This approach supports the development of an analytical scrutiny of classroom teaching and offers a significant professional development opportunity. In particular, under conditions of sensitive support, teachers will readily accommodate theoretical constructs into specific areas of professional thinking and practice.  相似文献   

The Influence Theory: Factors That Influence the Transfer Advising Process     

Alan L. Webb  John A. Dantzler  David E. Hardy 《Community College Journal of Research & Practice》2013,37(7):619-632

The transfer rate from community college to four-year institutions has been dropping for the past 70 years. In the most recent statistics, the national rate of transfer is 23% (Cohen & Brawer, 2008). In the state of Alabama the transfer rate is approximately 4%, and in the rural counties of Alabama the transfer rate hovers around 1%. Many studies have been conducted on the transfer process, but none have focused on the transfer process from a theoretical perspective. Most studies focus attention on disparate pieces of the transfer puzzle. To date, there is no overarching theory of the transfer process that will bring coherence to this field of study. This study views the transfer process through the experience of nine transfer advisors who serve students in 11 community colleges located in rural counties in the state of Alabama. The findings establish a substantive theory that will provide a contextual framework for researchers who wish to study specific features of the transfer process. The Influence Theory establishes five factors that play a prominent role in the transfer advising process: institutional, cultural, contextual, advisor, and student. This article concludes with implications for practice and future research.  相似文献   

Qualitative review synthesis: the relationship between inattention and academic achievement     

Sarah Anne Gray  Katherine Dueck  Maria Rogers  Rosemary Tannock 《Educational research; a review for teachers and all concerned with progress in education》2017,59(1):17-35

Background: A body of literature has emerged that links inattentive symptoms of attention deficit hyperactivity disorder (ADHD) to poor academic achievement. Major variation across studies renders conclusions about this relationship complex.

Purpose: This review will provide a qualitative synthesis of these studies that (1) use community samples and (2) examine inattention as a separate dimension from hyperactivity/impulsivity. The aim of this review is to ascertain whether the relationship documented between inattention and academic outcomes in ADHD also holds for the dimensional trait of inattention as manifest in non-clinical community samples of children and adolescents, taking into consideration both academic achievement and academic performance across age.

Design and methods: A comprehensive search was carried out using two databases. The PRISMA guidelines were used to report the search steps. The QUIPS tool was used to rate the quality of studies, followed by a best evidence synthesis to summarise these results.

Results: Out of 1748 citations found, 27 articles met the specific inclusion criteria. Results point to a strong effect according to the best evidence synthesis: 7 studies that have low risk of bias found that teacher-rated inattention is significantly predicative of poor academic achievement in community samples of children.

Conclusions: This review provides support for a consistent, negative relationship between classroom inattention as reported by teachers and both standardised academic test achievement and classroom performance outcomes for children in preschool (moderate evidence), elementary school and longitudinally from elementary to high school. The average relationship was stronger when classroom performance was measured, as compared to standardised achievement. However, the quantitative strength of relationship has not been confirmed with a meta-analysis due to heterogeneity and too few high-quality studies identified. Variance across the studies in terms of the strength of association suggests that other unexamined factors (e.g. cognitive function or motivation) may be contributing to this relationship. Implications for educators and clinicians who work within the school setting are discussed.  相似文献