Twist and Shape: Feedback Practices within Creative Subject Content of Hairdressing Education     

Anna Öhman 《Vocations and Learning》2018,11(3):425-448

The aim of this study is to explore feedback practices and how such actions of assessment emerge from embodied participation in classroom interactions between teachers and students. Using video recordings of teacher and student interactions in hairdressing education, I look at how feedback practices within creative subject content are produced between the participants as social actions situated in interaction, using conversation analysis. Feedback is contingent upon an embodied moment-to-moment monitoring and collaboration between the teacher and student, and is organized as a trajectory from problem detection through exploration until a final solution is found. Feedback within creative subject content is displayed as a multifarious exploration of embodied as well as materially situated professional knowledge. Overall, the findings show how feedback is mutually produced in a process, making tacit dimensions of hairdressers’ knowing explicit. This allows for improving the quality of the work over time in a trajectory of problem solving phases gradually displaying how to assess creative subject content of the material product worked on.  相似文献   

Hit the ground running? An exploratory study of the positionings teachers and international students take or ascribe to others on academic language     

Anna Filipi  Anne Keary 《The Australian Educational Researcher》2018,45(3):363-382

The International Student Program (ISP) in Australian secondary schools has in recent times drawn public attention. Despite this attention, there is a paucity of research about the challenges faced by schools in developing and sustaining these programs. The study reported in this paper explores the ISP in an independent metropolitan secondary school in Victoria with a high enrolment of international students. Using positioning theory, the study analysed the self- and other-positionings of an EAL teacher, a STEM teacher and two international students on a range of issues germane to the ISP and academic language. Findings confirmed past research that content teachers feel a lack of confidence in addressing these students’ language needs. In adding to the literature, the study found that content teachers feel a responsibility for these students and that the international students positioned themselves as successful language learners as well as students with gaps in their academic language.  相似文献   

Students’ Ability to Apply Their Knowledge in a Gaming Exercise: An Exploratory Study     

Anna Mette Fuglseth  Kjell Grønhaug  Kurt Jörnsten 《Scandinavian Journal of Educational Research》2018,62(1):88-108

This paper reports on a study exploring master students’ ability to apply their knowledge when solving an internal pricing problem in a supply chain. Analyses of 33 negotiation progress reports and 8 recordings of discussions demonstrate that most of the students were not able to apply relevant concepts and models to guide their handling of the task. The main reason for the variability in performance was the significant differences in the students’ general problem-solving abilities. Most students did not perform a thorough task analysis or develop a solution strategy before they met for negotiations, and they did not keep track of their task performance. The implications for teaching are highlighted, and directions for further research are proposed.  相似文献   

Fifteen years of building performance in Central Europe     

Steven J. Kelly  M. Mari Novak  Anna Cermkov 《Performance Improvement》2008,47(10):36-41

The past 15 years have been quite a tumultuous ride for those involved in performance improvement in former communist Europe. This article traces the case of a boutique performance consultancy, KNO, whose American principals landed in the former Czechoslovakia at the onset of the “velvet revolution” in 1991. We analyze progress through the lens of three 5‐year cycles against dimensions of investor focus, infrastructure, employee mindset, business relationships, and performance services treated in the context of the changing political and economic times.  相似文献   

London Housebound Services Group, 16 July 1985, Hendon Library,London Borough of Barnet     

Deirdre Morris 《Health information and libraries journal》1985,2(4):214-214

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London Housebound Services Group, 14 April 1985, St Pancras Library,London     

Deirdre Morris 《Health information and libraries journal》1985,2(3):142-142

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Technical instructions for authors     

Anna Sierpinska  Marie Sheldon 《Educational Studies in Mathematics》2003,53(1):83-90

Instructions for Authors

Technical instructions for authors  相似文献   

Science & Technology Committee report: the ALPSP response     

Sally Morris 《Learned Publishing》2004,17(4):331-331

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Freedom Through Flight: Performing a Counter-Narrative of Disability     

Lynn M. Harter  Jennifer A. Scott  David R. Novak  Mark Leeman  Jerimiah F. Morris 《Journal of Applied Communication Research》2006,34(1):3-29

This project explores how discourses of difference sustain the separation of people with disabilities from community life and highlights the efforts of one organization, Passion Works, as members perform a counter-narrative of disability. Passion Works is a non-profit organization housed within a sheltered workshop sponsored by its local county board of mental retardation and developmental disabilities, and provides innovative employment opportunities by supporting artistic collaborations between individuals with and without disabilities. Our ethnographic portrayal is based on our experiences as participant observers, narratives performed in daily routines and collected through in-depth interviews with staff artists, and document analysis. We unpack how artists perform a counter-narrative of freedom through flight that fosters both autonomy and connection, allows artists to accomplish mind and body, and provides opportunities for artists to perform the personal in the public sphere.  相似文献   

A nurturing and problem-solving approach for abuse-prone mothers     

Margot Breton M.S.W.  Anna Welbourn M.S.W.  Dip.S.W.  Jessie Watters M.S.S. 《Child abuse & neglect》1981,5(4):475-480

This paper reports on a series of treatment programs for abuse-prone mothers. The basic premise was that abusive mothers could not nurture their children because they had never been nurtured themselves. Therefore, the first requisite was that they be given to without being asked to give back. Hairdressing was chosen as a socially acceptable way to touch, and thus physically nurture adults, as it is considered neither infantile nor sexually questionable. The first group demonstrated that this type of nurturing was helpful in creating a prosocial support network for isolated mothers. However, when problem-solving activity was substituted for nurturing in an attempt to foster the mothers' coping skills, the group disintegrated. The second group was designed to maintain the nurturing element while using group-generated crises to teach problem-solving skills. Findings from the third and fourth groups confirmed the value of this combination, as it did the importance of providing support to staff (professionals and volunteers) in their work with people whose needs are “like bottomless pits” [3]. Expert consultation on the effective use of the small group process to meet these needs was also established as necessary.  相似文献