A test of Bible knowledge     

Rev. J.G.M. Thomson B.D. Ed.B. 《British Journal of Religious Education》1942,9(2):78-82

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Autonomy versus accountability     

Mr Dugald Mackie  Mr John Martin  Mr Kevin Thomson 《Tertiary Education and Management》1995,1(1):62-71

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Teaching like an artist: the pedagogic identities and practices of artists in schools     

Christine Hall  Pat Thomson  Lisa Russell 《British Journal of Sociology of Education》2007,28(5):605-619

This article reports findings from an ethnographic study of the arts curriculum and pedagogy in a British primary school. The policy context for the study is the school's involvement in promoting creative partnerships between teachers and artists. The pedagogies of three different artist‐led projects are analysed, using a Bernsteinian framework, and are characterised in relation to notions of ‘competence’ and ‘performance’ pedagogies. These characterisations are then used to consider the impact of the artists' pedagogies on teachers in the school, and the extent to which the different pedagogies promote inclusion. Broad conclusions are drawn about the relative difficulty of adopting competence pedagogies in the current educational culture of British schools; more specific conclusions are drawn about the importance of time, text, discourse and interpretation in arts pedagogies.  相似文献   

International student use of university health and counselling services     

Jean Russell  Garry Thomson  Doreen Rosenthal 《Higher Education》2008,56(1):59-75

A large sample of international students attending an Australian metropolitan university provided data concerning use of university health and counselling services—their perceived need for help, resultant help-seeking, satisfaction with help given, explanations for not seeking help when in need, and variables that predicted help-seeking. Using as criterion the individual’s perceived need for help, we found students were under-utilizing both health and counselling services. Those who did seek help evaluated their experiences positively. The gap between need and action is a concern. Students explained failure to act in terms of insufficient seriousness of problems, lack of information about services and, to a lesser extent, doubts and discomfort about the services. Contrary to views commonly expressed in the literature, student perceptions and responses showed few differences based on cultural background. Within-person variables played a stronger role than culture in accounting for students’ help-seeking decisions.  相似文献   

General auditory processing, Chinese tone processing, English phonemic processing and English reading skill: a comparison between Chinese-English and Korean-English bilingual children     

Min Wang  Alida Anderson  Chenxi Cheng  Yoonjung Park  Jennifer Thomson 《Reading and writing》2008,21(6):627-644

In the present study, we investigated the relationship between general auditory processing, Chinese tone processing, English phonemic processing and English reading skill in a group of Chinese-English bilingual children with a tonal L1 and Korean-English counterparts with a non-tonal L1. We found that general auditory processing contributed to variance in English word reading skill for Chinese children after controlling for Chinese tone and English phoneme deletion skill. English phonemic processing, on the other hand, explained a significant amount of unique variance in English reading for Korean children after controlling for general auditory and Chinese tone skill. These findings suggest that Chinese children relied more on general auditory processing in reading English, whereas Korean children relied more on phonemic skill in reading English. These findings are discussed in terms of the impact of cross-language differences in bilingual reading acquisition.  相似文献   

Changing attitudes toward science: Undergraduates in 1967 and 1971     

Patricia M. Schwirian  Barbara Thomson 《科学教学研究杂志》1972,9(3):253-259

The purpose of the study was to examine the change in attitudes toward science and the scientific institution which had occurred among undergraduate university students between 1967 and 1971. Two similar cohorts of university undergraduates were given Form A of the Schwirian Science Support Scale (Tri-S) in 1967 and 1971. The populations were 398 students and 153 students, respectively. Data concerning relevant contingent independent variables were also collected. The data were analyzed utilizing nine, two-way analyses of variance. The major independent variable, time of administration, (1967 and 1971) was always one factor; the second factor in each ANOVA consisted of each of the nine contingent independent variables: (1) age; (2) sex; (3) religious preference; (4) father's education; (5) mother's education; (6) father's occupation; (7) academic major; (8) hometown size; and (9) type of high school. The data from the nine, two-way ANOVA's show significant differences ( p < .05 ) in only two instances. In the case of the association of the Tri-S Scores with father's occupation at times one and two, it was observed that the higher the status of the father's occupation, the higher the student's Tri-S score. This relationship was observed in both 1967 and 1971; there was no significant effect of time. Statistically significant differences in Tri-S scores were also observed among students from different sized hometowns; and in this case, there was a change over time. In 1967 students from small and medium-sized communities had significantly lower Tri-S scores than students from farms and large cities. By 1971 the mean scores of the students from small and medium sized communities had increased, producing scores slightly higher than the farm and city students. The findings indicate that the 1971 Midwestern university students in the sample are no less positive in their attitudes toward science than their 1967 counterparts. No significant differences between overall 1967 and 1971 scores exist and no significant differences over time were observed by age, sex, religious preference, father's or mother's education, father's occupation, academic major, or high school type.  相似文献   

Alternative programmes,alternative schools and social justice     

Jodie Pennacchia  Pat Thomson  Martin Mills  Glenda McGregor 《Critical Studies in Education》2016,57(1):1-5

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Complementing the mainstream: an exploration of partnership work between complementary alternative provisions and mainstream schools     

Jodie Pennacchia  Pat Thomson 《Pastoral Care in Education》2016,34(2):67-78

In the English context, complementary alternative provisions (APs) can make specific positive contributions for young people at risk of exclusion from mainstream school. Whilst recognising the potential value of all complementary AP that is carefully selected and of high quality, we problematise the ‘repair and return’ rationale that continues to underpin the commissioning of some provisions. Drawing on two case studies, we explicate the nature and value of partnership working between complementary provider and mainstream school. We argue that when a productive partnership happens (1) schools take greater responsibility for young people at risk of exclusion, and (2) there is the potential to encourage wider shifts in the learning context of the mainstream school in ways that are beneficial for a larger group of pupils. Such wider transformations in the mainstream context may be particularly beneficial given the current performative regimes that dominate English education policy, and focus schools’ work on the achievement of key data targets rather than inclusive practice. We reflect on what can be learnt from these cases in relation to the evolving AP policy context in England.  相似文献   

Ethnographic explorations of the arts and education: an introduction     

David Poveda  Pat Thomson  Lígia Ferro 《Ethnography and Education》2018,13(3):269-272

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Empowering students by enhancing their employability skills     

Fraser J. Scott  Pauline Connell  Linda A. Thomson 《Journal of Further & Higher Education》2019,43(5):692-707

Recognising the importance of graduates being equipped with appropriate employability skills alongside their subject-specific skills, we have had transferable skills training embedded throughout our degree programmes for 30 years. More recently, a specific employability skills module for final-year honours students has been created. This module consists of a programme of activities supporting employability skills, which was delivered to final-year undergraduate students from 2012 to 2015. A key feature in the development and delivery of these activities was the involvement of external experts. Detailed questionnaires have captured student perceptions and thematic analysis has revealed key themes. The module has been perceived to be highly useful, resulting in significant increases in students’ confidence across key areas of employability skills. Furthermore, students may hold skewed perceptions of the relevance of generic employability skills to their chosen career path. This fact should be considered when delivering employability skills programmes.  相似文献