Portfolio Assessment as National Policy: the National Council for Vocational Qualifications and its quest for a pedagogical revolution     

Alison Wolf 《Assessment in Education: Principles, Policy & Practice》1998,5(3):413-445

The National Council for Vocational Qualifications established assessment procedures for qualifications in England, Wales and Northern Ireland in which portfolios play a central role. The relevant qualifications (National Vocational Qualifications and General National Vocational Qualifications) have been taken by large numbers of young people in upper secondary schooling, and young people and adults in work or in government training schemes; and are intended to have labour market currency and to provide routes into further and higher education. The use of portfolios derives from a commitment to direct and comprehensive assessment of the whole ‘syllabus’, but also from a belief in certain pedagogical approaches and in enhancing students' independence and initiative. There is evidence that the approach has affected learning styles, but major problems have arisen relating to the manageability of the approach and the reliability of assessor judgements.  相似文献   

Designed to care: the Scottish perspective on primary care in the new NHS     

Alison Mcintosh 《Health information and libraries journal》1999,16(2):127-129

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Young Children Are Wishful Thinkers: The Development of Wishful Thinking in 3- to 10-Year-Old Children     

Adrienne O. Wente  Mariel K. Goddu  Teresa Garcia  Elyanah Posner  María Fernández Flecha  Alison Gopnik 《Child development》2020,91(4):1166-1182

Previously, research on wishful thinking has found that desires bias older children’s and adults’ predictions during probabilistic reasoning tasks. In this article, we explore wishful thinking in children aged 3- to 10-years-old. Do young children learn to be wishful thinkers? Or do they begin with a wishful thinking bias that is gradually overturned during development? Across five experiments, we compare low- and middle-income United States and Peruvian 3- to 10-year-old children (N = 682). Children were asked to make predictions during games of chance. Across experiments, preschool-aged children from all backgrounds consistently displayed a strong wishful thinking bias. However, the bias declined with age.  相似文献   

‘I'd rather be seen as a practitioner,come in to teach my subject’: Identity Work in Part‐Time Art and Design Tutors     

Alison Shreeve 《The International Journal of Art & Design Education》2009,28(2):151-159

This article explores issues of identity as part‐time tutors engage in teaching in further and higher education. It is based on a phenomenographic research approach that examines variation in experience. Based on interviews with 16 creative practitioners who also teach, it draws on the narratives of identity resulting from the interview process. The five possible ways that the relationship between practice and teaching can be experienced can also be associated with five different experiences of identity. The research also draws on case studies more aligned with one category of experience than another, enabling aspects of identity work to be related to the worlds of practice and teaching and to individual histories of participation in these worlds. Factors that help to contribute to particular forms of identity are therefore discussed, as well as the impact that tutor identity can have on the students' learning experience.  相似文献   

Does teaching complex sentences have to be complicated? Lessons from children's online writing     

Alison Kelly  Kimberly Safford 《Literacy》2009,43(3):118-122

This paper draws upon data from a research project, undertaken in 2 Year 6 classrooms during the 2006 World Cup, to analyse how children used complex sentence structures in their writing on a football web‐log. We explore how the confluence of a temporary, popular, global event and an online forum for communication created a moment of linguistic empowerment where pupils began to use high‐level forms of language, and we consider the implications of transience and interactivity for the teaching and learning of sentence grammar.  相似文献   

New peace,new teachers: Student teachers' perspectives of diversity and community relations in Northern Ireland     

Alison Montgomery  Claire McGlynn 《Teaching and Teacher Education》2009

This paper reflects upon student teachers' conceptions of inter-community relations and the preparation they receive to address issues of diversity and mutual understanding. The study in Northern Ireland is set against a backdrop of political, social and educational change, where a shared, peaceful future appears possible. Student teachers at a Catholic institution and a predominantly Protestant institution indicated a willingness to engage with issues concerning diversity and inter-community relations, despite having a limited knowledge of the concepts. However they also demonstrated clear views about the relevance and value of the preparation they received. The findings are evaluated using multicultural theory.  相似文献   

Shaping a culture: oral histories of academic development in Australian universities   总被引：1，自引：0，他引：1  

Alison Lee  Catherine Manathunga  Peter Kandlbinder 《高等教育研究与发展》2010,29(3):307-318

Academic development has had an approximately forty‐year history within Australian higher education, paralleling the major expansions and changes in the sector, both nationally and internationally. Its principal concerns have been the improvement of teaching and the professional development of the academics who teach. The history of academic development has gone largely undocumented and unexamined at a national level, in Australia and elsewhere. However, as university teaching has increasingly become important in relation to quality in higher education, academic development has become a central player in the work of universities. It becomes of particular importance at this time to garner a more thorough understanding of the continuities as well as the discontinuities in the meanings and practices of university teaching and in the work of those whose role has been to support its development. This article presents a discussion of two key themes identified from a set of oral history interviews conducted with early leaders in academic development in Australia. These themes offer different insights into issues and understandings of academic development in today’s university. The first concerns a perennial issue in academic development – the struggle to define academic development’s emerging ethos in relation to research and service to the broader university’s endeavour. The second theme represents an issue that has been forgotten or marginalised in the official accounts of academic development but which lives on in the ‘lore’ of the field – the role of activism in the shaping of university teaching and academic development.  相似文献   

Teachers communicating about life-limiting conditions,death and bereavement     

Sally Robinson  Alison Ekins  Ian Durrant  Kathryn Summers 《Pastoral Care in Education》2018,36(1):57-69

The number of children with life-limiting or life-threatening conditions in England is double what it was at the millennium. These conditions include cystic fibrosis, cancer, organ failure and severe neurological injuries. The Teaching for Life project aimed to explore the needs of teachers working in English schools in relation to working with children with life-limiting or life-threatening conditions. Ninety teachers completed a questionnaire and 38 completed individual and group interviews. About half the teachers interviewed had experience of working with children with life-limiting or life-threatening conditions, and half did not. The teachers expressed a number of anxieties about coping with illness, death and bereavement. They described difficulties in communicating with parents, children and health professionals. They worried about maintaining their professional role whilst needing to contain their own emotions and the emotions of others, within school cultures that did not feel supportive. The paper concludes that policies and practices that seek to support children with medical conditions need to acknowledge the weight of responsibility for teachers. They need to articulate with a whole school approach that protects and promotes teachers’ emotional well-being.  相似文献   

Effects of inspiratory muscle training on time-trial performance in trained cyclists     

Lee M. Romer  Alison K. McConnell  David A. Jones 《Journal of sports sciences》2013,31(7):547-590

We evaluated the effects of specific inspiratory muscle training on simulated time-trial performance in trained cyclists. Using a double-blind, placebo-controlled design, 16 male cyclists (VO 2max = 64 - 2 ml·kg -1 ·min -1 ; mean - sx ¥ ) were assigned at random to either an experimental (pressure-threshold inspiratory muscle training) or sham-training control (placebo) group. Pulmonary function, maximum dynamic inspiratory muscle function and the physiological and perceptual responses to maximal incremental cycling were assessed. Simulated time-trial performance (20 and 40 km) was quantified as the time to complete pre-set amounts of work. Pulmonary function was unchanged after the intervention, but dynamic inspiratory muscle function improved in the inspiratory muscle training group ( P h 0.05). After the intervention, the inspiratory muscle training group experienced a reduction in the perception of respiratory and peripheral effort (Borg CR10: 16 - 4% and 18 - 4% respectively; compared with placebo, P h 0.01) and completed the simulated 20 and 40 km time-trials faster than the placebo group [66 - 30 and 115 - 38 s (3.8 - 1.7% and 4.6 - 1.9%) faster respectively; P = 0.025 and 0.009]. These results support evidence that specific inspiratory muscle training attenuates the perceptual response to maximal incremental exercise. Furthermore, they provide evidence of performance enhancements in competitive cyclists after inspiratory muscle training.  相似文献   

The effect of alterations in foot centre of pressure on lower body kinematics during the five-iron golf swing     

Lesley Faux  Alison Carlisle  John Vickers 《Journal of sports sciences》2013,31(17):2014-2020

ABSTRACT

The research aimed to evaluate the effects of an intervention aimed at altering pressure towards the medial aspect of the foot relating to stability mechanisms associated with the golf swing. We hypothesised that by altering the position of the foot pressure, the lower body stabilisation would improve which in turn would enhance weight distribution and underpinning lower body joint kinematics. Eight professional golf association (PGA) golf coaches performed five golf swings, recorded using a nine-camera motion analysis system synchronised with two force platforms. Following verbal intervention, they performed further five swings. One participant returned following a one-year intervention programme and performed five additional golf swings to provide a longitudinal case study analysis. Golf performance was unchanged evidenced by the velocity and angle of the club at ball impact (BI), although the one-year intervention significantly changed the percentage of weight experienced at each foot in the final 9% of downswing, which provided an even weight distribution at BI. This is a highly relevant finding as it indicates that the foot centre of pressure was central to the base of support and in-line with the centre of mass (CoM), indicating significantly increased stability when the CoM is near maximal acceleration.  相似文献