Book reviews     

J. K. Lindsey  Arthur W. Foshay  W. D. Halls  Sid Bourke  R. Murray Thomas  Michael J. McRory  J. Keith Watson  M. K. Raina  David Phillips  S. Anandalakshmy  Klaus Künzel  Hans Werner Heymann  Edmund King  Ronald Taft 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(3):377-399

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University Students' Writing: Types of Errors and Some Comparisons Across Disciplines     

Sid Bourke  Allyson Holbrook 《高等教育研究与发展》1992,11(2):119-134

The purpose of this study was to identify the writing errors made by 310 first year university students in 13 disciplines using a checklist of five writing error categories, each with a number of sub‐categories. The overall median error rate was 3S.0 errors per 1000 words. Punctuation and capitalisation was by far the most common category of error, and sentence structure, word usage, spelling and vocabulary followed in descending order of frequency. Law and Economics students exhibited the highest error rates while Geography, Mechanical Engineering, Philosophy, English, Statistics, Linguistics, Geology, History and Sociology students had error rates near the median value, and French and Psychology students made fewest errors. The major error sub‐categories that best indicated difference between good and poor writers were the use of commas and some aspects of sentence construction.  相似文献   

LC-MS/MS测定植物油脂中黄曲霉毒素B1   总被引：1，自引：0，他引：1  

吕飞  朱事康  余优军  张奇华  沓世远  周宇 《惠州学院学报》2012,32(6):14-16,32

建立LC-MS/MS检测植物油脂中黄曲霉毒素B1的含量。黄曲霉毒素B1的检测通常情况下都是用液相色谱检测法带荧光检测器,柱前衍生,或是柱后衍生,操作比较繁琐,灵敏度低。本法采用LC-MS/MS检测,甲醇水提取后,经黄曲霉毒素B1免疫亲和柱,甲醇定容,LC-MS/MS检测。此法操作简便、快速、灵敏、准确。  相似文献   

How epistemic reflexivity enables teacher educators’ teaching for diversity: Exploring a pedagogical framework for critical thinking     

Jo Lunn Brownlee  Terri Bourke  Leonie Rowan  Mary Ryan  Peter Churchward  Sue Walker  Lyra L’Estrange  Anita Berge  Eva Johansson 《British Educational Research Journal》2022,48(4):684-703

Recent research points to the importance of teacher educators teaching for diversity in initial teacher education programmes. Teaching for diversity is an approach to teacher education in which an understanding of specialist literature and a focus on critical thinking supports a social justice agenda as opposed to merely using different tips and tricks to prepare future teachers for teaching diverse learners in the classroom. In this study, we explored how Australian and New Zealand teacher educators negotiated a social justice agenda in teacher education programmes, using a new transdisciplinary framework of epistemic reflexivity. The Epistemic Reflexivity for Teacher Education (ER-TED) framework draws on epistemic cognition (Clark Chinn’s Aims, Ideals, Reliable epistemic processes – AIR – framework) and Margaret Archer’s reflexivity to explore knowledge claims in teacher educators’ pedagogical decision-making. The findings identified how teacher educators in our study discerned and deliberated with respect to epistemic aims for justification, which involve transformative critical thinking and critical thinking for self. They reported good knowledge (ideals) as being scholarly in nature, and reliable epistemic processes based on higher-order thinking (analysis and evaluating competing ideas) or engaging with multiple perspectives. The teacher educators in our study are clear examples of how strong overall evaluative epistemic stances enable teaching for social justice. We argue that the ER-TED framework can help us as a profession to address teaching for diversity in teacher education programmes based on the belief that the pursuit of social justice requires an evaluativist epistemic stance.  相似文献   

Some responses to changes in Australian education     

Sid Bourke 《The Australian Educational Researcher》1994,21(1):1-18

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Does audio-visual binding as an integrative function of working memory influence the early stages of learning to write?     

Davies  S. J.  Bourke  L.  Harrison  N. 《Reading and writing》2020,33(4):835-857

Reading and Writing - Working memory has been proposed to account for the differential rates in progress young children make in writing. One crucial aspect of learning to write is the encoding...  相似文献   

The ethics of including and ‘standing up’ for children and young people in educational research     

Roseanna Bourke 《International Journal of Inclusive Education》2017,21(3):231-233

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英语听说课个性化教学模式的构建     

梁润生  拓欣 《延安教育学院学报》2006,20(2):46-47

“以学生为中心”的英语听说教学模式的建构有利于学生个性化学习方法的培养和学习自主能力的发展,从而为语言综合应用能力的提高奠定良好基础。  相似文献   

Looking back,paddling forward: perspectives on outdoor expedition participation over the lifespan     

TA Loeffler 《Journal of Adventure Education & Outdoor Learning》2019,19(2):111-123

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Writing with imagination: the influence of hot and cold executive functions in children with autism characteristics and typically developing peers     

Bourke  Lorna  Marriott-Fellows  Megan  Jones  Amanda  Humphreys  Lorna  Davies  Simon J.  Zuffiano  Antonio  López-Pérez  Belén 《Reading and writing》2020,33(4):935-961

Reading and Writing - The current study investigated the extent cognitive and emotion regulation deficits (i.e., executive functions) associated with autism impact on the development of imagination...  相似文献