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31.
Set against the backdrop of children being ‘alienated’ from their writing, this paper is taken from a United Kingdom Literacy Association sponsored project where primary school teachers were trained to use process drama in order to give children more agency in their writing across the curriculum. Here, we use discourse analysis to think about the children's historical creative writing in relation to the drama lessons which are differently framed by the teachers. Building upon a theoretical model of process drama as involving ‘embodied experience’ and writing as problem‐solving, a case is made that process drama can lead to what we term ‘agentic writing’. Agentic writing, we demonstrate, involves children actively translating their embodied experience of process drama into writing by making a range of intertextual borrowings. These borrowings serve both to capture and transform their embodied experience as the children gain agency by standing outside language to achieve ‘double voicedness’ and in doing so write sophisticated texts. Seeing the relationship between process drama and writing in this light, we argue, provides a means of reconnecting children to the act of writing. 相似文献
32.
Student Performance and the Cost of Failure 总被引：1，自引：0，他引：1
This paper examines student performance and calculates the theoretical cost of academic failure by Australian undergraduates, using factors implicit in government funding formulae. In order to survive, higher education institutions have had to diversify their funding base and at the same time the government appears now to perceive its contributions as a subsidy to university students, rather than as being an investment in society's broad human infrastructure. The demand for accountability has increased, and output-based funding is much discussed. The ultimate university output is student success, and governments could place a monetary value on this in a very direct way. This paper takes a methodological approach in analysing the cost of failure. 相似文献
33.
Stephen Dobson 《Assessment & Evaluation in Higher Education》2006,31(1):109-119
Assessing students through their Microsoft PowerPoint presentations might be thought to be impossible, a waste of time or a fascination with new technology which will pass sooner or later. However, to make a judgement on such assertions requires examining the strengths and weaknesses of such a form of assessment. Examples within an academic setting are few and far between, but this paper explores one such case—a Microsoft PowerPoint assessment used in an undergraduate Bachelor programme in Travel and Tourism in a Norwegian university college. The goal of this essay is to look at its validity, measured in terms of how well its empirical evidence and theoretical rationales support the adequacy of its inferences on assessment. 相似文献
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35.
E‐books are a potential assistive technology, offering significant advantages over print books, and accessible materials are now a financial and legal necessity within UK academia. It is often difficult to find supplier information on accessibility, for example, whether files have been tagged for reading order or whether the interface has been tested with assistive technologies. Equally, library staff may lack confidence in identifying accessibility features, making it hard to promote them to students or demand them from suppliers. This article reports on a crowdsourced e‐book audit of 44 e‐book platforms that was undertaken by 33 UK universities during 2016. The research scored different platforms for a range of accessibility issues, and the resulting open data set is presented in a manner that can be interrogated by libraries looking for specific features. A key finding was that the platform can dramatically affect the accessibility of a publisher's content, making it important for publishers to work with suitable vendors to disseminate their publications. 相似文献
36.
New information and communications technologies (ICT) are redefining teacher education. A university faculty member and an instructional technology consultant incorporated information and communications technologies within a graduate university methods course. The following research questions explored student perceptions of using Web 2.0 tools as a language arts teaching tool: (a) Do pre-service teachers feel adequately prepared to implement 21st century skills using Web 2.0 tools? and (b) What are the barriers that exist for teachers in using Web 2.0 tools in promoting literacy? Findings suggest educators must continue research of Web 2.0 tools to design new learning opportunities for the future. 相似文献
37.
Effortful retrieval produces greater long‐term recall of information when compared to studying (i.e., reading), as do learning sessions that are distributed (i.e., spaced apart) when compared to those that are massed together. Although the retrieval and distributed practice effects are well‐established in the cognitive science literature, no studies have examined their additive effect with regard to learning anatomy information. The aim of this study was to determine how the benefits of retrieval practice vary with massed versus distributed learning. Participants used the following strategies to learn sets of skeletal muscle anatomy: (1) studying on three different days over a seven day period (SSSS7,2,0), (2) studying and retrieving on three different days over a seven day period (SRSR7,2,0), (3) studying on two different days over a two day period (SSSSSS2,0), (4) studying and retrieving on two separate days over a two day period (SRSRSR2,0), and (5) studying and retrieving on one day (SRx60). All strategies consisted of 12 learning phases and lasted exactly 24 minutes. Muscle information retention was assessed via free recall and using repeated measures ANOVAs. A week after learning, the recall scores were 24.72 ± 3.12, 33.88 ± 3.48, 15.51 ± 2.48, 20.72 ± 2.94, and 12.86 ± 2.05 for the SSSS7,2,0, SRSR7,2,0, SSSSSS2,0, STSTST2,0, and SRx60 strategies, respectively. In conclusion, the distributed strategies produced significantly better recall than the massed strategies, the retrieval‐based strategies produced significantly better recall than the studying strategies, and the combination of distributed and retrieval practice generated the greatest recall of anatomy information. Anat Sci Educ 10: 339–347. © 2016 American Association of Anatomists. 相似文献
38.
A universally acceptable definition of stress has so far remained elusive (e.g. McMichael, 1978; Rutter, 1981), though a widely accepted, general definition is that of McGrath (1970), who suggested that stress is “a (perceived) substantial imbalance between demand and response capability, under conditions where failure to meet demand has important (perceived) consequences” (p. 20). In his definition of occupational stress, Kyriacou (1980, p. 3) referred to “the experience... of unpleasant emotions, such as tension, anxiety, anger or depression”.
Evidence of stress among sixth formers and older students (e.g. Dobson, 1980; Dobson & Alban Metcalfe, 1982) is consistent with the suggestion that it is multidimensional in nature, and not exclusively related to examination pressures. The relatively sparse evidence concerning stress in children suggests that life events such as admission to hospital, birth of a sib, or parental divorce, may be associated with subsequent conditions requiring medical or psychiatric treatment (e.g. Rutter, 1981).
The research reported here was concerned with determining sources of perceived stress among 13‐year‐old boys and girls attending ‘normal’ schools, and the reliability and validity of an inventory designed to measure such stress. 相似文献
39.
Encouraging student engagement in a blended learning environment: the use of contemporary learning spaces 总被引：1，自引：0，他引：1
Research shows that some non‐traditional students find the university environment alienating, impersonal and unsupportive. The ‘Quickstart’ project combines traditional lectures and seminars with a sequence of carefully designed online tasks, aimed at lessening the impact of the start of year uncertainties for new students. One thousand students across two geographic locations participated in the programme. The project was evaluated by considering three sources of data: data generated by server statistics of 40,358 successful requests for pages in the first four weeks of teaching; student anonymous responses to an online end of course questionnaire as well as extracts from their reflective journals; and the student experience as viewed through the eyes of a researcher in the classroom. Findings offer insights into how the students blend classroom time with their own time; and student perceptions of their own learning experiences. A collaborative learning experience involving travel to a contemporary learning space (the Tate Modern Art Gallery) mitigated the possible isolating effect of the use of technology; instead the technology enhanced the discussion and participation in activities. The students visited the Tate Modern and then facilitated their discussions by sending each other SMS text messages; they bonded very quickly in the seminar groups, where weekly online tasks that had been prepared individually ‘outside’ the classroom were the focus of group discussion and debate ‘inside the classroom’; their end of semester reflective writing showed very clearly how valuable the early ‘friendship’ groups had been for them settling into university life. 相似文献
40.
Graeme J. Dobson 《British Journal of Special Education》2023,50(2):219-237
The 2022 Special Educational Needs and Disability (SEND) Review in England has proposed changes to the way in which SENCos are trained before working in English schools. Although the DfE collects data relating to the demographics of all teachers, the 2022 SEND Review Green Paper does not draw on this to support or inform the changes being proposed. A Freedom of Information request was made to the DfE, from which actual data could be acquired, with breakdowns by age, gender, qualifications and leadership status. The data describe a teacher who is still more likely to be female and approaching the middle of their career. Most SENCos are still on the class teacher pay scale rather than the leadership scale, with a minority holding a Master's-level qualification. The DfE does not have an accurate overview of how many teachers hold the current SENCo qualification. The article provides a number of recommendations to policymakers based on the data provided. 相似文献