What traits do academics value in student writing? Insights from a psychometric approach     

Neil Murray  Gerard Sharpling 《Assessment & Evaluation in Higher Education》2019,44(3):489-500

The number of students studying for university qualifications through the medium of English and for whom English is not their first language has increased significantly in recent years. This, along with efforts to widen access to those under-represented in higher education, has brought into focus the question of what academics see as constituting a ‘good’ piece of student writing. In this small-scale pilot study, Thurstone’s method of paired comparisons was used to establish a scale for ranking six essays in terms of how favourably each was viewed by academic lecturers when compared with every other essay in the set. Kelly’s repertory grid technique was subsequently applied to interviews conducted with the same lecturers to establish which traits they associated with the upper and lower end of the scale. Findings suggest that this methodology represents a promising approach to establishing what academic tutors regard as the key elements of good writing and thus provides an indication of what English teachers might fruitfully focus on in their teaching of the skill.  相似文献   

AGE AND AGEISM IN CHILDREN'S FIRST LITERATURE     

Edward F. Ansello 《Educational gerontology》2013,39(3):255-274

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The Effect of Systematic Weight Training on Power,Strength, and Endurance     

Edward K. Capen 《Research quarterly for exercise and sport》2013,84(2):83-93

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Transformative learning theory: a neurobiological perspective of the role of emotions and unconscious ways of knowing     

Edward W. Taylor 《International Journal of Lifelong Education》2013,32(3):218-236

Transformative learning as explained by Mezirow in the field of adult education has been criticized as a process that is overly dependent on critical reflection, such that it minimizes the role of feelings and overlooks transformation through the unconscious development of thoughts and actions. This paper further substantiates these concerns by exploring the emotional nature of rationality and unconscious ways of knowing (implicit memory) from the field of neurobiology and psychology and offers a physiological explanation of the interdependent relationship of emotion and reason and the role of implicit memory in transformative learning theory. Recent research not only provides support that emotions can affect the processes of reason, but more importantly, emotions have been found to be indispensable for rationality to occur. Furthermore, brain research brings to light new insights about a form of long-term memory that has long been overlooked, that of implicit memory, which receives, stores, and recovers outside the conscious awareness of the individual. From implicit memory emerges habits, attitudes and preferences inaccessible to conscious recollection but these are nonetheless shapes by former events, influence our present behaviour, and are an essential part of who we are. Finally, based on these new insights for fostering transformative learning is discussed, revealing the need to include practices inclusive of ‘other ways of knowing,’ and more specifically, from the study of emotional literacy and multiple intelligences.  相似文献   

The relationship between the prior school lives of adult educators and their beliefs about teaching adults     

Edward Taylor 《International Journal of Lifelong Education》2013,32(1):59-77

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Multiple criteria from a parent's perspective or we all want the best for our children     

Edward Smith  Monique Smith 《Roeper Review》2013,35(2):A6-A8

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OLD AGE AND LITERATURE: AN OVERVIEW     

Edward F. Ansello 《Educational gerontology》2013,39(3):211-218

Rural hospitals face difficult times as Medicare health insurance threatens their survival. A small community in Polk County, North Carolina, developed a program that was designed to take advantage of the Medicare skilled nursing benefit as a payment source and which can be implemented by any rural hospital that has Medicare-certified swing beds or distinct nursing facilities. This program involves the development of a special unit, the Restorative Care Unit (RCU), which provides subacute care to older adults. A major element in the RCU care system is a highly structured continuing education program for hospital staff. The continuing education component trains personnel to implement and manage the RCU care system using a team approach. The Appalachian Geriatric Education Center Consortium recognized the need for dissemination of this model of service. They took the concept, developed a curriculum and implemented it with eight rural hospitals. The purpose of this article is to describe in detail the RCU care system continuing education element, and present results from a qualitative and quantitative evaluation of the program. The stages of the development of the program are described, in addition to the content of the curriculum.  相似文献   

Religious Instruction and Religiousness in Germany     

Edward O. Sisson Ph.D. 《Religious education (Chicago, Ill.)》2013,108(3):101-105

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A Minority within a Minority? Social Justice for Traveller and Roma Children in ECEC     

Colette Murray 《European Journal of Education》2012,47(4):569-583

This article discusses recent policy developments in Europe regarding Roma and Traveller integration and Early Childhood Provision. After a long history of oppression, Roma issues have recently become prominent on the EU policy agenda. The article discusses how these relate to developments in other areas of policy: the European children's rights agenda and the recognition that early childhood education and care is a key policy tool to combat social exclusion. It gives background information on Roma and Travellers in Europe and discusses the consequences of subsuming the various communities under one umbrella term: Roma. The EU Commission is concerned with responses from Member States to the European Framework for National Roma Integration Strategies. The article argues that in order to address Roma children's experience from a holistic perspective, social justice and equality need to be key elements of early childhood education and care provision and training. The European policy developments that frame the article are examined from a local vantage point: the experiences of Traveller and Roma children in Ireland and the Irish Preschool Education Initiative for Children from Minority Communities.  相似文献   

Benefits and hazards of manipulating DNA     

Ziff E 《New scientist (1971)》1973,60(869):274-275

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