Student Writing in Higher Education: Contemporary confusion,traditional concerns     

Theresa Lillis  Joan Turner 《Teaching in Higher Education》2013,18(1):57-68

In this paper, we focus on the 'problem' of student writing in higher education. We set out to explore this problem from two perspectives: first, from the perspective of 'non-traditional' student-writers as they attempt to engage in academic writing and, second, from the perspective of a cultural-historical tradition of scientific rationality. A common frame of reference for these perspectives we see as a 'discourse of transparency', whereby language is treated as ideally transparent and autonomous. We illustrate how this discourse of transparency is currently enacted and historically situated. We argue that current academic practices need to be located within a broader historical and epistemological framework both in order to reach a deeper understanding about what's involved in student writing and in order to inform meaningful pedagogies.  相似文献   

School leadership and school improvement: an examination of school readiness factors     

Tony Yeigh  David Lynch  David Turner  Stephen C. Provost  Richard Smith  Royce L. Willis 《School Leadership & Management》2013,33(5):434-456

ABSTRACT

This article reports on an investigation into the influence stemming from school leadership as an important consideration in relation to school improvement. School readiness, based on [Schiemann, W. A. 2014. “From Talent Management to Talent Optimization.” Journal of World Business 49 (2): 281–288. doi:10.1016/j.jwb.2013.11.012]. Accountability, Capability and Engagement (ACE) leadership model, was assessed through self-reported school leader behaviours, attitudes, perceptions, and school improvement attributes. To clarify, school readiness refers to how a school principal optimises staff and other school resources to best achieve school improvement agendas. School readiness survey results and student achievement outcomes for one entire school district were analysed, indicating that school readiness did indeed impact student achievement. Findings reveal a need for school leaders to focus more clearly on overall school alignment and optimisation behaviours, and these are discussed in relation to specific leadership recommendations and how leadership can better support and encourage school improvement in terms of educational accountability.  相似文献   

Images of the future for education? Videoconferencing: a literature review     

Tony Lawson  Chris Comber  Jenny Gage  Adrian Cullum‐Hanshaw 《Technology, Pedagogy and Education》2013,22(3):295-314

In the past two decades, as new capabilities for video communication have emerged, their use in educational contexts has steadily increased. Initially located in higher education, the use of videoconferencing for a broad range of learning purposes is now established in many schools. Although a considerable body of literature exists that describes the experience of videoconferencing using traditional pedagogies, much less has been published on the contextual factors that lead to effective learning outcomes and innovative uses of videoconferencing. The purpose of this review is to establish a baseline for researchers interested in the area. In focusing on educational uses in both higher education and mainstream schooling, the review examines the affordances and barriers to effective teaching and learning, with what are increasingly robust and easy‐to‐use technologies. The paper concludes with a call for further research into the more innovative possibilities of videoconferencing.  相似文献   

Press influence on presidential rhetoric: Lyndon Johnson at Johns Hopkins University,April 7, 1965     

Kathleen J. Turner 《Communication Studies》2013,64(3):425-436

This case study traces the evolution of Lyndon Johnson's first major policy address on Vietnam in light of media influence on decisions concerning whether to issue public statements, how to schedule them, and what development the content of such statements should take.  相似文献   

The how and why of academic collaboration: disciplinary differences and policy implications     

Jenny M. Lewis  Sandy Ross  Thomas Holden 《Higher Education》2012,64(5):693-708

This paper examines how and why academics in different parts of the academy collaborate. In this paper we argue that: (1) There is a useful analytical distinction to be made between collaboration (fluid and expressive) and Collaboration (concrete and instrumental); (2) These two are not mutually exclusive and their use varies between disciplines; and (3) This distinction is an informative one for policy making that aims to encourage collaboration. Two interview based studies were used to explore the differences in collaborative practices across disciplines. The first was small and confined to a single university (n = 36) and the second was a larger study conducted in three countries (n = 274). Cross tabulations and analysis of open ended questions demonstrated many differences across the humanities, sciences and social sciences in collaboration. The C/collaboration distinction proves useful in understanding different disciplinary approaches to research, and in pointing to implications for research policy and funding. Attempts to increase collaborative research through Collaboration only, may well have deleterious effects on both collaboration and Collaboration. Research policy and funding should bear these differences in mind when seeking to stimulate collaborative research, so as to gain better outcomes across a range of disciplines.  相似文献   

The Uncertainty of the eGFR     

Tony Badrick  Peter Turner 《Indian journal of clinical biochemistry : IJCB》2013,28(3):242-247

The estimated glomerular filtration rate (eGFR) is a parameter derived from the serum creatinine, patient age and gender and is used to ascertain renal function. It is subject to variation because of the analytical error of the creatinine measurement and biological variation. The widespread use of the eGFR to classify renal disease has led to the identification of more patients with marginal chronic kidney disease but because of the uncertainty of the eGFR it has also led to over-diagnosis of some kidney disease. There is a well described age relation with eGFR.The uncertainty of the eGFR at the critical decision level of 60 mL/min/1.73 m² is calculated to be 11. Caution needs to be exercised when interpreting an eGFR between 49 and 71 mL/min/1.73 m².  相似文献   

Redefining the Past: Ofsted, SLD Schools and the Teaching of History     

Andrew Turner 《British Journal of Special Education》2000,27(2):67-71

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Book Reviews     

Jenny Ziviani  G. M. van der Aalsvoort 《International Journal of Disability, Development & Education》2007,54(2):263-265

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Resilience at University: the development and testing of a new measure     

Michelle Turner  Sarah Holdsworth  Christina M. Scott-Young 《高等教育研究与发展》2017,36(2):386-400

While measures of resilience have been applied in university settings, progress has been hindered by the lack of a consistent measure of resilience. Additionally, results from these measures cannot be easily translated into practical curriculum-based initiatives which support resilience development. Resilience is linked to student mental health and well-being, as well as academic engagement and achievement. This positions resilience as a key skill for students. A survey was administered to 410 Australian undergraduate students. The survey consisted of an adapted version of the Resilience at Work (RAW) scale, the Subjective Happiness Scale and the Depression, Anxiety and Stress Scale. Data were subject to principal component analysis and scale reliability analysis. Results yielded a six-factor structure which closely replicated the seven-factor structure of the RAW scale. The research contributes to the development of a reliable and valid instrument of resilience for use in university. The new Resilience at University (RAU) scale shows promise as a valid and reliable measure of student resilience. Development and validation of the RAU scale is in its early stages and further research is required to explore the psychometric properties of the scale to ascertain whether it can be usefully applied in a university setting.  相似文献   

Paralympic athletes’ perceptions of their experiences of sports-related injuries,risk factors and preventive possibilities     

Kristina Fagher  Anna Forsberg  Jenny Jacobsson  Toomas Timpka  Örjan Dahlström  Jan Lexell 《European Journal of Sport Science》2016,16(8):1240-1249

Our knowledge of sports-related injuries in para-sport is limited and there are no data on how Paralympic athletes themselves perceive an injury. The aim of this qualitative study was to explore Paralympic athletes’ perceptions of their experiences of sports-related injuries, risk factors and preventive possibilities. Eighteen Swedish Paralympic athletes with vision impairment, intellectual impairment, spinal cord injury, cerebral palsy, myelomeningocele, dysplasia and neuromuscular disorder, representing 10 different para-sports, were interviewed. The qualitative phenomenographic method was used to interpret the data. The analysis revealed nine categories of perceptions of experiences. The athletes perceived that their impairments were involved in the cause and consequential chains associated with a sports-related injury. Other categories that denoted and described these injuries were: sport overuse, risk behaviour, functional limitations, psychological stressors, the normalised pain, health hazards, individual possibilities to prevent sports-related injuries and unequal prerequisites. This qualitative study revealed that Paralympic athletes’ perceptions of their experiences of sports-related injuries are complex and multifactorial, and in several ways differ from able-bodied athletes. This needs to be considered in the sports health and safety work within the Paralympic Movement as well as in the design of future injury surveillance systems and preventive programmes.  相似文献