Conceptualisations of literacy and literacy practices for children with severe learning difficulties     

Hazel Lawson  Lyn Layton  Juliet Goldbart  Penny Lacey  Carol Miller 《Literacy》2012,46(2):101-108

Literacy is traditionally narrowly conceptualised as a set of skills related to accessing and generating written or printed text. For children designated as having severe learning difficulties (SLD), who are unlikely to develop these ‘conventional’ literacy skills, such a conception implies their semi‐literacy or nonliteracy. Although conceptions of multimodal literacy and multiliteracies have rarely been applied to this group, broader understandings of literacy that include a range of activities, modes and media provide greater opportunities for including these learners in literacy practices. Drawing upon our research with teachers of this group of children and young people, we illustrate these literacy practices. We note, however, that such practices are often haphazard, not coherently thought through, and that there is much confusion regarding any distinction between communication and literacy. We argue for literacy as a specific form of communication, but conclude that broader models of literacies should be utilised to guide and support practitioners in developing interactive practice and in making reasoned and principled approaches and decisions about literacy practices, routes and progression for children with SLD.  相似文献   

How to save money on paper: purchase,usage and despatch     

Hazel K. Bell 《Learned Publishing》1993,6(2):50-51

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Constructs of teacher professionalism within a changing literacy landscape     

Hazel Bryan 《Literacy》2004,38(3):141-148

This paper argues that the work of teachers in England's primary schools has been reconstructed. It is proposed that the literacy curriculum has been a major factor in this reconstruction. The paper suggests that the purposes of literacy today have been determined by policy makers, and that the nature of policy texts has changed, hardened, into specific requirements. It argues that the role of the policy driver has been fundamental in this era, influential in the contexts of policy making, policy text production and teacher training. The paper develops by proposing that there is an emerging model of professionalism today largely determined by two key figures: the Policy Driver, and the Practice Driver, or Headteacher. These two figures are at the meeting place of policy and practice and assume the mantle of ‘reality definers’ for the process of literacy education in English primary schools.  相似文献   

Building positive behavior support systems in schools: Functional behavioral assessment     

Cynthia Hazel 《Psychology in the schools》2005,42(2):217-218

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Book reviews     

Gaston Mialaret  Gilbert de Landsheere  Dieter Mahr  Marcel Postic  A. Harry Passow  Elaine Rivers  Desmond J. Keegan  Jindra Kulich  Wolfgang Mitter  Joseph I. Zajda  John Eggleston  Shoshannah Langerman  A. W. Wood  Joachim Herzer  Peter Waterman  Hans Scheuerl  Andrew S. Kwon  Betty Heyder  Barbara Lloyd 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(3):347-378

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Education of teachers     

Hazel Grubb Davis  Anne Davis  Margaret Polhill  Betty Miles  Dennis Hamley  Lesley Harrington  Feenie Ziner  R C Barnes  Mary Croxson  Marilyn Apseloff  Terry Jones  Tony Watkins 《Children‘s Literature in Education》1974,5(2):52-67

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THE DEVELOPMENT AND ASSESSMENT OF PERSONAL TRANSFERABLE SKILLS DURING WORK‐BASED PLACEMENTS     

David Smith  Hazel Wilson 《Assessment & Evaluation in Higher Education》1992,17(3):195-208

The article focuses on the development and assessment of skills during the work‐based placements of business studies sandwich degree students. A total of forty‐two skills are identified and these have been subsumed within two distinct frameworks according to their general or vocational nature. The importance of the work‐based placement In acquiring these skills is borne out when this is compared against a variety of other methods.

Aggregated students’ ratings have been compared with those of employers. Whilst there appears to be some agreement about development having occurred during the placement for virtually all skills, the research highlights major inconsistencies between employers and students in their ratings of the actual level of proficiency finally achieved. This discrepancy between student and employer assessments suggests that a more comprehensive and systematic approach to assessment is required if formal credit is to be given for work‐based learning within degree programmes. This could involve techniques such as triangulation, contract learning or the assessment of competencies, but the difficulty of ensuring a common frame of reference between the parties involved, and across the methods of assessment employed, is likely to remain a major issue, particularly among those advocating formal credit towards degree classifications.  相似文献   

Peer Assessment of Group Projects in Civil Engineering     

Yaqub Rafiq  Hazel Fullerton 《Assessment & Evaluation in Higher Education》1996,21(1):69-81

This article traces one university's approaches of peer assessment to develop fair and reliable systems of mark distribution resulting from group projects and to adapt one model to the specific requirements of civil engineering. It is the result of a two and a half years' experience with peer assessment in classes of different combinations of size, entry qualifications and experience. Initially, the methods devised by Goldfinch & Raeside (1990) were used; the relevance and drawbacks of this two‐part method of assessment in the field of civil engineering are discussed and new ideas are proposed. That article had suggested that the model is transferable. It has proved to be the case and in this discipline, that project diaries which the tutor uses to allocate individuals a mark, offer a unique alternative to Part 1 of the assessment process.  相似文献   

Op‐Ed Writing Assignment in Supply Chain Management Courses     

Hee Yoon Kwon  Jiayuan Zhang  Koray zpolat  Yufeng Lin  Adolf K.Y. Ng 《Decision Sciences Journal of Innovative Education》2021,19(1):90-111

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Continuity and Discontinuity Between Training and School Experience: Follow-up Studies of Former Students of the Institute of Education     

Ho Wah Kam  Poon Tsul Yeong  Rita Skuja  Ool Hui Pín  Teo Suan Eng  Hazel Mah 《Asia Pacific Journal of Education》1983,5(2):49-63

The present report is based on three pilot projects that aimed to explore and describe teachers' perceptions of their training and the transition experience of teachers in the shift from being a student on a teacher training programme to being a full-fledged teacher in the primary or secondary school. The three studies were prompted by the concern for a possible lack of fit, even under the best circumstances, between pre-service training and the work of a full-time teacher in a typical school. In the main, then, this report focuses on the continuity between campus-based training and teaching practice and full-time teaching experience.  相似文献