Cognitive Style and Pupil Learning Preferences     

Richard J. Riding  Geoffrey Read 《教育心理学》1996,16(1):81-106

A total of 78 12‐year‐old pupils from four secondary comprehensive schools were given the computer‐presented Cognitive Styles Analysis, which determined the position of each pupil on two learning style dimensions: Wholist‐Analytic and Verbal‐Imagery. They were also given individually a structured interview questionnaire to assess their learning preferences in English and science in terms of: (a) mode of working, (b) task outcomes and (c) social context. The English and science teachers were asked to rate the achievement level of the pupils in their subject and this was used as an index of ability. The main findings were as follows, (a) Preferred Mode of Working: As expected, there was a tendency for Imagers to use pictures and Verbalisers to prefer writing, and this increased with ability and what the subject would naturally allow. There was evidence that lower ability pupils were more constrained by the usual format for the subject than were those of higher ability, (b) Social Context: Overall, Group or Pair was preferred to Individual work. Group work was particularly liked by Wholists and especially by lower ability Wholist‐Imagers. Individual work was least disliked by Analytics, particularly in the case of higher ability Verbalisers (c) Task Outcomes. For open versus closed tasks, open tasks were preferred by lower ability pupils, while high‐ability Wholist‐Imagers preferred closed tasks. The findings were discussed in terms of their implications for current practice.  相似文献   

Queens of academe: beauty pageantry,student bodies,and college life     

Barbara Read 《Gender and education》2014,26(7):812-814

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Group interactive learning with group process support technology     

Catherine Jones  Michael Connolly  Anthony Gear  & Martin Read 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(5):571-586

An effective seminar is about discussion, exchanges of ideas and developing understanding: but is this always achieved? This paper evaluates a pilot study into whether group process support technology has the potential to improve the learning experience of students in seminar groups by increasing participation and focusing debate. The trial involved 86 undergraduate students. The technology consists of wireless handsets, a PC and data projector. The use of the technology was varied to increase our understanding of how it could be used effectively. The Pilot Study received a positive evaluation by both the tutor and the student group. The results are encouraging, and the paper concludes by establishing further research issues, how this application of technology can be developed and briefly describes how the technology has been subsequently used in the University of Glamorgan Business School.  相似文献   

Effectiveness of a Short,Intense Bridging Course for Scaffolding Students Commencing University-level Study of Chemistry     

Siegbert Schmid  David J. Youl  Adrian V. George  Justin R. Read 《International Journal of Science Education》2013,35(8):1211-1234

Bridging courses designed to support students commencing tertiary education are widespread, and some evidence for the value of semester-length courses has been reported; however, little attention has been paid to short-but-intense bridging courses, and empirical evidence of their effectiveness is particularly sparse. The current study followed the academic performance of a cohort of students enrolled in a first-year chemistry unit of study designed for those with little or no background knowledge of chemistry. The aims of this study are two-fold: first to determine the strength of the linkage between prior knowledge in chemistry and performance on the end of semester exam, and secondly, to explore the reasons for any differences observed. In particular, the value of the week-long intensive-mode bridging course offered by the University of Sydney was analysed. Quantitative and qualitative data were collected. The research has shown that participation in the chemistry bridging course is associated with ‘bridging the gap’ in academic performance between students with No Prior Chemistry background and those with a Strong Background. While the content of the bridging course is a significant contributor to academic success, so too is the confidence in their own learning that the course engenders among participants.  相似文献   

‘I know how to read longer novels’ – developing pupils' success criteria in the classroom     

Andrew Read  Donna Hurford 《Education 3-13》2013,41(1):87-100

Assessment for Learning (AfL) is an established learning and teaching strategy. The authors identify issues with the effectiveness of its application in the classroom. Having noted a theoretical shift from teacher-generated to pupil-generated success criteria, the authors were keen to explore how this could be realised in practice. They developed a model based on AfL principles, which they introduced to a class of Year 5 pupils. They found that, whilst pupils can identify their own success criteria, a number of issues need to be considered by the innovative teacher.  相似文献   

Gender ‘matters’ in the primary classroom: Pupils' and teachers' perspectives     

C. Skelton  B. Carrington  B. Francis  M. Hutchings  B. Read  I. Hall 《British Educational Research Journal》2009,35(2):187-204

A recent project involving Year 3 (seven–eight year‐old) pupils and their teachers revealed that ‘gender matters’ differently to boys and girls, and teachers. The study sought to elicit whether pupils and their teachers felt the gender of a teacher mattered to their experiences of schooling. Pupils were concerned about how effective teachers were in carrying out their professional functions and a teacher's gender was subsumed within this. For these pupils, ‘gender mattered’ in terms of the construction of their own gender identities. In contrast, teachers were aware of and attentive to the gender of pupils in managing and organising classroom interactions. The variety of differing views expressed and positions adopted towards the place of gender in teacher–pupil interactions demonstrates the complexity of developing ‘one size fits all’ approaches to tackling gender equity in the classroom.  相似文献   

Between-Day Reliability and Usefulness of a Fitness Testing Battery in Youth Sport Athletes: Reference Data for Practitioners     

Thomas Sawczuk  Ben Jones  Sean Scantlebury  Jonathan Weakley  Dale Read  Nessan Costello 《Measurement in physical education and exercise science》2018,22(1):11-18

This study aimed to evaluate the between-day reliability and usefulness of a fitness testing battery in a group of youth sport athletes. Fifty-nine youth sport athletes (age = 17.3 ± 0.7 years) undertook a fitness testing battery including the isometric mid-thigh pull, counter-movement jump, 5–40 m sprint splits, and the 5–0-5 change of direction test on two occasions separated by 7 days. Usefulness was assessed by comparing the reliability (typical error) to the smallest worthwhile change. The typical error was 5.5% for isometric mid-thigh pull and 3.8% for counter-movement jump. The typical error values were 2.7, 2.5, 2.2, 2.2, and 1.8% for the 5, 10, 20, 30, and 40 m sprint splits, and 4.1% (left) and 5.4% (right) for the 5–0-5 tests. The smallest worthwhile change ranged from 1.1 to 6.1%. All tests were identified as having “good” or “acceptable” reliability. The isometric mid-thigh pull and counter-movement jump had “good” usefulness, all other tests had “marginal” usefulness.  相似文献   

Use of Color in Child Care Environments: Application of Color for Wayfinding and Space Definition in Alabama Child Care Environments     

Marilyn A. Read 《Early Childhood Education Journal》2003,30(4):233-239

Color is a useful design element for wayfinding, spatial orientation, and space definition in children's environments. The study reported here compares the use of color in physical design features associated with the exterior design and interior design of child care centers (N = 101) located in Alabama. Color was evidenced on the exterior of the centers at just over half of the sample. The interior environments of the child care facilities had warm colors and bright accents in the setting; however, the majority of centers used only white, off-white, or gray on the walls.  相似文献   

Casualised academic staff and the lecturer-student relationship: Shame, (Im)permanence and (Il)legitimacy     

Barbara Read  Carole Leathwood 《British Journal of Sociology of Education》2020,41(4):539-554

Abstract

This paper is based on findings from an email interview study with 20 academics (17 women, 3 men) in the UK on short-term, insecure or ‘casualised’ contracts. The paper focuses on their perceptions of the effect their contract status has on the lecturer/student relationship: particularly in regard to student perceptions of their legitimacy and status. Using a poststructuralist theoretical lens, we explore lecturers’ concerns or anxieties as to whether they may be interpreted as less legitimate than permanent staff; and the emotional labour involved in the work done to ‘cover’ for the difficulties that a lecturer’s contract status causes for the quality of their teaching content and organisation. We also explore the considerations of some participants to voluntarily ‘disclose’ their status to students and the possibilities of such acts as a form of resistance to dominant discourses of the legitimate academic.  相似文献   

Using evaluation in the development of open learning for YTS     

Lorna Unwin  Hillary Read  Ian Haffenden 《Open Learning》2013,28(3):35-39

In this article Lorna Unwin (School of Education, Open University), Hillary Read (Project Manager, Oxfordshire Programme for Training, Instruction and Supervision), and Ian Haffenden (Surrey University) describe the development of a national project seeking to create flexible open learning strategies in the two‐year Youth Training Schemes, incorporating evaluation at each stage. An account of the way in which participative workshops have been run with practitioners demonstrates how the user can act as evaluator and directly influence the outcomes of the project. In this way, a structured evaluation strategy is shown to play a crucial part in the development of open learning approaches linked to the needs expressed by the learners.  相似文献