Principles and practices of literacy development for deaf learners: a historical overview     

Power D  Leigh GR 《Journal of deaf studies and deaf education》2000,5(1):3-8

Since the very beginning of formal approaches to deaf education, the development of literacy has been a priority issue. The history of educational initiatives in this area is entwined with the history of prevailing attitudes and practices toward the impact of deafness on the development of deaf children more generally. In particular, arguments about whether a visual input (reading) can take the place of a diminished auditory input and whether educators should accommodate or seek to ameliorate the effects of the special linguistic characteristics of deaf learner-readers have resulted in a wide variety of practices and perspectives. These varied practices and perspectives continue to have impacts on current educational debate and practice. This article provides a brief historical overview of these educational endeavors, noting the enduring questions and issues that remain for the field to address.  相似文献   

Fostering wise judgement: professional decisions in development programmes for early career engineers     

Sally Hawse  Leigh N. Wood 《Journal of Vocational Education & Training》2018,70(2):297-312

This paper reviews literature that explores the role of judgement in professional practice. It discusses how workplace decisions, work activities and reflection on these activities may contribute to the development of wise judgements, or ‘wisdom’, and how workplaces can leverage these activities for induction and transition to work programmes. This review of the literature is prompted by survey results inviting engineering graduates and professionals to identify the capabilities they believe are most significant to success in the engineering workplace. The requirement for sound professional judgement resonates in participant responses. The paper summarises views of expertise, the relationship between experience and the development of professional judgement and the broader contribution of expansive and participatory learning environments to developing professional judgement. It concludes that the organisation of work and job design can facilitate the articulation of new engineers to professional practice, and that organisational learning programmes can leverage workplace activities to foster wise judgement in graduate engineers.  相似文献   

Differences between residential and non-residential fathers on sexual socialisation of African American youth     

Carl D. Sneed  Leigh A. Willis 《Sex education》2016,16(2):199-212

This study investigated differences between residential and non-residential fathers on topics discussed during father–child sex communication and factors associated with child sexual socialisation. Young people (N = 159, 53% female) provided self-reports using computer surveys on the role of their fathers on father–child sex communication, general communication, parental monitoring, father social support and topics discussed during father–child sex communication. The analysis revealed differences in topics discussed between young people with residential vs. non-residential fathers. Independent group t-tests revealed significant differences between young people with residential vs. non-residential fathers on social support and parental monitoring for sons and parental monitoring for daughters. Sons and daughters with residential fathers had higher scores on these variables. Discriminant function analyses, chi-square tests and hierarchical linear regression analyses were carried out to determine whether there were meaningful distinctions between young people with residential vs. non-residential fathers. The analysis revealed social support and parental monitoring provided the most meaningful distinction between young people with residential vs. non-residential fathers. These results highlight the importance of non-residential fathers in the sexual socialisation of their young people through parent–child sex communication. Discussion focuses on the need for development of interventions to promote the inclusion of non-residential fathers in the sexual socialisation of African American youth.  相似文献   

The Reciprocal Relationship Between Technology and Psychology     

Laura Terry  Punya Mishra  Danah Henriksen  Leigh Graves Wolf  Kristen Kereluik 《TechTrends》2013,57(3):34-39

This article describes the design and implementation of the year 2 curriculum and student learning experiences in the Michigan State University Master of Arts in Educational Technology program. We discuss the ways that this second set of courses builds on the first year of the program that students encounter, and also describe the theoretical impetus and design-based implications for learning how to teach with technology in effective and creative ways. Students in this group usually come in with some prior knowledge of educational theory, as well as some experience of working with classroom technologies. We intentionally build upon this prior knowledge, to take it to the next level of a more sophisticated TPACK-oriented understanding of learning in technology-driven contexts. Our year 2 courses move classical educational psychology theories of learning, along with educational research issues, squarely into the modern context of educational technology and teacher leadership. Our curriculum design focuses centrally on making meaningful experiences for teachers around technology, and helping them develop the knowledge and skills to create such experiences for their students. Our goal is to develop teachers who see themselves as flexible designers of learning experiences through the creative re-purposing of existing technologies.  相似文献   

From mountaintop to corporate ladder – what new professionals really really want in a capstone experience!     

Erica French  Janis Bailey  Elizabeth van Acker  Leigh Wood 《Teaching in Higher Education》2013,18(8):767-782

Capstone subjects are increasingly used in Universities worldwide to complete the undergraduate program experience and to transition graduates into the workplace. As such, capstones fulfil a large role consolidating one experience and traversing the gap to another. Yet, little is known or understood about their design, their implementation or evaluation. In this study we investigate the final-year experience from the student's perspective. We surveyed graduates from five Business Schools in Australia to identify perceptions of their final-year experience. Findings indicate that the transition experience of the student to professional is unique. In their liminal or intermediate state between student and professional they recognise the value of process skills, in particular the development of generic business skills related to application and the importance of opportunities for experiencing the application of theory in practice. The findings add a new understanding to the current literature which has not previously acknowledged the insight of the transitioning professional.  相似文献   

Beyond the difference: from the margins to inclusion     

A. Petrou  J. Leigh 《International Journal of Inclusive Education》2013,17(5):439-448

In recent years mounting evidence reveals that many children, for different reasons, do not receive equal opportunities for learning, and therefore are marginalised. However, despite the fact that many education systems have attempted to solve this problem and respond to the contemporary needs of all children by deploying a variety of policies for inclusive education, and despite the improvements already achieved, the phenomenon of marginalisation still persists as a difficult problem still awaiting a solution. The paper attempts to deconstruct the term ‘difference’ from a post‐modern point of view, and also considers it genealogically from a philosophical perspective. The purpose is to improve teaching practice in order for teachers to provide equal opportunities in learning for all students. Naturally, the acceptance of ‘difference’ stimulates thinking and expands the parameters of free will. It will therefore be considered that while broad margins (or the marginal) persist, the possibility of difference will also continue to prevail and thus require sustained liberalism in education.  相似文献   

Preparing,Facilitating, Assessing: A Reflection on Digital Humanities Consultations     

E. Leigh Bonds 《International Information and Library Review》2013,45(3):244-250

Abstract

A key component of the Digital Humanities Librarian’s work, the consultation, involves the skills of listening, questioning, parsing, and planning aided by an understanding of the broader digital humanities landscape, project requirements, and the campus environment. Productive consultations provide researchers the direction they need to get their projects started or advanced to the next stage, often resulting in sustained, collaborative engagement that makes assessing the impact of this work challenging.  相似文献   

Relationship of Trait Anxiety,Peer Presence,Task Difficulty,and Skill Acquisition of Sixth-Grade Boys     

Leigh F. Kieffer 《Research quarterly for exercise and sport》2013,84(3):550-561

Abstract

The State-Trait Anxiety Inventory for Children (STAIC) trait anxiety questionnaire was administered to all sixth-grade boys at one school (N = 181). Based on results of the questionnaire, 40 high-anxious and 40 low-anxious subjects were identified for participation in the study. Stratified random assignments of these subjects in a counterbalanced manner resulted in the creation of eight experimental groups. The effects of an audience and task difficulty on learning and performance were considered in the experimental design. Two social conditions—learning in the presence of a single spectator or alone—and two conditions of task difficulty on the pursuit rotor—hard and easy—were employed. Each subject was tested on one day, under one condition of task difficulty, and under one social condition. Data were treated with a three-factor multivariate analysis of variance. Dependent variables were three STAIC anxiety scale scores used to evaluate within-task feelings of anxiety and three mean performance scores for each of three blocks of pursuit rotor trials. The results of the analyses indicated that significant main effects due to social situation were not apparent until the last block of trials, when subjects in the spectator condition did better. State anxiety scores for those who performed alone were significantly higher than for those who performed with a spectator present over all blocks of trials.

Although low-anxious subjects' overall mean performance scores were higher than high-anxious subjects' on the hard task, they were not significantly different from each other until the last block of trials. The overall mean performance scores for both groups for the easy task proved significantly higher for the low-anxious group. Though the results partially support the hypothesis that a spectator increases the learner's drive and facilitates performance, the majority of the results favor the theoretical hypotheses that a spectator reduces drive and serves to console or reassure the learner.  相似文献   

Practice and conceptions: communicating mathematics in the workplace     

Leigh N. Wood 《Educational Studies in Mathematics》2012,79(1):109-125

The study examined the experience of communication in the workplace for mathematics graduates with a view to enriching university curriculum. I broaden the work of Burton and Morgan (2000), who investigated the discourse practices of academic mathematicians to examine the discourse used by new mathematics graduates in industry and their perceptions of how they acquired these skills. I describe the different levels of perception of discourse needs and of how they gained the necessary skills. At the lowest level, they learnt through trying out different approaches. At the next level, they were assisted by colleagues or outside situations. At the highest level, a small group viewed communication and interpersonal skills as a scientific process and stood back and used their “mathematical” observation skills to model their behaviour. These graduates did not appear to have systematically studied communication as part of their degree and they were unaware of the power of language choices in the workplace. Those who were working as mathematicians had to come to grips with explaining mathematical concepts to a wide range of people with varying mathematical skills but who generally were considerably less skilled in mathematics. The study revealed that these graduates were seriously underprepared in many aspects for joining the workforce. Many found it difficult to adapt to dealing with colleagues and managers, and developing communication skills was often a matter of trial and error.  相似文献   

Development and trialling of a graduated descriptors tool for Australian pharmacy students     

Ieva Stupans  Susanne Owen  Leigh McKauge  Lisa Pont  Greg Ryan  Jim Woulfe 《Assessment & Evaluation in Higher Education》2012,37(7):829-845

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