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This paper investigates regional Australian students’ aspirations and expectations for their future and, more specifically,
the manner in which these are formulated around a view to move outward — that is, away from regional, remote and rural communities
— and onward — that is, to make something of their lives. Drawing upon interview data, the paper highlights the ways in which
rural students from across Australia expressed high-level aspirations, most of which centred on future careers. It explores
features of student talk which demonstrates that many of them had thought about their futures in detailed ways and had accumulated
knowledge and “street savvy” that would assist them in steering their futures. The paper also examines the ways in which student
talk about the changing context of the world of work and the inescapability of further education emerge as a naturalised discourse
in justifying their future plans. Finally, the paper explores the implications of such research findings for career advisers
and teachers working in regional areas of Australia. 相似文献
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Verbal and visuospatial short-term and working memory in children: are they separable? 总被引：1，自引：0，他引：1
This study explored the structure of verbal and visuospatial short-term and working memory in children between ages 4 and 11 years. Multiple tasks measuring 4 different memory components were used to capture the cognitive processes underlying working memory. Confirmatory factor analyses indicated that the processing component of working memory tasks was supported by a common resource pool, while storage aspects depend on domain-specific verbal and visuospatial resources. This model is largely stable across this developmental period, although some evidence exists that the links between the domain-specific visuospatial construct and the domain-general processing construct were higher in the 4- to- 6-year age group. The data also suggest that all working memory components are in place by 4 years of age. 相似文献
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Leanne Dalley-Trim Nola Alloway Karen Walker 《The Australian Educational Researcher》2008,35(2):55-69
This paper addresses the issue of Vocational Education and Training in Schools — an issue that has recently attracted significant
political attention particularly in light of current national skills shortage in Australia. Specifically, it investigates
secondary school students’ perceptions of VET in Schools [VETiS]. It also explores the factors influencing their decision-making
in relation to VETiS — that is, why one might choose, or choose not, to enrol in a VETiS course of study. In view of the findings
presented, the paper argues that VET, and more particularly VETiS, is experiencing an “image problem” — one underscored by
the need for curriculum design and delivery reform — and suggests that there is much work still to be done on the VET agenda. 相似文献
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The role of sentence recall in reading and language skills of children with learning difficulties 总被引：3，自引：0，他引：3
Tracy Packiam Alloway Susan Elizabeth Gathercole 《Learning and individual differences》2005,15(4):271-282
The present study explores the relationship between sentence recall and reading and language skills in a group of 7–11-year-old children with learning difficulties. While recent studies have found that performance on sentence recall tasks plays a role in learning, it is possible that this contribution is a reflection of shared resources with working memory. In order to investigate whether sentence recall was uniquely associated with reading and language skills, differences associated with IQ and working memory capacity were statistically controlled. A sample of 72 children was tested on measures of verbal complex memory, verbal short-term memory, sentence recall, expressive vocabulary, verbal and performance IQ, reading and language skills. Both sentence recall and verbal complex memory shared unique links with reading skill, and sentence recall was uniquely associated with language skills. This finding indicates that resources in long-term memory also play an important diagnostic role in reading and language abilities. The implications for educational practice are discussed. 相似文献
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Tracy Packiam Alloway Susan Elizabeth Gathercole Hannah Kirkwood Julian Elliott 《Learning and individual differences》2009,19(2):242-245
The aim of the present study was to investigate the potential of the Working Memory Rating Scale (WMRS), an observer-based rating scale that reflects behavioral difficulties of children with poor working memory. The findings indicate good internal reliability and adequate psychometric properties for use as a screening tool by teachers. Higher (i.e., more problematic) teacher ratings on the WMRS were associated with lower memory scores on direct assessments of working memory skills, as measured by the Automated Working Memory Assessment (AWMA) and the WISC-IV Working Memory Index. The use of the WMRS will allow educators to draw on their expertise in the classroom for early detection of children with working memory failures. 相似文献
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Robert M. Henderson Fred Silva David Mayer Lawrence Alloway Roger Kahle Robert E.A. Lee 《Communication Booknotes Quarterly》2013,44(9):7-8
Robert M. Henderson's D.W. Griffith: His Life and Work ( New York: Oxford University Press, 1972—$10.95) Fred Silva (ed.) Focus on The Birth of a Nation (Englewood Cliffs, N.J.: Prentice-Hall, 1971—$2.45, paper) David Mayer's Eisenstein's Potemkin: A Shot-By-Shot Presentation (New York: Grossman, 1972— $10.00/4.50) Cinemabilia Catalogue of Film Literature (New York: Cinemabilia, 10 Cornelia St., 1972—$2.50, paper) Lawrence Alloway's Violent America: The Movies 1946-1964 (Greenwich, Conn.: New York Graphic Society, 1971—$7.95) Roger Kahle and Robert E.A. Lee's Popcorn and Parable: A New Look at the Movies (Minneapolis: Augsburg Publishing House, 1971—$2.95, paper) Hugh B. Churchill's Film Editing Handbook: Technique of 16 mm Film Cutting (Belmont, Calif.: Wadsworth, 1972—$4.95, paper) Tony Miller and Patricia George Miller's Cut! Print! The Language and Structure of Filmmaking (Los Angeles: O'Hara Publications, 5650 West Washington Blvd., 1972—$5.50 with 20% discount to schools, paper) 相似文献
8.
Susan E. Gathercole Tracy P. Alloway Hannah J. Kirkwood Julian G. Elliott Joni Holmes Kerry A. Hilton 《Learning and individual differences》2008,18(2):1216
The purpose of this study was to explore the profiles of classroom behaviour relating to attention and executive functions in children with very poor working memory, and to test the hypothesis that inattentive behaviour and working memory problems co-occur. Teachers rated problem behaviours of 52 children with low working memory scores aged 5/6 and 9/10 years on teacher rating measures of attention and executive function behaviours. The majority of children with low working memory scores obtained atypically high ratings of cognitive problems/ inattentive symptoms, and were judged to have short attention spans, high levels of distractibility, problems in monitoring the quality of their work, and difficulties in generating new solutions to problems. These results extend previous findings that working memory problems and inattentive behaviour co-occur to a non-clinical sample. It is suggested that reduced working memory capacity may play a causal role in the problem behaviours of these children. 相似文献
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The authors compared 6- to 11-year-olds with developmental coordination disorder (DCD) and those with specific language impairment (SLI) on measures of memory (verbal and visuospatial short-term and working memory) and learning (reading and mathematics). Children with DCD with typical language skills were impaired in all four areas of memory function for their age level, and this pattern was also found to be characteristic of a larger DCD group with varied language abilities. SLI-group deficits in standard scores were observed for the verbal versions of the short-term and working memory tasks only. There were also differential links between memory and attainment between the two groups, with visuospatial working memory strongly related to numeracy in the SLI group and all of the memory measures correlated with at least one attainment measure in the DCD group. Reasons for why working memory contributes to learning in these two developmental groups are discussed. 相似文献
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The issue of limited engagement with science for young people from Indigenous, minority and lower socio-economic groups in Australia appears to have been sidelined from the mainstream debate around falling rates of engagement with science at the secondary schooling level. The ‘closing the gap’ mantra of education policy in Australia has seen an extraordinary focus on improving literacy and numeracy outcomes for Indigenous students, which, while valuable, has subsumed the importance of other key learning areas including science. Teachers are soon to be expected to incorporate Indigenous Perspectives within the science subjects of the new Australian National Curriculum yet appear to be under-resourced to meet this challenge to traditional approaches to science teaching. The purpose of this paper is to explore the pedagogy of a teacher working at an alternative secondary schooling site in North Queensland Australia who volunteered to modify his teaching of science to explicitly incorporate Indigenous Perspectives. The qualitative data collected through classroom observation and teacher interviews demonstrates the complex and multi-faceted nature of the science education experience when traditional pedagogical boundaries are dismantled to allow for a drawing upon of the lived experiences of diverse young people. The teacher’s ability to embrace this broader vision of science is linked to the inclusive culture of the alternative school environment that is brought into being through a ‘common ground’ philosophy of mutual respect and democratic relations. 相似文献