The growing number of students who are culturally and linguistically diverse (CALD) relative to the host university undertaking fieldwork placements raises questions about how to best support their needs and the needs of their fieldwork supervisors so as to maximize the experience for both parties. This research aims to quantify and compare fieldwork supervisors’ perceptions of CALD versus non-CALD students’ performance during placements, the areas and levels of concern they experience in providing this supervision. Placement supervisors from health and non-health courses affiliated with an Australian University were randomly assigned to a survey containing question sets relating to their experiences in supervising CALD (n = 153) or non-CALD students (n = 168). The survey comprised Likert scale questions assessing “pressure points” to supervision and open-ended questions including strategies fieldwork supervisors typically used to assist students. Using univariate ordinal logistic regression analyses, “speaking” (coefficient, 95% CI 2.1 (1.56, 2.65)), “writing” in English (1.69 (1.17, 2.20)), and “adapting to culture of workplaces” (1.20 (0.71, 1.69)) were perceived by placement supervisors as the top “pressure points” in supervising CALD students. Interaction effects demonstrated that “difficulties in assessing CALD students’ competency” (coefficient, 95% CI?1.14 (?2.27, ?0.01), “feeling competent in supervising students for placements” (1.35 (0.26, 2.45)), and the “perception of lack of support” from either the university or employing organization (?1.70 (?2.83, ? 0.56)) were evident within fieldwork placement of health courses only. These results can assist universities and placement organizations to prioritize resources to address the key areas affecting CALD students’ performance on placements, and to improve supervisors’ experience in supervising CALD students on placements in health courses.
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Averil Coxhead Emma McLaughlin Aleeshea Reid 《Journal of Vocational Education & Training》2019,71(2):175-200
Learners in the trades are faced with learning a large amount of technical vocabulary along with the content of their field, but they do not tend to encounter this language outside their courses of study. This technical vocabulary is a core element in their developing knowledge of their trade and their learner identity. This article focuses first on identifying technical vocabulary in Fabrication using specialised written and spoken corpora, and through extensive checking with experts in the field as well as reference sources. A technical word list of 1079 types was developed, along with a list of common abbreviations and their meanings and a list of proper nouns. The technical word list covers over 30% of the vocabulary in the written Fabrication corpus and just over 9% of the spoken Fabrication corpus. The second part of the article discusses this vocabulary in light of the concept of vocational thresholds and provides suggestions for incorporating the word list into pedagogy, including an apprenticeship approach in which a focus on literacy/literacy acquisition is embedded into content teaching. Suggestions for future research are also included. 相似文献
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The survey reported here was principally aimed at exploring the views of practising educational psychologists in the United Kingdom as to their implementation of behaviour modification. Approximately 10‐15 questionnaires were sent to each of 22 Psychological Services randomly selected from the Directory of School Psychological Services and Child Guidance Services. Seventy‐eight questionnaires (nearly 31% of those sent out) were received in time for their contents to be analysed. Two findings of the present survey are that an overwhelming majority of practising educational psychologists do not recommend behaviour modification in its traditional form, and that few educational psychologists believe that traditional behaviour modification can or should be implemented without any adaptation. An interesting, and somewhat unexpected finding, is that a vast majority of the respondents hold somewhat ‘and’ attitudes towards the traditional form of behaviour modification, although more experienced educational psychologists are somewhat less antagonistic. 相似文献
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Lee Den-Ching A. Newton Fiona Yu Mong-Lin Morphet Julia Kidman Gillian Maloney Stephen Grieve Averil Shlonsky Aron Haines Terry P. 《Higher Education》2021,81(4):665-683
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An experiment in which four qualities of screen image from the same educational television programme were presented to randomised groups of school sixth‐form students is described. Picture quality was found to influence significantly short‐term recall of factual visual information from the programme, a matter having implications for broadcast standards and capital investment in ETV. Subsidiary findings regarding performance differences on visual recall tests according to sex and sixth‐form subjects studied are also reported. 相似文献
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In English for academic purposes courses, group oral presentations are quite common but essay writing tends to be seen as an individual endeavour, albeit with scope for peer review. This article discusses action research reflecting on student perceptions of a framework to support students through a semester-long collaborative essay assignment in an English-medium instruction university in Macau. The framework presented incorporates collaborative and individual assignment tasks, assisted by information and communications technology, to support the collaborative process and facilitate the assessment of the individual within the group. Even though writing in a group may take more time and effort, it is viewed favourably by the majority of students due to the additional learning gains to be made by writing collaboratively, including the increased quality of ideas and the social interactions (face-to-face and online) required to come to agreement. 相似文献
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Averil Burgess 《Gender and education》1990,2(1):91-95
It is argued that the advance of co‐education has not been without problems for girls. There is now a significant amount of evidence to indicate that girls’ achievement, self‐esteem and willingness to take an active role are endangered in mixed schools. Sex‐stereotyping affecting subject choice, underachievement in mathematics, science and technology, the absence of women in authority positions, and constant social pressure—even harassment—from boys, all combine to depress girls’ self‐confidence and limit their aspirations. 相似文献
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Conclusion It should be appreciated that the development of the two tests described in this paper is set in the context of a wider multivariate
study. The formats of the two measures have been in part dictated by the necessity of including them within a battery of other
measures. Nevertheless we hope that our attempts to measure aspects of science practical work with young pupils will be of
interest to other research workers and teachers. The work is a further reminder that the devising of valid and reliable test
instruments for classroom variables is not only arduous but perhaps the highest priority within empirical educational research
today. 相似文献
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