Teaching Transfer Strategies to Children with Moderate Learning Difficulties

Dr David Sugden is the tutor to courses in special educational needs at the School of Education, Leeds University. Mrs Margaret Newall teaches in a special school; in 1984–5, as a research assistant at Leeds University, she took part in a study of ways to improve learning and memory in pupils with moderate learning difficulties.     

The Uses of Sociology of Science for Scientists and Educators

When I was preparing this talk I stumbled across another computer file entitled ‘Leeds.’ Curious, I opened it (converting it from Wordstar!) and found an account of the journey I made about 18 years ago, the last time I came to a conference in Leeds. By the end of the talk I hope to find the moral.     

The Japanese education system with special emphasis on higher education

The purpose of this article is to provide a brief analysis of the Japanese educational system and to give a somewhat detailed discussion of Japanese higher education. Its main conclusions are: although the bulk of higher education is catered for privately, the prestige institutions tend to be public ones; the character of the system as a whole seems to reflect Japanese society very clearly indeed since it supports high growth industries, reinforces the traditionally accepted distinction between the sexes, and determines both the structure of wages and salaries in general and its sex variance in particular; and that there are very serious problems currently confronting Japanese educationalists - these relate to the official inspection of textbooks, the emergence of anti-teacher violence within schools and the reduction in the size of the public subsidy to private education.The authors are extremely grateful for helpful comments and suggestions from Margaret B. Sutherland, Professor of Education, University of Leeds and Dr. Penny Francks, specialist on modern Japanese history at the Department of Chinese Studies, University of Leeds. However, the usual disclaimer applies.Ali M. El-Agraa is a Senior Lecturer in Economics, School of Economic Studies, University of Leeds, England and is the Visiting Professor in charge of International Economics and Middle Eastern Studies, Graduate School of International Relations, International University of Japan, Niigata for the period September 1984–August 1985. Akira Ichii is Professor of Economics, University of Chuo in Tokyo and is currently (April 1982–March 1984) a Visiting Fellow in the School of Economic Studies, University of Leeds.     

The use of mobile technology for work‐based assessment: the student experience

This paper outlines a research project conducted at Leeds University School of Medicine with Assessment & Learning in Practice Settings Centre for Excellence in Teaching and Learning, collaboration between the Universities of Leeds, Huddersfield, Bradford, Leeds Metropolitan University and the University of York St John. The research conducted is a proof of concept, examining the impact of delivering competency based assessment via personal digital assistants (PDAs) amongst a group of final year undergraduate medical students. This evaluation reports the student experience of mobile technology for assessment with positive effects; concluding that overall the students found completing assessments using a PDA straight forward and that the structured format of the assessment resulted in an increased, improved level of feedback, allowing students to improve their skills during the placement. A relationship between using the PDA for learning and setting goals for achievement was clearly demonstrated.     

Communication Skills for Engineering Students: an integrative approach

This paper describes the development of the teaching of communication skills on Engineering Degree courses run by the School of Manufacturing Systems Engineering at Leeds Polytechnic from the early 1970s to the mid 1980s. The development is seen as moving from the notion of Liberal Studies through Communication Studies to eventually the concept of Integrated Studies. The ideas behind Integrated Studies are described and the benefits and problems of this approach are discussed.     

A review of educational technology research in Taiwan

Conclusion Beginning in 1989, the Ministry of Education and the National Science Council of Taiwan have sponsored an international biennial conference organized by different local universities. The purpose of this conference, the International Conference on Computers in Education (ICCE), is to report educational technology research. After the 1993 conference, it became a regional biennial conference held by different countries in the Asia-Pacific region. ICCE 95 was held in Singapore and ICCE 97 will be in Malaysia. After 1997, ICCE will again become an annual conference to reflect the growing research impetus in the region.In Taiwan, after exporting ICCE to the region, the funding agents continue to support an annual conference with a different name, International Conference on Computer Assisted Instruction (ICCAI). This locally organized conference has been held annually since 1994. As a natural result of these activities and consistent support by funding agents, a growing number of international publications are reporting on the more mature results of educational technology research at international conferences and in journals.Contributors included Jon-Chao Hong, Professor of Industrial Education, National Taiwan Normal University, Taiwan; Jihn-Chang Jehng, Associate Professor, Human Resources Management, National Central University, Taiwan; Yu-Fen Shih, Associate Professor, Media and Library Science, Tamkang University, Taiwan; and Gary Chon-Wen Shyi, Associate Professor, Psychology, National Chung- Cheng University, Taiwan.Tak-Wai Chan is an Associate Professor of Computer Science and Information Engineering at National Central University. He is also the President of the Asia-Pacific Chapter of the Association for the Advancement of Computers in Education and is an Associate Editor of theInternational Journal of Educational Telecommunications.     

Implementing the Framework Agreement in a small HEI: From principles to practice

‘Leeds University is recruiting its first marketing director – one of a new breed in the sector, equivalent in status to pro vice‐chancellors…According to Leeds, the marketing director will be the “guardian of the brand”’ (Times Higher Education Supplement, 23 July 2004)

‘A brand revamp…is on the cards for Anglia Polytechnic University…[with] marketing work to develop the university’s reputation in a few high‐quality disciplines.’ (Times Higher Education Supplement, 6 August 2004)     

Language, Learning and 'Communication' in an Architects' Office

(A version of this paper was presented at the Developing a Learning Workforce Conference, University of Leeds, 12 to 14 July 1993, under the title 'Beyond the Skills Checklist: Rethinking "Communication" in Architecture')     

A consideration of the essential differences in the provision of special education for children and for adults

Peter Watson, a lecturer in Adult Education in the Continuing Educations Unit at the University of Leeds, considers the wider implications of the differences between special education for children and the educational provision for adults with special needs.     

PE: Movement in the Right Direction

The subject working group appointed to advise the Secretary of State on physical education in the National Curriculum reported in June and its recommendations for attainment targets, programmes of study and statements of attainment were published in August in its final report. Dr David Sugden, reader in education at Leeds University, comments on the relevance of the proposals for pupils with special needs.     

DEVELOPING A CONFERENCE FOR THE ELDERLY AS PART OF A UNIVERSITY EDUCATIONAL GERONTOLOGY CLASS

The undergraduate course Educational Gerontology taught at Hampton University includes the development and implementation of a community conference for older adults. The conference is developed in conjunction with the local senior center. Students spend two hours each week throughout the semester observing and participating in the programming at the senior center in order to become familiar with the needs and interests of older adults. During scheduled class times, students select an appropriate conference theme and begin conference plans and committee assignments. The class culminates with the conducting of the conference at the center. Such a project gives students the opportunity to get valuable hands‐on experience in educational gerontology programming.     

Social relationships and friendships among young people with Down's syndrome in secondary schools

More young people with Down's syndrome are being taught in mainstream schools and interest in the educational aspect of inclusion has grown over the last few years.
In this article Pat Cuckle, Senior Research Fellow at the University of Leeds, and June Wilson, a support teacher working for Education Leeds, explore patterns of friendship and social relationships among teenagers with Down's syndrome. The young people who took part in the study either attend mainstream schools or resourced provision in mainstream schools. The enquiry provides fascinating insights into the participants' views of friendship and into the range of their social experiences. Pat Cuckle and June Wilson conclude their report with a set of recommendations focusing on the need to create more opportunity for social interaction for young people with special needs.     

Do correspondence students need counselling?

The Leeds Counselling Project of the National Extension College, Cambridge, sought to investigate the needs of adult correspondence students outside the Open University. Students in Leeds were contacted by a local counsellor whose aim was to help them to pursue their courses of study successfully. The design of the project, its implementation and its results are discussed. The value of local counselling seems clear and the conclusion considers ways in which this might be provided and supported.     

The economic impact of higher education in the Yorkshire and Humberside region of England

The provision of higher education forms a considerable part of some regional economies, so that the current cutbacks can be expected to have considerable adverse economic effects in many regions. This article looks at the Yorkshire and Humberside planning region, a net exporter of higher education and quantifies the net economic impact of higher education in that region. For this purpose, rough estimates are made for the numbers of staff and students, and the incomes and expenditure of Higher Education institutions in the region. The direct and indirect employment is seen to be roughly 21/2% of regional employment. Of these only one seventh are academic posts, implying that, all else equal, for each academic post added (removed) six other jobs will be created (destroyed).The author is grateful to the late Lord Boyle, the University of Leeds, and the Leeds Association of University Teachers for funding this research, and to John Chartres and John Bowers for providing guidance at many points.     

课程教材建设助推新时代中国特色先进水平数学教育发展——首届“京师数学新课程教学与评价会议暨北京师范大学数学科学学院课程教材研究中心成立大会”会议纪要

首届"京师数学新课程教学与评价会议暨北京师范大学数学科学学院课程教材研究中心成立大会"于2019年10月18-21日在北京师范大学成功召开.来自全国高校、教育行政机构、教育出版社、中小学校、教研机构等共计七百余名代表参加了会议.会议围绕数学核心素养导向的课程、教材、教学与评价等关键议题,特邀大会报告9项,组织专题工作坊3场、分组报告112项、研究者论坛3场,这为新时代以数学课程教材建设为抓手,助推中国特色先进水平数学教育发展提供启示.     

Pioneering at Park Lane

Leon Sanders, lecturer in charge of the course, Park Lane College of Further Education, and Peter Watson, Department of Adult Education, Leeds University, describe a course for ESN(S) students     

The Politically and Culturally One-Sided Campus: Causes, Consequences, Remedies: Pernicious Politicization in Academe: Victims of the One-Sided Campus: Advocacy in the College Classroom

The three papers that follow were delivered on 22 April 2006 at a conference of the California Association of Scholars at the Annenberg School on the campus of the University of Southern California in Los Angeles. The aim of the panelists was to diagnose the political and cultural imbalance in higher education, to analyze its causes and consequences, and to look for remedies. Other essays from that conference may appear later in AQ.     

Exploring inclusive education: early steps for prospective secondary school teachers

Recent changes in the structure of initial teacher education have resulted in teacher training institutions having to think again about how they address the issue of inclusion within their provision. In this article, Sue Pearson, who co-ordinates the MA (SEN) programme in the School of Education at the University of Leeds, and who contributes to Post Graduate Certificate in Education training, reports on developments in the training of secondary phase geography teachers. The article examines the planning, development and evaluation of a session which was designed to complement students' school-based experiences and other university-based sessions. The activity was co-taught by the geography and inclusive education tutors. The tutors used activity theory to analyse the elements of inclusive education and drew upon the literature related to the training of health professionals to design the session. This led to the adoption of a problem-based learning approach involving simulation activity. Sue Pearson provides details of the planned session together with evaluations from the tutors and students. She argues that this type of session, early in the university-based part of the course, provides a productive environment in which prospective teachers can be alerted to some of the complexities and uncertainties of inclusive education. While the initiative described here was matched to circumstances at the University of Leeds, the collaboration between tutors, the planning process and the style of activity have wider implications.     

英国利兹大学人力资源管理特点与思考

在英国利兹大学学访期间,通过听取专家讲座、参观访问和直接交流等途径,笔者对英国利兹大学人力资源管理理论和实际运作情况进行了了解,由此形成了对利兹大学人力资源管理情况的基本认识。与国内大学相比,英国利兹大学人力资源管理在许多方面有其优势和特点,对这些特点的把握和     

Assessing Proctors: solving problems in grading student performance in a peer support system

This article discusses the nature of the proctoring peer support system in use in the School of Philosophy at the University of Leeds and the problem of assessment that was faced when the School decided to offer participation in this scheme as a module that counted towards the degree classification of the students involved as proctors. In particular, the problem of whether a form of written work could be an appropriate assessment method is addressed and a solution is suggested.