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71.
OfSTED's criteria for inspection are published and available to all. However, it is quite possible that there will be a mismatch between schools' interpretations of what OfSTED means by good practice in primary mathematics and those of the inspectors who come to inspect them. The research reported here focuses on the responses of a small set of primary schools to the inspection of their mathematics: their anticipation of issues, their expectations of what would be found and their views of how the inspection would contribute to the development of good practice. Inspectors' reports seemed frequently to match the expectations of the schools. Interpretations appeared to coincide, but in some cases there appeared to be mismatch and disagreement which raised questions about expertise or interpretations of both inspector and mathematics co-ordinator and might, in turn, affect the development of mathematics following inspection. 相似文献
72.
Iva Strnadová Vanda Hájková Lea Květoňová 《International Journal of Inclusive Education》2013,17(10):1080-1095
Twenty-four university students with disabilities were interviewed about their experiences studying at Czech universities. The interviews were analysed using the grounded theory approach. The most commonly experienced barriers faced by these students were institutional barriers, attitudinal barriers, and disability-specific barriers. The types of support mentioned by the students included family support, peer support, and support provided by assistants. The participants also shared strategies they used to deal with the barriers they faced. These were assertiveness, self-determination, metacognition, efforts to ‘fit in’, optimism, and career planning. The implications for policy and universities are discussed. 相似文献
73.
74.
Alison Scope Janet Empson Sue McHale Dabie Nabuzoka 《Emotional and Behavioural Difficulties》2013,18(4):319-320
The objective of this paper is to report the development and use of an observation checklist to identify typically developing children with behavioural manifestations associated with inattention, hyperactivity and impulsivity. This measure is termed the Scope Classroom Observation Checklist (SCOC). The SCOC was developed, assessed for reliability using an independent observer and teacher ratings, and administered to a sample of 157 mainstream schoolchildren. The SCOC revealed a normal distribution of scores on the checklist, and the top and bottom quartiles of this distribution were found, as would be expected, to differ significantly on SCOC score. The SCOC had good inter‐observer reliability and a high rate of concordance with teacher ratings of attentional difficulties. The SCOC has emerged as a reliable measure that could prove to be a useful tool in a battery of screening measures to identify mainstream schoolchildren with difficulties characterised by inattention and hyperactivity‐impulsivity. 相似文献
75.
Lea Smedley 《Teachers and Teaching》2013,19(2):189-209
Partnership innovations between teacher educators on school and university sites have become ubiquitous. Calls for bridging the theory/practice gap have been answered with reappraisal and restructuring of programs. The literature on the rationale and implementation of a partnership approach has grown steadily since the early 1980s. Praise for measures that promote increased and meaningful interaction between the key players is now almost universal. Ironically, simultaneously, this documentation reveals the challenges as well as the promises of partnership. Clear impediments to the creation and nurturing of partnership have emerged. This paper takes as its principal focus an exploration of the literature that examines the range of barriers encountered by teachers of future teachers. 相似文献
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77.
In this article we examine issues of academic identity through the lens of academics’ everyday workplace writing, offering a complementary perspective to those already evident in the higher education research literature. Motivated by an interest in the relationship between routine writing and aspects of professional practice, we draw on data from interviews with 30 academics across three different universities. Our discussion is illustrated with excerpts from interview data, and is organised around three emerging themes: ‘reconstructing academic identities in a shifting academic workplace’, ‘considering new articulations of disciplinarity’, and ‘moving on from the golden age’. We conclude that the reconstruction of academic identities, through engagement with established and emerging workplace documents, may well be enabling academics to build new identities within the changing university. 相似文献
78.
Alison Driver 《英语沙龙》2013,(5):26-27
知识管理(knowledge management)是为企业实现显性知识和隐性知识共享提供新的途径,换句话说,知识管理就是利用集体的智慧提出企业的应变和创新能力。在这个"信息社会",要想把企业做大做强,知识管理绝对是每个企业都必须重视的"软实力"。 相似文献
79.
Lynne Callaghan Alan Doherty Susan J. Lea Daniel Webster 《Health information and libraries journal》2008,25(4):253-260
Background: Students on health and social care degree programmes spend 50% of their time on practice placements. Because of the diversity of settings and the need to evidence their work, it is vital to understand the information and resource needs of placement students. Objectives: The aim of this investigation was to understand the needs of placement students in terms of accessing resources whilst they are in the field in order to inform a guide to meet these needs. Methods: Focus groups were conducted with students on midwifery, social work and post‐registration health professions degree programmes on three different sites across the region. Data were analysed using Thematic Content Analysis. Results: Three themes emerged from the data: inequality, user education needs and students’ solutions and strategies. Conclusions: It is essential to speak to placement students in order to understand their needs in terms of accessing and using library resources. The timing and content of information skills training is key to meeting student needs while on placement. 相似文献
80.