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71.
This article examines the purposes of education with a particular focus on young people with severe learning difficulties (SLD). The topic is explored with reference to a specific case, whereby some of the key findings of an evaluation of the first year of ‘The Greenside Studio’, an English special school’s vocational teaching resource for young people with SLD, are presented. A conceptualisation of different ‘sides’ to the Studio is discussed in relation to the purposes of education for these learners in which the view of vocational learning as a stepping stone to paid employment and independence is presented as problematic. With a broader interpretation of vocational education this stepping stone is reconfigured as a bridge to life after school, whatever form that takes. It is argued, however, that the nature of this life must be viewed aspirationally. 相似文献
72.
Alison Cook-Sather Joel Alden Schlosser Abigail Sweeney Laurel M. Peterson Kimberly Wright Cassidy Ana Colón García 《International Journal for Academic Development》2018,23(2):123-134
Academic development that supports the enactment of positive psychology practices through student–faculty pedagogical partnership can increase faculty confidence and capacity in their first year in a new institution. When student partners practice affirmation and encouragement of strengths-based growth, processes of faculty acclimation and self-authoring can be accelerated. This article presents a student–faculty pedagogical partnership program and positive psychology practices that focus on faculty strengths and capacities as the foundation for reinforcing and revising existing pedagogical strategies and for sustaining energy for continued development. It combines collaborative autoethnographic and comparative case study approaches to investigate the pedagogical benefits of these practices. 相似文献
73.
Understanding the role of the Teaching Assistant: comparing the views of pupils with SEN and TAs within mainstream primary schools 下载免费PDF全文
Alison Wren 《Support for Learning》2017,32(1):4-19
The number of teaching assistants (TAs) in schools in the UK has risen in recent years, but there remains a lack of clarity about the roles being undertaken by these support staff. This article reports findings from a study investigating how the TA role is understood both by the pupils being supported and by TAs themselves. Eleven students with SEN were interviewed regarding the support received from TAs within school. Following this, the TAs were also interviewed and asked to explain how they viewed their main support role. The data suggest a difference in the understanding of the role between the two groups, with pupils primarily focused on academic support and TAs focusing instead on behavioural support. Implications for practice include the need to clarify the TA role to support consistency across settings, and the importance of ensuring that pupils with SEN are supported to understand the role of TAs within schools. 相似文献
74.
Alison Kelly 《Higher Education》1976,5(2):177-188
University entrants from different social backgrounds tend to specialize in different subjects at university. Self-recruitment operates to a large extent in the ancient professions of medicine, dentistry and law, and few working class students enter these faculties. Self-recruitment of male students to engineering, business, farming and to a lesser extent teaching, is also evident. Working class university entrants frequently specialize in education or engineering. Comparisons with data from earlier years show little change since the 1930s in occupational recruitment patterns at Scottish universities. 相似文献
75.
Alison Gibbs 《International journal for the advancement of counseling》1984,7(2):131-141
Counsellors working in a multicultural society need special training if they are to meet the needs of culturally different clients. Consciousness raising, knowledge of other cultural groups and learning appropriate counselling skills are all essential components of this training. The main focus of such training, however, should be on acquiring cultural self-awareness. Knowledge of one's own cultural values, beliefs and assumptions are essential before effective interaction with persons from other cultures is possible. Training methods should concentrate on experiential learning and discussion. There should be provision for some interaction with members of other cultural groups. 相似文献
76.
Daniel Jeffery Krassimir Yankulov Alison Crerar 《Assessment & Evaluation in Higher Education》2016,41(1):127-140
The psychometric measures of accuracy, reliability and validity of peer assessment are critical qualities for its use as a supplement to instructor grading. In this study, we seek to determine which factors related to peer review are the most influential on these psychometric measures, with a primary focus on the accuracy of peer assessment or how closely peer-given grades match those of an instructor. We examine and rank the correlations of accuracy, reliability and validity with 17 quantitative and qualitative variables for three senior undergraduate courses that used peer assessment on high value written assignments. Based on these analyses, we altered the single most significant variable of one of the courses. We demonstrate that the number of reviews completed per reviewer has the greatest influence on the accuracy of peer assessment out of all the factors analysed. Our calculations suggest that six reviews must be completed per reviewer to achieve peer assessment that is no different from the grading of an instructor. Effective training, previous experience and strong academic abilities in the reviewers may reduce this number. 相似文献
77.
Carolyn Okell Jones Bill Roberts M.Susan Hurley Geraldine Peacock 《Child abuse & neglect》1981,5(1):53-58
This course, first presented by the Open University in 1980, is designed for independent study by people who, in the course of their working lives, come into contact with families suffering serious internal conflicts which place any members—adult or child—in danger of physical or emotional abuse in their own home. The course has been developed at a level which should make it a serious contribution to in-service training for a wide variety of professionals and experienced voluntary workers. It is unique in that it not only examines constructive and destructive aspects of conflict but also integrates written material (16 units) with an audiovisual component (8 TV programmes and 7 cassette tapes) on prevention, diagnosis and intervention relating to the whole spectrum of family conflict and violence including child abuse, sexual abuse, adolescent abuse, spouse abuse, abuse of and by the elderly and abuse of parents by their children. This paper provides a brief outline of the course aims, objectives and content together with information on its usage in the UK and the availability of certain components for international usage. 相似文献
78.
This paper describes the development of an interactive multimedia package designed for incorporation into the teaching program for degree‐level first year accounting. The initial module forms part of a pilot study at James Cook University where interactive multimedia will form an integral part of the teaching program in accounting. This module includes four sessions, equivalent to one quarter of the semester's requirement. These sessions were trialed by students, colleagues and practitioners to assess the package's effectiveness in communicating introductory accounting concepts and enhancing the learning process. Some results of these trials are presented. 相似文献
79.
This paper opens by summarising the case for student-directed learning in online higher education as a means of bringing about the development and use of higher-level cognitive and interpersonal abilities such as critical and creative thinking. The writers refine their conceptualisations of student-direction, different to, but flowing from student-centred learning, by scrutinising a progressive series of face-to-face examples offering some autonomy in learning. Nine features are identified as essential in a student-directed programme. They review Garrison’s recent account of learning-centred Communities of Inquiry (CoI), identifying aspects of the teacher/instructor’s role that would need to be altered for student-directed online communities. Guidelines are suggested for creating a student-directed CoI including programme design addressing the development, and use, of generic abilities. Finally, the writers provide an example programme structure incorporating preparation of learners for the responsibilities expected of them and the changing role of the tutor in an online student-directed CoI. 相似文献
80.
Alison Edgley Theodore Stickley Stephen Timmons Andy Meal 《Journal of Further & Higher Education》2016,40(3):316-330
This article defines the ‘critical realist review’, a literature-based methodological approach to critical analysis of health care studies (or any discipline charged with social interventions) that is robust, insightful and essential for the complexities of twenty-first century evidence-based health and social care. We argue that this approach, underpinned by a critical realist philosophy and methodology, will facilitate students and researchers to employ relevant theoretical insights from a range of disciplines that have necessary contributions to make to our understanding of health and social care practice and provision. We explore the limitations of randomised controlled trials (RCTs) and the systematic review for informing evidence-based health and social care. The article also offers some suggestions on method, although, as we argue, the approach deliberately eschews a ‘cookbook’ approach. A glossary of terms is provided in the Appendix. 相似文献