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71.
Research suggests that children's motivation to read is influenced by their level of reading skill and reading self-concept. However, it is possible that characteristics unrelated to reading, such as underlying personality characteristics, may also influence children's motivation to read. The current study examined the extent to which children's intrinsic reading motivation was predicted by their reading skill, reading self-concept, and personality characteristics. Two hundred and ninety five children (aged 10–11) completed questionnaires measuring reading motivation, reading self-concept, personality characteristics, and also completed a reading assessment. It was found that personality explained significant variance in intrinsic reading motivation after accounting for reading skill and reading self-concept. Furthermore, personality factors accounted for similar amounts of variance in intrinsic reading motivation as reading self-concept and skill. The implications for improving children's motivation to read are discussed, in addition to the importance of tailoring educational and motivational strategies to individuals. 相似文献
72.
Emma Linklater 《Publishing Research Quarterly》2014,30(3):300-312
EU law currently distinguishes ‘physically embodied’ books and e-books for value added tax purposes, even where their content is the same. This article explores the legal root of that difference and, employing the principle of ‘fiscal neutrality’ (a subset of equal treatment) it aims to shed light on the current cases pending before the Court of Justice of the EU against France and Luxembourg for their unilateral reductions in e-book rates. The last part of this article looks at another area of physical and e-book divergence, first sale, and considers what an equality based approach could have to say about this. 相似文献
73.
Mike Joy Jonathan Foss Emma King Jane Sinclair Jirarat Sitthiworachart Rachel Davis 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(2):272-284
Higher education institutions are increasingly exploring how they can use emerging technologies to develop and enhance the learning experiences offered to students. These activities have mainly focused on developing student‐centred facilities. The University of Warwick has taken the next step by developing a space (the Teaching Grid) specifically designed to meet the needs of teaching staff across the institution. This paper describes how the Teaching Grid supports teachers by providing a flexible experimental space together with a rich collection of established and new technologies, and with comprehensive staff support. We analysed the use of the facility during the first 30 months of operation, using data collected from 119 case studies, in order to present a perspective on how they have used the technologies and how this has impacted on their teaching practice. We present a taxonomy that provides a concrete framework to support future analysis of and comparisons between such spaces. 相似文献
74.
Emma Arneback 《Journal of moral education》2014,43(3):269-281
This article is about moments when teachers experience hate speech in education and need to act. Based on John Dewey’s work on moral philosophy and examples from teaching practice, I would like to contribute to the discussion about moral education by emphasizing the following: (1) the importance of experience, (2) the problem with prescribed morals and (3) the need for moral imagination in education. My Deweyan proposal for teachers responding to hate speech in education is to use moral imagination in education and take contextual elements into consideration when deciding how to act. Doing this would facilitate work related to doing morals and help to prevent prescribing morals as something that has already been done and that teachers (and students) have to adjust to in schools without being part of the process. 相似文献
75.
We report on the establishment of communities of practice at four Australian institutions and evaluate their effectiveness and durability as a means of building staff and institutional capacity for interdisciplinary teaching. A community of practice approach is a potentially valuable methodology for overcoming dynamics of fragmentation, isolation and competition within universities. The communities we established were anchored by a shared focus on the topic of climate change and they worked collaboratively to build relationships of trust and reciprocity between teachers in a wide range of disciplines. The aim of each community was to improve the teaching of climate change through enabling members to integrate diverse disciplinary perspectives, to teach collaboratively, to promote innovation through exchange and to demonstrate leadership within their institutions. The key factors that made our communities effective and durable are: (1) designation of two leadership roles, activator and facilitator, (2) provision for institutional autonomy in domesticating the model to fit local circumstances and (3) a pragmatic emphasis on opportunities for teaching innovation and leadership within existing administrative structures, teaching programs and workloads. We conclude that suitably designed and resourced communities of practice are a viable means of improving interdisciplinary teaching of complex problems by facilitating both staff development and institutional learning. 相似文献
76.
77.
Emma R. Hall Rachel C. Davis Renate Weller Sonya Powney Sarah B. Williams 《Anatomical sciences education》2013,6(1):56-66
Areas of difficulty faced by our veterinary medicine students, with respect to their learning in dissection classes, were identified. These challenges were both general adult‐learning related and specific to the discipline of anatomy. Our aim was to design, implement, and evaluate a modified reciprocal peer‐assisted/team‐based learning format—Doing Dissections Differently (DDD)—to complement existing dissection classes, with the intention of enhancing both student learning and the student learning experience. Second year veterinary medicine students (n = 193), in their usual dissection groups, were randomly assigned to one of four roles: anatomist, clinician, radiologist, and learning resources manager. Students attended a preparatory workshop outlining the skills required for effective execution of their role. They were then asked to perform their roles throughout five consecutive musculoskeletal dissection classes. Student attitudes to dissection classes before and after DDD were evaluated by questionnaire (146 respondents). There was a significant (P = 0.0001) improvement after DDD in a number of areas: increased perceived value of dissection classes as an anatomy learning aid; improved appreciation of the clinical relevance of anatomy; increased use of resources before and during dissection classes; and longer preparation time for dissection classes. Before DDD, 45% of students felt that at least one peer did not contribute usefully to the group during dissection classes; no improvement was seen in this measure after DDD. Although the new format highlighted a potential need to improve teamwork, most students actively engaged with DDD, with dissection classes valued more highly and utilized more effectively. © 2012 American Association of Anatomists. 相似文献
78.
The Twenty‐first Century Learning in Natural History Settings Conference at the Smithsonian Institution, Washington, D.C. (2012) has been more influential than similar conferences, resulting in new work streams and international collaborations for the Learning Research and Evaluation team at the Natural History Museum, London (NHM). The conference offered a rare opportunity to discuss issues relevant to our unique workplace and to be surrounded by an instant peer group. Although the event itself brought personal and professional satisfaction, it is the impact of the conference on our institution that has been most fulfilling. The conference has enabled us to think bigger—to think about the sector as a whole and the role the NHM can play as a large national museum. 相似文献
79.
It is commonly assumed that children with dyslexia are slower at handwriting than other children. However, evidence of slow handwriting in children with dyslexia is very mixed. Thirty-one children with dyslexia, aged 9 years, were compared to both age-matched children and younger spelling-ability matched children. Participants completed an alphabet-writing task and a composition task on the surface of a digital writing tablet. Children with dyslexia wrote the same amount of letters per minute in the alphabet task but wrote fewer words per minute when composing their texts than children of the same age. Crucially, no differences were found between children with dyslexia and their same age peers for speed of handwriting execution, measured by the tablet, when writing the alphabet or composing their texts. However, children with dyslexia were found to pause within their compositions as often as the spelling ability matched group. Thus handwriting execution is not impaired in children with dyslexia. The slow writing that is typical of children with dyslexia is due to pausing more often when composing and is related to spelling ability. This may reflect processing problems in response to high cognitive load through having to contend with spelling and composing concurrently. 相似文献
80.
Why relationships matter: parent and early childhood teacher perspectives about the provisions afforded by young children's relationships 总被引:2,自引:1,他引:1
Sheila Degotardi Naomi Sweller Emma Pearson 《International Journal of Early Years Education》2013,21(1):4-21
This study investigated the perspectives of early childhood teachers and parents regarding the importance of provisions afforded by child–teacher and peer relationships in early childhood centres. Participants were 200 parents and 71 teachers of children aged 0–5 years who responded to an online survey containing a series of relationship function statements that were rated according to their perceived importance. Results demonstrate that most functions were rated as more important in the context of child–teacher relationships than peer relationships, although statements reflecting the provision of friendship were regarded as more important in the domain of peer relationships. Ratings for particular provisions of infant relationships were significantly lower than those for older children; a result generated largely by variation in the ratings of teachers in comparison to those of parents. Findings are discussed in relation to differences between parent and teacher perspectives and implications for the development of inclusive, relationship-based pedagogies. 相似文献