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101.
Northern Ireland beginning teachers' experiences of induction: the ‘haves’ and the ‘have nots’ 总被引:1,自引:1,他引:0
The induction of beginning teachers continues to occupy a significant position on educational policy agendas as a crucial dimension in the formation of a teacher and one upon which an emergent career is built. Whilst there is growing impetus to establish an induction model that constitutes a relevant, fulfilling experience, current arrangements continue to vary throughout the UK. This paper describes induction as it affected a sample of beginning teachers in Northern Ireland, where there is a dearth of permanent positions for those newly qualified. Highly contrasting experiences of the induction year emerged between graduates in permanent and one‐year temporary positions, and those who were short‐term temporary and supply teachers. The former completed a meaningful induction whereas the latter, because of sporadic, fragmented employment, did not. A flexible model of induction is proposed, with collaborative involvement of the higher education institutions, the schools and the local education authorities. 相似文献
102.
Effect of bovine colostrum on anaerobic exercise performance and plasma insulin-like growth factor I
In this study, we examined the effects of bovine colostrum on peak vertical jump power (VJpeak), peak cycle power (CPpeak), alactic anaerobic work capacity, resistance exercise one-repetition maxima (1-RM) and plasma insulin-like growth factor I (IGF-I) concentrations. Using a randomized, double-blind, placebo-controlled, parallel design, 51 males completed 8 weeks of resistance and plyometric training while consuming 60 g x day(-1) of bovine colostrum (n = 26) or concentrated whey protein powder (n = 25). Peak vertical jump power, peak cycle power, alactic anaerobic work capacity, 1-RM and plasma IGF-I were not different between groups at baseline (P > 0.33). Peak vertical jump power and peak cycle power were still not significantly different between groups by week 4 (VJpeak: bovine colostrum, 7231 +/- 488 W; whey protein, 7214 +/- 530 W; P = 0.99; CPpeak: bovine colostrum, 1272 +/- 202 W; whey protein, 1232 +/- 208 W; P = 0.99). By week 8, however, peak vertical jump power (bovine colostrum, 7370 +/- 503 W; whey powder, 7237 +/- 481 W; 95% confidence intervals, 54 to 170 W; P < 0.01) and peak cycle power (bovine colostrum, 1400 +/- 215 W; whey protein, 1311 +/- 192 W; 95% confidence intervals, 20 to 61 W; P < 0.01) were significantly higher in the bovine colostrum condition. Alactic anaerobic work capacity and 1-RM increased (P < 0.001), but the increases were not different between groups (P > 0.08). Plasma IGF-I did not change in either group (P = 0.55). We conclude that bovine colostrum supplementation during training significantly increased peak anaerobic power, but had no effect on alactic anaerobic work capacity, 1-RM or plasma IGF-I. 相似文献
103.
How publishing has helped and hindered me: Experiences and advice from a blind reader and publisher
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George Abbott 《Learned Publishing》2018,31(1):79-82
Key points
- Braille remains a relevant technology for access.
- Properly structured content is vital for ease of understanding, as are correctly labelled links and action buttons.
- Accessibility has hugely improved in the past 30 years but remains a fragile benefit, relying on stringent adherence to standards.
104.
Byron Wilson Stephen J. Quinn Tammy Abbott Sheree Cairney 《Educational Research for Policy and Practice》2018,17(1):1-13
Indigenous language endangerment is critical in Australia, with only 120 of 250 known languages remaining, and only 13 considered strong. A related issue is the gap in formal education outcomes for Aboriginal and Torres Strait Islander people compared with other Australians, with the gap wider in remote regions. Little empirical research exists in Australia to explore the role of developing Aboriginal literacy through bilingual education to address these combined issues. As a ‘shared space’ collaboration between remote communities, government, and scientists, the Interplay Wellbeing Framework and associated Survey were designed to represent community values and priorities in a quantifiable system to inform policy and practice. A cohort of 842 Aboriginal people aged 15–34 years from four remote communities completed individual surveys designed and administered by Aboriginal community researchers. We applied structural equation modelling to this data to understand the role of cultural indicators on education outcomes. Results confirmed the importance of strong relationships between community and schools. Furthermore, learning about culture and learning literacy in ones first language in schools to develop Aboriginal literacy, is established as a necessary step to improve English literacy in remote schools. This suggests bilingual education and strengthening culture and community involvement in schools are necessary to improve both education outcomes and language preservation. 相似文献
105.
The effects of kinetic structure and micrograph content on student achievement of reading micrograph skills were examined. The purpose of the study was to determine which form of kinetic structure, high or low, and/or micrograph content, unified or varied, was most effective and if there were any interactive effects. Randomly assigned to four treatment groups, 100 introductory college biology students attended three audiovisual presentations and practice sessions on reading light, transmission electron, and scanning electron micrographs. The micrograph skills test, administered at two points in time, assessed knowledge acquisition and retention. The test measured general concept skills and actual reading micrograph skills separately. All significant tests were considered with an α = 0.05. High kinetic structure was found to be more effective than low kinetic structure in developing general concepts about micrographs. This finding supports Anderson's kinetic theory research. High kinetic structure instruction does not affect actual reading micrograph skills, but micrograph content does. Unified micrograph content practice sessions were more effective than varied micrograph content practice sessions. More attention should be given to the visual components of perceptual learning tasks. 相似文献
106.
Two well-accepted ideas among educators are (a) performance assessment is an effective means of assessing higher-order thinking skills and (b) data-driven instruction planning is a valuable tool for optimizing student learning. This article describes a locally developed performance task (LDPT) designed to measure critical thinking, problem solving, and written communication skills of elementary and middle school students in a large school district. An investigation was conducted to determine how middle school teachers use LDPT responses to inform instruction and to ascertain how students are reflecting on their performance. Results from an analysis of documents indicated teachers were engaged in formal data-informed practices within professional learning communities. Moreover, educators examined student work samples and planned instruction based on student-specific needs. Strategies to reinforce proficiency in the skills assessed by the district's LDPT are reported. 相似文献
107.
Children (n = 122) and adults (n = 200) with dyslexia completed rapid automatic naming (RAN) letters, rapid automatic switching (RAS) letters and numbers,
executive function (inhibition, verbal fluency), and phonological working memory tasks. Typically developing 3rd (n = 117) and 5th (n = 103) graders completed the RAS task. Instead of analyzing RAN/RAS results the usual way (total time), growth mixture modeling
assessed trajectories of successive times for naming 10 symbols in each of five rows. For all three samples and both RAN and
RAS, two latent classes were identified. The “faster” class performed slowly on the first row and increased time by small increments on subsequent rows. The “slower” latent class performed more slowly on the first row, and children, but not adults, increased time by larger increments on subsequent rows. For children, both the initial row (automaticity index) and slope (sustained controlled processing index)
of the trajectory differentiated the classes. For adults, only the initial row separated the classes. The longest time was
on row 3 for RAN and row 4 for RAS. For the typically developing 5th graders, close in age to the children with dyslexia,
the trajectories were flatter than for children with dyslexia and only the slower class (4%) showed the peak on row 4. For
children with dyslexia, inhibition predicted RAN slope within the slower latent class and phonological working memory predicted
RAS slope for both latent classes. For adults with dyslexia, inhibition and phonological working memory differentiated both
latent classes on RAN intercept and RAS slope. Taken together, RAN, which may assess the phonological loop of working memory,
and RAS, which may assess the central executive in working memory, may explain the timing deficit in dyslexia in sustaining
coordinated orthographic-phonological processing over time.
This research was supported by Grant Ns. P50 33812 and R01 HD25858 from the National Institute of Child Health and Human Development,
Virginia W. Berninger, PI. 相似文献
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