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901.
Linda J. Graham 《Discourse: Studies in the Cultural Politics of Education》2016,37(4):563-581
ABSTRACTThis paper investigates increases in the identification of special educational needs in the New South Wales (NSW) government school system over the last two decades, which are then discussed with senior public servants working within the NSW Department of Education and Communities (DEC). Participant narratives indicate deep structural barriers to inclusion that are perpetuated by the discourses and practices of regular and special education. Despite policies that speak of ‘working together’ for ‘every student’ and ‘every school’, students who experience difficulty in schools and with learning often remain peripheral to the main game, even though their number is said to be increasing. There is, however, some positive progress being made. Findings suggest that key policy figures within the NSW DEC are keenly aware of the barriers and have adopted alternative strategies to drive inclusion via a new discourse of ‘participation’ which is underpinned by the linking of student assessment and the resourcing of schools. 相似文献
902.
903.
Daniel J. van Ingen Stacy R. Freiheit Jesse A. Steinfeldt Linda L. Moore David J. Wimer Adelle D. Knutt Samantha Scapinello Amber Roberts 《Journal of College Counseling》2015,18(1):7-20
Helicopter parenting, an observed phenomenon on college campuses, may adversely affect college students. The authors examined how helicopter parenting is related to self‐efficacy and peer relationships among 190 undergraduate students ages 16 to 28 years. Helicopter parenting was associated with low self‐efficacy, alienation from peers, and a lack of trust among peers. Implications are provided for counselors and psychologists in college‐ and university‐based counseling centers to help them to understand and provide assessment and treatment for adult children of helicopter parents. 相似文献
904.
An increasing proportion of tertiary students are aged 25 and over, and many of these students choose to study at a distance in order to more easily combine their studies with their family and work commitments. Higher attrition rates and lower course completion rates for this group highlight the need for a greater understanding of their student experience. To explore whether age and mode of study impact on student engagement, satisfaction, learning and departure intention, data from the Australasian Survey of Student Engagement from 1116 first-year undergraduate students from a single New Zealand university were analysed. Results confirm the influence of student engagement on both student satisfaction and learning, in particular the importance of a supportive learning environment. The findings suggest that while older and distance students are less likely to engage in active learning strategies with their fellow students, they have a much greater capacity to integrate their learning with their work experience. The finding that these students are as satisfied as the more traditional-aged, on-campus students suggests that their experience is different, but not second-rate. Universities need to build on the strengths of these students as well as provide greater opportunities for them to form collaborative relationships with similar students. Limitations stemming from the timing of the survey and the inherent limitations of cross-sectional surveys suggest the need for more in-depth longitudinal work to understand the changing nature of engagement for these students and to explore why they engage differently with their studies. 相似文献
905.
Meree Reynolds Alison Madelaine 《International Journal of Disability, Development & Education》2009,56(1):17-35
This rejoinder provides comment on issues raised by Schwartz, Hobsbaum, Briggs and Scull (2009) in their article about evidence‐based practice and Reading Recovery (RR), written in response to Reynolds and Wheldall (2007). Particular attention is paid to the processes and findings of the What Works Clearinghouse evaluation of RR. The suggestion that this evaluation is flawed casts doubt about some of its findings. The authors maintain their earlier stance that RR is effective for many students but do not accept that there is evidence that initial gains are sustained through the primary grades, that RR is an efficient tier two intervention in a response to intervention approach and that significant cost benefits have been demonstrated in education systems. It is concluded that research into alternative interventions that could be implemented at lower cost is warranted. 相似文献
906.
Linda Price 《Instructional Science》2007,35(4):317-341
This goal of this study was to examine the differences between lecturers and students’ perceptions of the accessibility of instructional materials. The perceptions of 12 mature computing distance education students and 12 computing lecturers were examined using the knowledge elicitation techniques of card sorting and laddering. The study showed that lecturers had pedagogical views while students tended to concentrate on surface attributes such as appearance. Students perceived instructional materials containing visual representations as most accessible. This has two implications for the professional development of computing lecturers designing instructional materials. First, lecturers need to appreciate the differences between expert and novice views of accessibility and how students will engage with the materials. Second, lecturers need to understand that learners perceive instructional materials containing visual representations as more accessible compared to ‘text only’ versions. Hence greater use of these may enable students to engage more readily in learning. Given that print is the ubiquitous teaching medium this is likely to have implications for students and lecturers in other disciplines. 相似文献
907.
Numerous studies have documented the infrequent use of learner‐centered instruction in college science and mathematics classrooms and its negative effects on undergraduate learning and motivation. The present research deepened understanding of why. Specifically, an Internet survey was constructed that explored obstacles, supports, and incentives for instructional innovation in the classroom and was sent out to college science and mathematics faculty of Louisiana. Results revealed that colleges generally were perceived to assign little or an indeterminate weight to instruction in personnel decision making. Faculty members generally have little training in pedagogy; but when they do, they are more likely to consult sources of instructional innovation and consider teaching an important part of their professional identities. Data concerning the most common sources of instructional innovation information are presented. Several suggestions are made for institutional reform that if enacted might contribute to systemic improvement in the quality of instruction undergraduates receive. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 相似文献
908.
To interrogate pedagogical discourses relating to child behaviour as “practices that systematically form the objects of which they speak” this paper features the analysis of three texts through the development and deployment of what might be called a poetics of pedagogical discourse. The principal text is a statement describing “problematic” behaviour in school. Of concern is how this particular statement functions—what does it do and with what effects? Here my analysis will be informed by the examination of two other texts. Each demonstrates techniques in the production of meaning; specifically, how performative language and intertextuality contribute to and enhance the constitutive properties of discourse. The aim is, first, to “try to grasp subjection in its material instance as a constitution of subjects” through the interrogation of discursive practices that, in objectifying and subjugating individual school children, create the condition of possibility for the recognition and classification of disorderly behaviour and behaviour disorders, such as attention deficit hyperactivity disorder. A second, but no less important, aim is to call attention to the dangers inherent to the ways in which child behaviour comes to be described in schools. 相似文献
909.
The Effects of Students’ In- and Out-of-Class Experiences on their Analytical and Group Skills: A Study of Engineering Education 总被引：1，自引：1，他引：0
This study examined the unique and joint contributions of engineering students’ classroom and out-of-class experiences on the development of two sets of skills central to students’ successful performance as engineers: analytical and group skills. Although the study focuses on engineering, the conceptual underpinnings and criterion measures are relevant to studies of teaching and learning in other fields. Multiple regression analyses using data from 4198 graduating engineering students on 39 campuses nationwide indicate that, after controlling an array of students’ precollege characteristics, both students’ classroom and out-of-class experiences make statistically significant and independent contributions to student learning in both skill areas. An earlier version of this paper was presented at the meeting of the Association for Institutional Research, June 2005, San Diego, CA. This study was supported by a grant from the Accrediting Board of Engineering and Technology (ABET, Inc.). The opinions expressed here do not necessarily reflect the opinions or policies of ABET, and no official endorsement should be inferred. 相似文献
910.
A 2 × 2 quasi-experimental design was used to investigate the impact of extrinsic incentives and reflection on students’ calibration of exam performance. We further examined the relationships among attributional style, performance, and calibration judgments. Participants were 137 college students enrolled in an educational psychology course. Results differed as a function of exam performance. Higher-performing students were very accurate in their calibration and did not show significant improvements across a semester-length course. Attributional style did not significantly contribute to their calibration judgments. Lower-performing students, however, were less accurate in their calibration, and students in the incentives condition showed significant increases in calibration. Beyond exam scores, attributional style constructs were significant predictors of calibration judgments for these students. The constructs targeting study and social variables accounted for most of the additional explained variance. The qualitative data also revealed differences by performance level in open-ended explanations for calibration judgments. 相似文献