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101.
Lorraine Tempel 《Journal of Teaching in Social Work》2013,33(2):237-238
Social work educators require textbooks and other teaching materials that can be used in research courses to enhance student learning. Likewise, social work practitioners require resource books that can be used to enhance practice. This article provides an essay review of four recently published books representing diverse viewpoints on social work research, and discusses these books in the context of the Council on Social Work Education (CSWE) 2008 Educational Policy and Accreditation Standards and the National Association of Social Workers (NASW) Code of Ethics. The major aims, content, and scope of each book are reviewed as well as suggestions for their use in undergraduate or graduate courses, or as a resource for social work practitioners. 相似文献
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The decline in psychometric measures of general intelligence (g) and performance of similar laboratory-based tasks has been pivotal in shaping psychogerontology's views of the aging intellect, and by extension, the ability to learn. However, parallel to this is the consideration that the motivation and intellectual needs of older adults may change. The study presented here found that levels of need for cognition are closely related to older adults' performance on Piagetian tasks, indicating an intellectual lifestyle preference that operates alongside, and interactively with, performance on traditional intellectual measures. The implications of this are discussed. 相似文献
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Lorraine Gilleece 《Irish Educational Studies》2014,33(1):75-98
Recent years have seen an increased focus on school accountability in Ireland and calls for greater use to be made of student achievement data for monitoring student outcomes. In this paper, it is argued that existing data-sets in Ireland offer limited potential for the value-added modelling approaches used for accountability purposes in many other countries. Some reasons for this include: few longitudinal studies of student achievement, few population data-sets and limited data on student home background in the State examination data-sets. A cross-sectional contextualised attainment model (CAM) is presented using Junior Certificate data from 2009. While the model offers some potential for identifying schools performing significantly above or below average, its explanatory power is limited by the availability of appropriate student background data. It is proposed that the use of statistical models for the purposes of identifying high or low performing schools in Ireland would need to take account of findings from other countries regarding technical difficulties such as variable selection, missing data, and the need to avoid aggregated data. Other practical concerns discussed include the appropriateness of publishing league tables and the usefulness of such information for informing parental choice. 相似文献
105.
Ruth Marlow Brahm Norwich Obioha C. Ukoumunne Lorraine Hansford Siobhan Sharkey Tamsin Ford 《Assessment in Education: Principles, Policy & Practice》2014,21(4):412-426
Assessing Pupils’ Progress (APP) arose from a government drive to increase the amount of teacher-based assessment within school and to make this consistent across schools. We conducted semi-structured interviews with head teachers to gain insight into how their schools applied APP and we compared the APP levels for English and Maths, provided by teachers across 11 schools for 72 pupils, to a standardised assessment (Wechsler Individual Achievement Test-II; WIAT). There was a strong correlation between the APP and WIAT for literacy but not for numeracy. Head teacher interviews revealed that APP is used differently across schools and at times is used in a way inconsistent with government guidance, which raises the question of how teacher assessments are used and their purpose. Questions that should be considered are; how is moderation used in schools, what is the function(s) of teacher assessments and what is good practice in relation to these assessments? Clarity about the function of assessments is of vital importance as is ensuring that assessments are meaningful to teachers, pupils, families and schools, especially in light of the weight that can be placed on teacher assessments for all these groups. 相似文献
106.
Lorraine Stefani 《International Journal for Academic Development》2013,18(1):41-50
In the current climate of change and expansion within higher education in the UK, there are various drivers for change in the way the curriculum is designed and delivered. In the recent past, within the UK, the QAA has presented a Code of Practice with respect to HE provision for students with disabilities and changes in the legislation relating to access to higher education for students with disabilities. These developments have prompted funding councils to resource major projects relating to accessibility. Such is the complexity of terms such as 'curriculum', 'accessibility' and 'disability', that these funded projects require a multidisciplinary approach. However, questions arise as to whether the key players in these multidisciplinary projects actually fully understand each other and have a shared understanding of the terms of reference. This case study highlights some of the difficulties experienced within a multidisciplinary team that did not ensure a shared conception of the complexities of the change management project in which it was engaged. What comes to the foreground is the problematic concept of academic development and how it is understood outside of its own community. 相似文献
107.
Lorraine Stefani 《International Journal for Academic Development》2013,18(2):102-110
Abstract Academic Development is a diverse and complex profession that is becoming an increasingly important aspect of higher education, albeit that in general terms it is not necessarily highly enough valued at institutional and departmental levels. To raise the profile of the profession it may be tempting to provide a narrow definition of the nature of Academic Development and the appropriate credentials of the ‘Developers’. Such a move could stifle the creativity and the diversity of skills that exist within the profession and that render it problematic to define. However, to place value on our chosen field it is important for Developers to work towards a shared conception of Academic Development as a unique profession. The intention of this paper is to contribute to the dialogue and discussion of this issue through critical reflection on my personal journey into this profession. While some of the issues raised by Andresen (1996) relating to the nature of Academic Development, pathways to credibility within the profession and issues relating to accredited programmes for Academic Developers are addressed, it is important to state that this paper is limited to reflections on my own journey, which I consider to be neither unique nor ordinary, into the profession. 相似文献
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109.
Lorraine Thomas 《欧洲师范教育杂志》2018,41(2):246-261
The Postgraduate Certificate in Education (PGCE) has been a successful and popular initial teacher education (ITE) programme since the 1950s, with the masters level PGCE being successfully embedded within universities in England since 2007 and having high levels of student satisfaction. Recent White Papers, policy and reviews have undermined the academic award in ITE, however, favouring school-led initial teacher training and the minimum, essential professional award. Located within the Secondary ITE phase in two English universities, this article presents the value of studying education and the academic award at pre-service level via key stakeholder perceptions from interviews with teacher–educators and student–teachers within a case study. Findings highlight improvements to student–teachers’ knowledge and practice; enjoyment in working at a higher academic level; improvements to the ITE programme overall, including student–teacher support and student–teachers’ articulation of knowledge and practice; and enhanced opportunities for employability, career advancement and gaining a Master’s degree. 相似文献
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