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Alan Barnard Waveney Croft Rosemary Irons Natalie Cuffe Wasana Bandara Pamela Rowntree 《高等教育研究与发展》2011,30(4):435-448
This paper reports on the outcomes of a peer partnership program trialled at the Queensland University of Technology (QUT), Australia. The program was designed based on a community of practice methodology to bring together academic staff for the purpose of advancing teaching practice. The program encouraged professional and supportive environments for the purpose of critical reflection and personal development. The belief was that quality teaching is core business and vital to university organisational goals. Peer partnership programs support improvement in teaching and learning. Participants in the program reported the program enhanced their commitment and insight into teaching and that there is willingness to be involved if supported by colleagues and an organisation. Feedback from participants in the program was positive and outcomes arising from the QUT Peer Partnership Project were the development of an online peer partner tool-kit, staff development training, an instructional DVD and integration of the project goals within QUT staff development programs. 相似文献
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Rosemary Flanagan 《Psychology in the schools》1995,32(1):5-11
Little literature addresses the difficulty of conducting an unbiased assessment of youngsters whose second language is English but who are conversational in English and no longer qualify for English as a Second Language services. Academic difficulty frequently persists, although the children appear functional in English. The use of the Kaufman Assessment Battery for Children (K-ABC) is discussed in relation to the Wechsler Intelligence Scale as a second measure of cognitive ability for youngsters of various linguistic backgrounds. In the cases presented, the use of the K-ABC illustrated that the youngsters had higher cognitive ability than was measured by the Wechsler Intelligence Scale for Children-Revised (WISC-R), which in turn guided educational decisions. Additionally, the utility of the K-ABC for assessing youngsters from linguistic backgrounds that may not be adequately represented in the norm sample is suggested. Implications for school psychology practice are discussed. 相似文献
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Nicola Yuill Darren Pearce Lucinda Kerawalla Amanda Harris Rosemary Luckin 《Journal of Research in Reading》2009,32(1):109-125
Two studies assessed the role of Separate Control of Shared Space (SCoSS) technology in supporting peer collaborative discussion and comprehension. We hypothesised that providing equitable shared input to two literacy tasks (both good predictors of comprehension skill) would support discussion to promote the joint construction of meaning, and hence individual progress. Study 1: 50 7–9‐year‐olds took a reading‐specific multiple classification (RMC) pre‐test, categorising words on two dimensions, before training on the task in pairs using SCoSS, dual‐control or individual technology. Discussion produced more accurate post‐test classification performance and SCoSS was associated with higher frequency of statements during training that combined both RMC dimensions (surface form and meaning of words). Study 2: 12 8–9‐year‐olds were pre‐tested on story recall and worked in pairs on a SCoSS‐supported story construction task, requiring collaborative inference‐making, hypothesis generation and selection. Post‐test story recall was predicted by the frequency of deductive causal statements during training. We discuss how technology can be used to promote collaboration and discussion that supports joint understanding and individual comprehension development. 相似文献