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131.
132.
Nicola F. Johnson Nicoli Humphry 《International journal of qualitative studies in education》2013,26(6):723-739
The take-up of digital technology by young people is a well-known phenomenon and has been subject to socio-cultural analysis in areas such as youth studies and cultural studies. The Teenage Expertise Network (TEN) research project investigates how teenagers develop technological expertise in techno-cultural contexts via the use of a purposefully designed, youth-friendly, online environment – significant in this current age of Internet-mediated learning and rapid technological development. The design of TEN follows principles of ethnographic research adapted to an online environment. This article discusses the design, objectives and outworkings of this new media object, highlighting the tensions associated with conducting online research. This article considers why and how we should reengineer online methodologies and the complexities associated therein. It discusses the classification of this method considering the literature surrounding online data collection methods and virtual ethnography. 相似文献
133.
Nicola Rollock 《International Studies in Sociology of Education》2013,23(3):275-287
The continued lower academic attainment of Black (especially Black Caribbean) pupils is now well established. Yet, to date there has been no single coherent national Government strategy that has successfully closed the gap in educational attainment between either Black and White pupils or between Black pupils and the national average. Academic and policy debates centring on the causes and potential ways of addressing this gap remain marred by controversy and disagreement. This paper is based on qualitative research, which explores how staff and pupils at an inner city secondary school in the south of England construct academic success. Focusing on one aspect of the findings, it reveals that staff subscribe to two forms of success: an inclusive, low D to G grade success and an exclusive, high A? to C grade success, each of which are seen as attainable only by certain types of pupils. The appearance and behaviour of Black pupils, particularly those engaged in what is termed ‘Black street culture’, are seen as directly at odds with the aims of the school and therefore minimize their likelihood of attaining success in exclusive terms. 相似文献
134.
Sara Alves Nicola Gazzola 《International journal for the advancement of counseling》2013,35(4):298-316
This qualitative study addressed how experienced Canadian masters-level counsellors perceived the collective identity of their profession in terms of roles, abilities, reputation, and sense of unity. The study employed a variation of grounded theory methodology guided by two research questions: (a) how do experienced counsellors view the professional identity of counselling?, and (b) how do counsellors describe their professional roles and practices? Nine categories of counsellor perceived identity and nine categories related to roles and practices emerged. Findings are discussed in light of the emerging trend toward the statutory regulation of counselling and psychotherapy in Canada. 相似文献
135.
Becoming a history teacher requires the integration of pedagogical knowledge, pedagogical content knowledge, and content knowledge. Because the integration of knowledge from different disciplines is a complex task, we investigated prompted learning journals as a method to support teacher students’ knowledge integration. Fifty-two preservice history teachers participated in the experimental study. They read a text about a historical event, a text about teaching history, and a text about cognitive learning processes. Then they wrote a learning journal entry about the three texts. To support the journal writing, the participants in the experimental condition received four integration prompts, whereas the participants in the control condition received no prompts. In the prompted condition, the students engaged more often in integration strategies at the cost of rehearsal and organization strategies. Rehearsal and integration strategies predicted students’ recall of knowledge and their ability to evaluate learning tasks. Integration strategies as elicited in the journals predicted preservice teachers’ performance when designing a learning task for history education. In solving this task, the prompted preservice teachers used the information from the three texts in a more balanced way than the unprompted students who strongly focused on content knowledge. The study illustrates the potentials of learning journals as a method to support knowledge integration in history teacher education. 相似文献
136.
Student voice and pupil empowerment projects are common in many mainstream schools. However, such initiatives are more challenging to implement in provision for students experiencing (social), emotional and behavioural difficulties (SEBD). As a consequence, they are less frequently attempted. This article reports one such attempt at an SEBD special school, where a student research group was formed to evaluate the school's behaviour policy. The students' views remind professionals of the need for consistency, positive relationships and communication underpinning behaviour management strategies. The article also reflects on a number of issues to consider when implementing such projects in special education contexts. 相似文献
137.
Pearce-Smith N 《Health information and libraries journal》2006,23(1):32-40
OBJECTIVE: To establish a journal club for librarians, which aimed to develop appraisal skills and assist in the application of research to practice. METHODS: Fourteen health librarians were invited to attend a journal club. Each month a librarian was responsible for preparing a scenario, choosing a research paper, and selecting a checklist. The paper was appraised by the club, and a critically appraised topic (CAT) prepared. Six months later, a questionnaire was sent to all librarians. RESULTS: Six out of 14 librarians attended the journal club and five out of six returned the questionnaire. All five agreed that attending the journal club helped them develop appraisal skills, write a CAT and be more critical of research. Four agreed they always identified a research paper first, then formulated a question. One librarian agreed that applying results to their own practice was difficult, one disagreed and three were neutral. CONCLUSION: Journal clubs can be effective at developing appraisal skills and writing a CAT, as well as increasing the reading of library research. Librarians still need assistance in identifying and using questions directly from their own practice. The journal club has helped some librarians to apply evidence to practice, but others find the research is not always directly relevant. 相似文献
138.
This study examined epistemic metacognition as a reflective activity about knowledge and knowing in the context of online
information searching on the Web, and whether it was related to prior knowledge on the topic, study approach, and domain-specific
beliefs about science. In addition, we investigated whether Internet-based learning was influenced by epistemic metacognition
and the individual differences examined. Seventy 8th grade students were interviewed retrospectively after searching for online
information about the scientifically controversial topic of dinosaur extinction. Both qualitative and quantitative analyses
were performed. Findings showed that participants expressed reflections about the simplicity/complexity, certainty/uncertainty,
source, and justification of knowledge at different levels of sophistication, according to three patterns of epistemic metacognition.
Prior knowledge was not related to epistemic metacognition in the search context, while study approach and epistemic beliefs
about science were associated significantly, although modestly, with aspects of online knowledge evaluation. Moreover, findings
revealed that Internet-based learning was influenced by overall science-related epistemic beliefs. Learning from Internet
sources was also affected by study approach and epistemic reflections about the justification of online knowledge, as well
as by the interaction between beliefs about the justification of scientific knowledge and beliefs about the justification
of the knowledge accessed concerning the topic. 相似文献
139.
This study examined the extent to which multimedia features of typical literacy learning software provide added benefits for
developing literacy skills compared with typical whole-class teaching methods. The effectiveness of the multimedia software
Oxford Reading Tree (ORT) for Clicker in supporting early literacy acquisition was investigated through a classroom-based
intervention study by comparing ORT for Clicker to traditional ORT Big Books. Sixty-one typically developing readers, aged
5–6 years, from four primary classes were each given the two interventions. Each intervention was delivered over five one-hour
sessions over the course of 1 week. Performance on tasks of written word recognition, written word naming, and phonological
awareness, was measured before and after each intervention. Significantly greater gains in word recognition, word naming,
rhyme awareness, segmentation skill, and grapheme awareness were found after the ORT for Clicker compared to the traditional
ORT Big Book intervention. This study shows that whole-word multimedia software can be more effective than traditional printed
texts from the same reading scheme at supporting the development of early literacy skills. 相似文献
140.
This article draws on data emerging from an evaluation of behaviour support strategies in secondary schools in an education authority in Scotland. The authors all work at the University of Glasgow. Jean Kane has research and teaching interests in the area of special educational needs; she offers consultancy to local authorities in the development of inclusive policies and practices in schools. Dr George Head has research and teaching interests in the area of social, emotional and behavioural difficulties and social inclusion; he is also an experienced teacher. Both Jean Kane and George Head are lecturers in the Faculty of Education. Nicola Cogan is a researcher at the Strathclyde Centre for Disability Research and has a background as a research psychologist in the health sector.
In Scotland, the growth of behaviour support provision is closely related to broader policy on social inclusion. It is argued in this article that new models of behaviour support can be developed in the light of previous and related experience in the development of inclusive support systems in schools. The authors present a typology of behaviour support, drawing upon their evaluation of provision, and discuss the characteristics of the types of support that emerge. Using data from exclusion statistics, pupil case studies and interviews with teachers, managers, pupils and parents, Jean Kane, George Head and Nicola Cogan explore the implications of their work for future developments in support for pupils who present difficult behaviours. 相似文献
In Scotland, the growth of behaviour support provision is closely related to broader policy on social inclusion. It is argued in this article that new models of behaviour support can be developed in the light of previous and related experience in the development of inclusive support systems in schools. The authors present a typology of behaviour support, drawing upon their evaluation of provision, and discuss the characteristics of the types of support that emerge. Using data from exclusion statistics, pupil case studies and interviews with teachers, managers, pupils and parents, Jean Kane, George Head and Nicola Cogan explore the implications of their work for future developments in support for pupils who present difficult behaviours. 相似文献