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151.
Phil David John Birch John Batten Andrew John Manley Matthew Jeffery Smith 《Teaching in Higher Education》2013,18(6):660-672
The aim of this study was to examine the informational cues that students perceive to be influential when developing initial impressions and expectancies of a lecturer. Undergraduate university students (n = 452) were required to rate the extent to which 30 informational cues (e.g. gender, qualifications) influence their initial perceptions of a lecturer. Following exploratory factor analysis (EFA), a five-factor model (i.e. appearance (APP), accessories (ACC), third party reports (TPR), communication skills (CS), nationality/ethnicity (NE) was extracted. Inspection of mean scores identified that students rated TPR (e.g. teaching experience) and CS (e.g. speed of speech) to be influential factors in forming initial impressions and expectancies of a lecturer. The findings identify the potential for expectancy effects within student–lecturer interactions. 相似文献
152.
Elias Avramidis Phil Bayliss Robert Burden 《International Journal of Inclusive Education》2013,17(2):143-163
This paper represents the outcomes of an in-depth case study of a secondary school in the south-west of England, identified as inclusive by the local education authority (LEA). The study, which formed the second part of a ‘bricolage’ approach, utilized ethnographic research methods, with the aim of investigating inclusion in a holistic way, at the school level. Data were collected through interviewing of a variety of school constituencies and participant observation. The analysis suggested that: (a) the participants were enculturated into the integration model; (b) although there were strong perceived academic benefits for the included students, the evidence is contradictory regarding the social outcomes of inclusion; (c) successful implementation of inclusion requires restructuring of the physical environment, resources, organizational changes and instructional adaptations; and (d) there was a perceived need for ongoing professional development. The findings reported in this investigation may be used to illuminate current practice in the LEA and to provide directions for formulating policies to support ‘inclusive practice’ in ways which are acceptable to teachers, parents and students. 相似文献
153.
George Papageorgiou Maria Grammaticopoulou Phil Michael Johnson 《International Journal of Science Education》2013,35(12):1647-1664
Thirty‐six pupils from three sixth‐grade classes (ages 11/12, n = 75) in Greece were interviewed pre‐ and post‐intervention in a piece of research on explanations of chemical phenomena. Software concerning chemical phenomena was incorporated in a teaching scheme, where the particle theory was used. After a 13 hour intervention, pupils’ explanations were categorized in five discrete categories. Only a few pupils could give satisfactory explanations, involving the integration of particle ideas at the level of atoms. The idea of chemical change seemed to be very difficult for the majority of pupils. Implications for the teaching of chemical phenomena at young ages are discussed. 相似文献
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156.
Rapid recovery in sub‐optimal readers in Wales through a self‐paced computer‐based reading programme
Basic literacy skills underlie much future adult functioning, and are targeted in children through a variety of means. Children with identified special needs in reading were exposed to a self‐paced computer‐based reading programme that focused on improving phonetic ability. Exposure was limited to three, 40‐minute sessions a week, for 10 weeks. The children were assessed in terms of their reading, spelling and mathematics abilities before the programme commenced, and immediately after the programme terminated. The programme improved reading and spelling by about eight months, but had no impact on mathematics. The results suggest that brief exposure to a self‐paced phonetic computer‐based teaching programme had some benefits for the sample. 相似文献
157.
In post-Bologna Europe, there has been a noticeable increase in English-medium instruction. In this article we take the case of Sweden as an illustrative example of the wider disciplinary issues involved in changing the teaching language in this way. By 2008 the use of English in Swedish higher education had risen to such an extent that it had to be regulated at the governmental level and through university language policies. Such policies have attempted to provide generalised pragmatic guidelines for language use across educational programmes. In this paper we argue that such general policies fail to take into consideration fundamental disciplinary differences and their potential impact on language use. We present a theoretical argument about the knowledge structures of disciplines, relating these to the disciplinary literacy goals of educational programmes. We then illustrate our argument using data from an extensive survey carried out at a major Swedish university. We conclude that the disciplinary variation in the use of English can be seen as a product of different knowledge-making practices and educational goals. This conclusion problematises “one-size-fits-all” language policies which only deal with general features of language use and do not allow for discipline-specific adjustments. 相似文献
158.
Wasyl Cajkler Phil Wood Julie Norton David Pedder 《Cambridge Journal of Education》2013,43(4):537-554
Lesson Study (LS) case studies were conducted in two secondary school teaching practice placements in England. Using Dudley’s framework, Geography and Modern Languages trainees and school-based colleagues collaboratively planned a ‘research lesson’. This was taught by the mentor while the trainee and other teachers observed the learning of three ‘focus’ students. The lesson was reviewed and revised for teaching to a parallel group by the trainee and the cycle of observation and evaluation was repeated. In post-lesson study interviews, analysed from a Communities of Practice perspective, mentors claimed that LS facilitated rapid integration of the prospective teacher into departmental working practices while trainees claimed they benefited from the team approach inherent in LS. The process enabled participants to explore collaboratively the ‘pedagogic black-box’ enriching the experience and learning of both trainees and mentors. Successfully integrated, LS improves support for teacher development in teaching practice placements. 相似文献
159.
This paper considers the impact of a small-scale action research project which focused on the development of an emergent approach to curriculum making in a general certificate in secondary education course in geography. In this context, we argue that complexity thinking offers a useful theoretical foundation from which to understand the nature of dynamic pedagogic change resulting from the application of action research methods. Results show that process-focused curriculum change can bring about shifts in both learning and assessment. This is seen as being the result of an emergence orientated approach to action research as a counter to more reductionist approaches which are often used and advocated in educational settings by teachers. We conclude that a combination of complexity thinking and action research can offer a valuable medium through which the educational needs of learners and teachers can be addressed in different, localized contexts. 相似文献
160.
George M. Craven, Oblect and Image: An Introduction to Photography (Englewood Cliffs, N.J.: Prentice-Hall, 1975—$11.50) Phil Davis, Photography (Dubuque, Iowa: Wm. C. Brown, 1975—$14.95/9.95) Clifton C. Edom, Photojournalism: Principles and Practices (Dubuque, Iowa: Wm. C. Brown, 1976—$14.95) 相似文献