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91.
Margaret Robertson Rex Walford Colin Barr Mike Morrish Frances Francis 《Cambridge Journal of Education》2000,30(3):421-438
The Land Use-UK Project was conducted with the support of teachers and students in schools throughout the UK. At the time they acted as surveyors of the landscape and, as well as mapping the land use, students recorded their perceptions of what they had seen together with their views for the future. Referred to now as the 'Views and Visions Project', these collective opinions from mostly whole class groups of students provide a database of 1287 responses. Along with the richness of discovery and meaning which the readings of these narratives of landscape experience provide, there have been many decisions to be made regarding the appropriate style and strategies needed for development of the data and interpretation and analysis of the research. This paper provides a reflection on the methodological decisions taken from the personal perspective of the authors as well as some critical comment on the limitations and possibilities of this essentially qualitative research approach. 相似文献
92.
Between institutional repositories and hosting journals, many libraries are becoming responsible for scholarly content in new ways. While Portable Document Formats (PDFs) are the most common formats today, the unique, local, serial content could be in a variety of formats. These items might be digitized text, born digital text, audio, video, images, or multimedia. This article discusses formats that will remain accessible through time (PDF/A, txt, xml) so that contents are not locked into proprietary formats. It will also discuss options for backing up items and associated metadata, including simple backups, off-site storage of files, Lots of Copies Keep Stuff Safe (LOCKSS), Private LOCKSS Networks, and Portico. The article offers suggestions for how your library might best preserve local content. 相似文献
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This paper revisits debates about the place of an intermediate qualification in British higher education and suggests that arguments can be revitalised to meet the criticisms of earlier proposals. The paper maintains that a suitably defined interim award remains necessary for the establishment of a national qualifications framework facilitating student choice and progression, and as a vehicle to deliver the next stage of expansion in higher education and beyond. Support for an 'Associate Degree' is likely to depend on characteristics which offer advantages to students and their employers, making it different from previous proposals and other international versions. 相似文献
96.
Much has been made about the difficulties students have in transferring their learning from one context to another. We suggest that students learning from examples use imitation, a subtype of analogical problem solving (APS). Whereas APS involves manipulating a mental representation, imitation involves mapping the surface features of a source example to a target problem and no assumptions are made about what a student knows. Often imitating a close variant of a source problem is likely to be relatively successful; however, trying to solve a distant variant by imitating an example creates difficulties in mapping values and adapting the source example to the target. In this paper we argue that some students' inability to transfer their learning is very often due to the teaching material rather than any failure on the part of the student. To this end, we have developed an interpretation theory based on the proportional analogy framework (a:b::c:d) which can be applied to text analysis. The theory is demonstrated using examples taken mainly from computer programming textbooks. 相似文献
97.
It is somewhat of a truism to say that reading is not what it used to be. ‘Texts’for reading now include many other media than simply print on pages and this fact has occasioned some concern among those who fear that reading television or computer-based texts may reduce or impoverish children's overall reading experience. Chris Robertson and her students have been investigating these issues through interviews with children and have found that reading and technology are not actually in conflict but can be mutually supportive. This article suggests that teachers need to think more creatively about how to use alternative texts in developing children's reading. 相似文献
98.
Yola Center Louella Freeman Gregory Robertson 《International Journal of Disability, Development & Education》2001,48(2):207-232
A within-school study of the effects of two different early literacy instructional programs on the reading proficiency of Year 1 students was undertaken in three schools in New South Wales, Australia all of which used Reading Recovery. The first program under examination was a "meaning"-oriented program used by six Kindergarten and Year 1 classrooms in the three schools. The second program, a "code"-oriented one, was implemented in the same six Kindergarten and Year 1 classrooms one year later. The code-oriented program, known as Schoolwide Early Language and Literacy (SWELL), stresses the explicit instruction of phonological awareness and the alphabetic code in context. All students, including both regular and Reading Recovery students, in the six non-SWELL classrooms were tested on four early literacy measures at the end of Year 1 when they had completed two years of schooling (comparison group). At the end of the following year, all Year 1 students in the six SWELL classrooms were tested on the same early literacy measures, when they had completed two years of schooling (experimental group). Results indicated that all regular and Reading Recovery students in SWELL classes significantly outperformed their regular and Reading Recovery counterparts in non-SWELL classes on tests measuring pseudoword decoding, reading connected text, invented spelling, and a standardised reading measure at the end of Year 1. However, Reading Recovery students as a group, whether in SWELL or non-SWELL classes, did not reach the average level of their peers on any of the four literacy measures used. Implications for the most effective combination of whole-class and tutorial programs for children at-risk of literacy failure are considered in the discussion. 相似文献
99.
Jac T. M. Davis Ellen Robertson Sheina Lew-Levy Karri Neldner Rohan Kapitany Mark Nielsen Melissa Hines 《Child development》2021,92(4):1574-1589
Preferences for pink and blue were tested in children aged 4–11 years in three small-scale societies: Shipibo villages in the Peruvian Amazon, kastom villages in the highlands of Tanna Island, Vanuatu, and BaYaka foragers in the northern Republic of Congo; and compared to children from an Australian global city (total N = 232). No sex differences were found in preference for pink in any of the three societies not influenced by global culture (ds − 0.31–0.23), in contrast to a female preference for pink in the global city (d = 1.24). Results suggest that the pairing of female and pink is a cultural phenomenon and is not driven by an essential preference for pink in girls. 相似文献
100.
Robertson Peter J. Picard France 《International Journal for Educational and Vocational Guidance》2021,21(2):395-404
International Journal for Educational and Vocational Guidance - This editorial introduces readers to the Capability Approach to career guidance. It outlines the origins of the approach in the work... 相似文献