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31.
Sally Baker 《Assessment & Evaluation in Higher Education》2017,42(1):18-36
The lament that ‘students can’t write’ remains loud and defiant, even after years of research pointing to the myriad factors that make students’ writing challenging, particularly when they move into university. This paper reports on a longitudinal, ethnographic study which explored students’ writing ‘in transition’, from A-levels to university in the UK, through the critical lens offered by the academic literacies conceptual framing. This paper offers critical analysis of the ways that students, teachers and institutions position writing at A-level and university, exploring the assumptions and beliefs that underpin their understandings and practices using Ivani?’s framework of discourses of writing. The analysis proposes that the centrality of assessment in the treatment of language at both levels creates an ‘assessment discourse of writing’, which originates in school, and becomes a defining and restrictive frame for students’ writing as they move into higher education. The analysis further suggests that assessment is the principal cause for the students’ challenges with adapting to the writing requirements of university. Moreover, assessment is used as a metalanguage for discussing writing at A-levels, and can become an unhelpful ‘anchor of continuance’ for students as they move into university. 相似文献
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Research Findings: This study examined associations between the expressive vocabulary of classroom peers and children’s own vocabulary knowledge using conceptual scoring in a linguistically diverse sample of 4-year-olds who attended universal preschool programs in a metropolitan area. Higher peer conceptually scored expressive vocabulary was associated with higher conceptually scored expressive vocabulary for all children. The association was stronger for children who were dual language learners (DLLs), such that higher peer ability was associated with stronger growth in conceptually scored expressive vocabulary for DLLs across languages than for children fluent in English. Practice or Policy: This research suggests that policymakers may want to investigate the advantages of setting aside slots in targeted programs for children who have stronger conceptual vocabularies. Administrators should consider conceptual and verbal ability and classroom composition when assigning children to classes. This research also suggests that greater use of intentional pairs or small groups and strategies such as coaching peers in supporting one another’s conceptual vocabulary may be particularly important for DLLs. 相似文献
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The C.R.E.A.T.E. (Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment) method uses intensive analysis of primary literature in the undergraduate classroom to demystify and humanize science. We have reported previously that the method improves students' critical thinking and content integration abilities, while at the same time enhancing their self-reported understanding of "who does science, and why." We report here the results of an assessment that addressed C.R.E.A.T.E. students' attitudes about the nature of science, beliefs about learning, and confidence in their ability to read, analyze, and explain research articles. Using a Likert-style survey administered pre- and postcourse, we found significant changes in students' confidence in their ability to read and analyze primary literature, self-assessed understanding of the nature of science, and epistemological beliefs (e.g., their sense of whether knowledge is certain and scientific talent innate). Thus, within a single semester, the inexpensive C.R.E.A.T.E. method can shift not just students' analytical abilities and understanding of scientists as people, but can also positively affect students' confidence with analysis of primary literature, their insight into the processes of science, and their beliefs about learning. 相似文献
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The purpose of this qualitative study was to examine how district leaders of two school systems in the USA describe an effective principal. Membership categorisation analysis revealed that district leaders believed an effective principal had four major categories of characteristics: (1) documented characteristics (having a track record and being a good manager), (2) instructional skills (instructional leadership and data leadership), (3) interpersonal skills (team player and community leader) and (4) perceptual characteristics (being a perfect fit for school and passionate leader). Based on the findings, a graphical model of portraying an ‘effective principal’ from the point of view of district leaders is constructed. Implications for policy, research, practice and leader preparation are offered. 相似文献
35.
This paper deals with the on-going practice of a critical action learning set who come together to meet their needs for coaching supervision as a group of executive coaches working from, and within, the University sector in South Wales. The reasons for the successes of, and the challenges around, this practice of four years standing have been articulated using an academic backdrop. The use of multi-factorial supervision has been heralded as being able to give a more rounded form of supervision which, despite its challenges, has, in this example, stood the test of time. Further data are required to try to understand if this form of supervision provides better coaching to the executive field in South Wales and beyond, and what can be learnt from the practice of supervision in general. 相似文献
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Sally Reardon 《Journalism Practice》2016,10(7):939-949
Using the tools of discourse analysis, this research identifies the competing and sometimes contradictory public discourses around the requirements for the next generation of journalists—those of journalism educators, industry accreditation bodies, and of employers and journalists in the wider media landscape. Investigating and identifying the tensions in this debate may help all the parties to reflect on how the values and aims of the professional journalist are constructed and how this may impact on potential journalists entering education and the industry. 相似文献