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1.
Megan K. Schraedley Hamilton Bean Sarah E. Dempsey Mohan J. Dutta Kathleen P. Hunt Sonia R. Ivancic 《Journal of Applied Communication Research》2020,48(2):166-185
ABSTRACTThis forum brings together food, (in)security, and communication. The authors participating in this forum center communication as both process and tool for understanding, mitigating, and making meaning of food (in)security. The nine authors together discuss the role of communication in food (in)security, the central challenges for scholars and practitioners working on food (in)security, and the creative possibilities and impacts influencing the future of food (in)security. The forum produces a call for applied scholars to re-imagine communication frameworks in order to make meaningful differences in their communities. 相似文献
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Phoebe Waring Gail Woodyatt 《International Journal of Disability, Development & Education》2011,58(2):155-168
Substantial research has detailed the reading deficits experienced by children with Duchenne muscular dystrophy (DMD). Although phonological awareness (PA) is vital in reading development, little is known about PA in the DMD population. This pilot study describes the PA abilities of a group of five young children with DMD, comparing the results with those of a group of children with spinal muscular atrophy and with those of a group of typically developing children. The Preschool and Primary Inventory of Phonological Awareness was used to assess the PA skills of the participants. Results indicated that the children with DMD performed significantly poorer than the typically developing group on tests of Syllable Segmentation, Rhyme Awareness, Alliteration Awareness and Phoneme Isolation and significantly poorer than the spinal muscular atrophy group on Rhyme Awareness. The findings of this pilot study indicate that children with DMD may have an increased risk of having PA difficulties, thus requiring early PA training. 相似文献
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The relationship between cognitive style and trainee teacher conceptions of differentiation was studied to develop appropriate
scaffolding of their learning. 149 trainee teachers enrolled on 1 year postgraduate initial teacher education (ITE) programmes
at two UK universities completed the Cognitive Style Index (Allinson and Hayes, Journal of Management Studies, 33(1):119–135,
1996; Hodgkinson and Sadler-Smith, Journal of Occupational and Organisational Psychology, 76(2):243–268, 2003) and a questionnaire exploring their understanding of differentiation, conceptions of learning and learning preferences.
A stratified sample of these trainees was also interviewed to assess their understanding and prior knowledge of differentiation
and learning styles and how they would plan for these in the classroom. Responses were coded using content analysis procedures.
Cognitive style was found to impact on trainees’ conceptions of differentiation; for example, trainees demonstrating higher
levels of analysis and intuition had a more developed understanding of differentiation than other cognitive styles. In relation
to the findings, the use of a constructivist pedagogical tool: a Personal Learning Styles Pedagogy (Evans and Waring, Zhang
& Sternberg (Eds.), Perspectives on the nature of intellectual styles, 2009) is presented to inform the reconceptualisation of ITE programmes. In so doing, the use of this tool addresses key issues
raised in recent international policy debates concerning the necessary development of ITE for twenty-first century learner
needs. 相似文献
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David Hamilton 《British Journal of Educational Studies》2002,50(1):144-164
Scholarship in education beyond school has developed largely outside university departments of education, and has rarely engaged systematically with the study of education in schools. The paper concentrates on three areas: adult education, higher education, and further education. The development of the extra-mural tradition meant that adult education was less an object of scholarly study than a means of spreading scholarship to the wider population, with important exceptions such as historical studies. Since the 1970s, the volume of research and postgraduate education in adult education in British universities has grown considerably. The study of higher education was marginal until the 1960s; its subsequent development was relatively slow until the 1990s, when the quality of university teaching came under wider external scrutiny. The study of further education and vocational training is characterised by disciplinary fragmentation, with much activity taking place in departments of psychology, economics, sociology and management, as well as in those former polytechnics that specialised in training further education teachers. The rise of integrative concepts such as lifelong learning suggest greater potential for cross-disciplinary scholarship that can engage the diverse body of those interested in teaching and research about this field. 相似文献
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