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1.
Academics across the world face increasing pressure to publish. Research shows that writing retreats have helped by creating dedicated writing time and building collegiality. A new form of ‘structured’ writing retreat was created to increase its impact by taking a community of practice approach. This paper reports on an evaluation, funded by the British Academy, in which participants were interviewed one year after structured retreat. They reported many changes in their approaches to writing and in their sense of themselves as writers and some of these changes were sustained on return to campus. This paper argues that structured retreat increases learning through participation and helps academics to mainstream writing in their lives and careers. We conclude by suggesting that, since publishing is a mainstream academic activity, it makes sense to mainstream this intervention in academic careers. 相似文献
2.
Writing retreats are structured events during which a group of people write in the same room over several days. In this paper, we report on findings from a study exploring the impact of writing retreats on PhD students’ writing and their sense of self as academic writers. A second aim of the study was to contribute to the search for appropriate pedagogies to support writing at the PhD level. The data consist of interviews with 19 PhD students who had taken part in writing retreats as well as evaluations and pre- and post-retreat reflections by these students. In the interviews, we discussed the role of writing retreats in the context of the students’ wider biographies as writers and how it relates to their experiences of writing. Our findings suggest that writing retreats can be important events for PhD students positively affecting their relationship with literacy [Besse, J.-M. 1995. L’écrit, l’école et l’illettrisme. Paris: Magnard]. Taking part in a retreat generates pleasure, emphasising the role of emotions in academic writing. Writing retreats and the opportunities they offer students to write and to reflect on their experiences as writers are a valuable part of PhD training. 相似文献
3.
This article focuses on the demands of assessment tasks to address the question: What is entailed in becoming recognised as an accomplished student‐writer? In taking up this focus, the writers use authentic samples to show how tasks for assessing writing can be read as instantiations of particular approaches to English education. They investigate how the tasks inevitably draw on cultural knowledges as a primary resource and raise the issue of what is involved when writing assessment moves away, as it is doing in some Australian schools, from concerns with personal voice and individual growth to a socially critical, discourse‐oriented approach. 相似文献
4.
In this study we investigated the role of reading, how writers coordinate editing with other writing processes. In particular,
the experiment examines how the cognitive demands of sentence composing and the type of error influence the reading and writing
performance. We devised an experimental writing task in which participants corrected an embedded error (orthographic near-neighbors
or far-neighbors) and completed a sentence (using 1 or 3 context words)—in either order. Data were collected by logging keystrokes
and recording eye-movements. The results revealed that both error and sentence complexity influenced the approach to error-correcting.
Participants generally completed the partial sentence first, and then corrected the error (approximately 90% of the items).
Task complexity reinforced this tendency. Moreover, in most of these cases, the error was fixated at least once prior to sentence
completion. This suggests that the error was detected (at least partially), but the correction response was inhibited. The
differences in cognitive load also affect the reading activity during planning. This investigation illustrates how the interplay
of two task factors, error and sentence complexity, appears to influence how writers coordinate error-correcting with sentence
composing. 相似文献
5.
Pamela L. Eddy 《Community College Journal of Research & Practice》2013,37(9-10):705-727
ABSTRACT Presidents are one of the most studied of administrative roles, yet little research occurs on understanding how these leaders construct their own leadership. Thus, the question guiding the research reported here concerned how community college presidents cognitively framed their leadership roles. This study involved the interviewing of 9 community college presidents. Findings uncovered 3 themes. The first theme identified how the presidents' underlying mental maps guided decision-making and leadership on campus. The second theme linked the basic cognitive orientation of the presidents with on-going situated cognition in their new work settings. Learning evolved based on environmental factors. The final category highlighted the dynamic and changing nature of the presidents' leadership role. The findings from the research reported underscore that college presidents are constantly learning and adjusting their conceptions of leadership. The foundation of this learning journey was each president's core schema and how the schema influenced the processing of new incoming information, ultimately impacting how the leaders made sense of it. While the college presidents were predisposed to a particular way of processing information and operating within an organization, they learned from their changing contexts. 相似文献
6.
Most traditional concepts about creative writers include the idea that creative talent is evident early - that productive and talented writers began their careers at a young age. Yet few empirical studies have actually examined this supposition. A study of 986 creative writers from the twentieth century investigated the relationship between the age at first publication and measures of productivity (numbers of works produced) and success (winning a Nobel or Pulitzer prize). While significant relationships were found between an early debut and increased productivity in poetry and total number of works, it is more noteworthy that a writer's age at first publication was not significantly related to total productivity in fiction or success. Implications for creative writers and teachers of creative writing are discussed, along with how these findings might be incorporated into the current standards-based reform efforts. 相似文献
7.
Rowena Murray 《British Educational Research Journal》2012,38(5):783-800
Writing journal articles is essential for academics and professionals to develop their ideas, make an impact in their fields and progress in their careers. Research assessment makes successful performance in this form of writing even more important. This article describes a course on writing journal articles and draws on interviews with participants one year after the course in which they identified persistent challenges. These writers’ accounts make visible some of the processes of writing for publication that are often tacit and identify key writing strategies. However, they also identify barriers to writing in academic workplaces and those professional workplaces where academic writing is produced. This article concludes by suggesting that while research assessment values written outputs over almost everything else, it is equally important to legitimise writing processes—and to be able to articulate the development of these processes—in communities of research practice. 相似文献
8.
Liz Chamberlain 《Literacy》2019,53(1):39-45
This paper examines the nature of the out‐of‐school writing practices of three primary‐aged children aged 9–10. In particular, it explores the writing these children chose to undertake at home including ‘for school’ writing, completed at home. The study's findings reveal the ways in which these three, developing young writers engage and interact with writing and how this differs to writing for school, completed at home. To better understand the implications of national surveys that reveal a causal relationship between writing for enjoyment and positive writing attainment this research sought to expose the range and versatility of the children's home and volitional writing practices. The children in this case study were not selected because they were writers but merely that they engaged with writing away from school. The study employs an ecological paradigm (Bronfenbrenner, 1979 ) to explore the participation and interaction of the children with their writing practices within the complex environment of home. The paper makes the case for teachers to be more curious about the private worlds of out‐of‐school text creation to better appreciate the provenance of home writing events and artefacts. 相似文献
9.
Paul W. Grimes Joyce E. Nielsen James F. Niss 《The American journal of distance education》2013,27(2):36-43
Abstract Correspondence study represents the first and most persistent distance education format in American universities. Later called independent study, it enabled universities to disseminate instruction far beyond their campuses. Yet, national‐level leadership provided by the National University Continuing Education Association (NUEA) and its divisions has been relatively restrained. In contrast, leadership in the private correspondence school sector has been assertive, and sometimes even aggressive. The NUEA and its members shunned this approach, choosing instead to lead by persuasion and example. The NUEA developed standards of practice concerned primarily with replicating on‐campus teaching styles and values, rather than the promotion of distance education. With the abolition of its division structure, the NUEA's successor, the University Continuing Education Association (UCEA), has opted out of a leadership role in independent study. This paper concludes that the NUEA's initial attempt at leadership in distance education— while reasoned and principled—contained flaws that made failure inevitable. 相似文献
10.
Paul Connolly 《British Journal of Sociology of Education》1995,16(1):75-92
The past decade has witnessed the publication of a growing number of important ethnographic studies investigating the schooling experiences of Black students. Their focus has largely been upon student‐teacher relations during the students’ last few years of compulsory education. What they have highlighted is the complexity of racism and the varied nature of Black students’ experiences of schooling. By drawing upon data from a year‐long ethnographic study of an inner‐city, multi‐ethnic primary school, this paper aims to compliment these studies in two ways. Firstly the paper will broaden the focus to examine how student peer‐group relations play an integral role, within the context of student—teacher relations, in shaping many Black students’ schooling experiences. By focussing on African/ Caribbean infant boys, it will be shown how student—teacher relations on the one hand, and peer‐group relations on the other, form a continuous feed‐back loop; the products of each tending to exacerbate and inflate the other. Secondly, by concentrating on infant children, the paper will assess the extent to which these resultant social processes and practices are also evident for Black pupils at the beginning of their school careers—at the ages of five and six. 相似文献
11.
Hamish Coates 《Assessment & Evaluation in Higher Education》2007,32(2):121-141
Knowing how campus‐based students engage in key online and general learning practices can play a central role in managing and developing university education. Knowledge in this area is limited, however, despite recent advances in student engagement research, and widespread adoption of online learning systems. This paper responds to the need to develop such knowledge, by documenting the development and application of a typological model of online and general campus‐based student engagement. It reports the statistical analyses used to develop the model, and analyses the model’s structure and substance. The model is exemplified by considering what it says about how increasingly powerful and pervasive online technologies might be leveraged to enhance campus‐based student engagement. 相似文献
12.
How do question writers compose external examination questions? Question writing as a socio‐cognitive process 
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下载免费PDF全文 Martin Johnson Filio Constantinou Victoria Crisp 《British Educational Research Journal》2017,43(4):700-719
The focus of this research is on the practice of education examination question writing. Educational examinations are tests that are taken by candidates in schools or colleges but that are externally developed, administered and marked by an assessment organisation. Whilst the practice of writing external examination questions is ubiquitous, previous research in this area is limited and has tended to adopt a cognitivist approach. This current project sought to extend this area of enquiry by looking at educational examination question writing as a socio‐cognitive process. The project involved a group of seven examination question writers (known as ‘setters’) from a range of subject areas. To capture evidence of question writing practices, each setter was observed remotely using video technology whilst they carried out a question writing task. The video material was then used to facilitate a stimulated recall session where individual setters could explain the processes that motivated their observed behaviours. Analyses suggested that the setters shared a common model of the writing process, which comprised three basic but interconnected phases: thinking about writing; writing and reflective thinking; and reviewing. In addition, question writing practice was influenced by the social system of examining through the way in which the setters considered a variety of perspectives during the writing task. This insight gives an indication of how setter practice develops; implicating a sociocultural perspective which suggests that the broader social context of examination question writing is an inevitable influence on setter practice. 相似文献
13.
阮小燕 《湖北大学成人教育学院学报》2013,(1):62-64
成功的中文写作者是否在英文写作上也得心应手?本研究的目的旨在找到该问题的答案。25名非英语专业二年级学生被随机抽样并完成了中英文两个写作任务。方差分析结果表明:被试的中文写作能力对其英文写作有着正面的影响,其中文写作策略显著正迁移至英文写作。 相似文献
14.
Over the past 20 years, relational theories of leadership have gained increased traction in the global discourse in educational leadership. This is observable in the increased frequency with which scholars have begun to construct leadership within the sociocultural and institutional systems of different societies. This study addressed the question, “How is effective school leadership constructed in the multi-faceted education context of modern day Vietnam?” We employed a multi-site case study research design to collect qualitative data from several stakeholder groups in three Vietnamese schools. Analysis centered on describing and synthesizing how principal leadership was constructed in these settings. This study “contextualized school leadership” by describing how leadership themes of managing relationships, preserving harmony, and teacher empowerment were shaped by institutional, political and socio-cultural forces in Vietnamese society. The findings support the importance of contextualizing leadership in order to understand differences in how “effective school leadership” is constructed and understood across different societies. 相似文献
15.
For many academic women, making space in our daily lives to write is an ongoing struggle. We struggle, too, to make imaginative space in which we are central as writing subjects. It is important to find ways to intervene in this struggle, to make writing practices more personally pleasurable as well as more productive. Here two such interventions are described - a week-long writing retreat for women from several universities in New Zealand and an ongoing writing group in one university in Australia. While the interventions partly focus on practical matters like getting started on writing, increasing productivity and satisfaction, and getting published, we are particularly interested in exploring how women do and do not understand ourselves to be academic writers and the implications of this for our practices. In the first part of the paper, we explore the writing dilemmas that face many academic women. Then we go on to describe the interventions we are involved in and the positive outcomes reported by participants. We close with a brief discussion of the academic developer's role in enhancing the experience of writing for academic women. 相似文献
16.
Shaun Slattery 《Technical Communication Quarterly》2013,22(3):311-325
This article presents findings from a recent study of mediated writing in a technical writing firm to examine distributed work conditions and how they affect the practices of individual technical writers. Distribution of labor, texts, and technologies for producing documentation creates complex information environments that writers must negotiate. In doing so, they practice two kinds of expertise central to technical writing as a profession—technological and rhetorical skill. This article examines how those skills are affected by distributed work. 相似文献
17.
《Educational Philosophy and Theory》2013,45(4):321-335
This paper addresses the subject of textual creativity by drawing on work done in classical literary theory and criticism, specifically new criticism, structuralism and early poststructuralism. The question of how readers and writers engage creatively with the text is closely related to educational concerns, though they are often thought of as separate disciplines. Modern literary theory in many ways collapses this distinction in its concern for how literariness is achieved and, specifically, how ‘literary quality’ is accomplished in the textual and the social dimension. Taking literary and aesthetic creativity as a point of departure in the reading of five central authors in classical literary criticism, the paper identifies the processes of narrative imagination and emotional identification as central to the role that the textual dimension plays in the creative process of the author/reader—particularly in the way it provides a space for experimentation and self‐reflexion through ‘storying’. 相似文献
18.
Josephine Brady 《English in Education》2009,43(2):129-147
This study explores an area of writing that has been largely neglected – children’s imaginative writing at home. In an educational climate dominated by the standards agenda and top‐down directive discourses, this study draws inspiration from children who are creating opportunities for writing themselves and are developing agency through their writing at home. The positive approach to reading advocated in Margaret Clark’s (1976) seminal work on ‘young fluent readers’ has been very influential. Rather than reporting what children are unable to do, Clark explored the early experiences and home setting of competent pre‐school readers, posing the question: what can they teach us? Taking this lead, one of the premises of this study is that we should similarly seek to understand the experiences of young competent writers so that we can learn more about children who choose to write of their own volition outside of school. This paper presents the findings of the preliminary phase of an ongoing doctoral study. Drawing on questionnaire data, it specifically focuses upon Year 5 and 6 teachers’ views of children’s imaginative home writing, exploring problems of identification and teachers’ perceptions of their pupils as imaginative writers at home. 相似文献
19.
《Journal of Further & Higher Education》2012,36(8):1109-1119
AbstractUniversities’ performance indicators for scholarly outputs depend on academics having productive and sustainable writing behaviours. Research shows that writing programmes can increase research output, but less is known about which writing processes are productive. A project was initiated at a university which widened access to writing support to include staff who were not included in these performance targets, but who might be in the future. Following a writing for publication workshop, 36 academics were offered a place at a structured writing retreat. The evaluation aimed to increase our understanding of participants’ perceptions of their writing skills and processes before and after the retreat using a transactional model. We found that participants’ perceptions of their writing abilities were greater than their perceptions of their ability to employ effective writing practices. Both scores improved after the retreat. This finding confirms that a structured writing retreat provides an environment and structure for academics to practise effective writing. It enhances self-belief in the processes and skills required to produce output. Widening access to writing support for academics is essential for success in performance-based systems. Writing support must provide opportunities for academics to develop strong performance beliefs by practising writing skills and productive and sustainable writing processes. 相似文献
20.
Ilana Snyder 《English in Education》1997,31(2):23-33
When writers use hypertext — the technology that makes possible nonsequential, fully electronic reading and writing — to produce a fictional narrative, the result is interactive hyperfiction. This article charts what we know about electronic non-linear narrative: its origins, literary precursors and distinctive features. It also explores the potential of hyperfiction in the English classroom. Finally, it examines some of the difficulties associated with the use of hyperfiction as well as the hype that has surrounded its introduction into educational settings. 相似文献