An account of practice: employing drawings and stories to enable reflective learning     

Jane Robertson  Heidi le Sueur  Nicky Terblanche 《Action Learning: Research and Practice》2019,16(1):77-86

Facilitating reflection for personal growth in a business context requires careful thought and planning. As a learning process, Business-Driven Action Learning (BDAL) has two points of focus. It aims to firstly identify and make recommendations regarding a business challenge, whist secondly facilitating potentially significant individual personal learning and growth. The research reported in this account of practice focused on personal learning by exploring the potential for individuals to experience transformative learning during a BDAL process. During the research I used a number of methods including hand-drawn images and in-depth interviews to enable the writing of interpretive stories. Findings revealed that participants found reflection during and after the BDAL beneficial. They gained insights into what they learnt, what changed since the BDAL experience and also what they still need to focus on. The findings have practical implications for the action learning facilitator of BDAL during management development programmes. One of the ways action learning facilitators can initiate the reflection process of new participants is to share the experience of previous participants. ‘Sandy’s interpretive story’, contained in this article, is such an example and includes hand-drawn images of her learning journey. I argue that the use of interpretative stories helps new participants understand programme challenges and stimulates their individual learning journey.  相似文献   

Tracking and the effects of school‐related attitudes on the language achievement of boys and girls     

Eva Van de gaer  Heidi Pustjens  Jan Van Damme  Agnes De Munter 《British Journal of Sociology of Education》2006,27(3):293-309

In this study we examined whether the underachievement of boys in language at the end of secondary education is related to school‐related attitudes. Data were drawn from the LOSO project, a longitudinal research project in secondary education. The results showed that there were gender differences in language achievement in favour of girls in the lower tracks, but not in the highest track. The underachievement of boys was associated with boys’ less positive relationships with teachers, less positive well‐being at school and less positive attitude towards schoolwork. Furthermore, the results showed that—in the lower tracks—boys who were the least attentive in the classroom, the least interested in learning tasks and the least motivated towards learning tasks achieved better than expected. Post‐hoc analyses revealed that these are the more intelligent boys. Possible explanations of the demotivation of the more intelligent boys in the lower tracks are discussed.  相似文献   

Travels in extreme social mobility: how first-in-family students find their way into and through medical education     

Erica Southgate  Caragh Brosnan  Heidi Lempp  Brian Kelly  Sarah Wright  Sue Outram 《Critical Studies in Education》2017,58(2):242-260

ABSTRACT

Higher education is understood as essential to enabling social mobility. Research and policy have centred on access to university, but recently attention has turned to the journey of social mobility itself – and its costs. Long-distance or ‘extreme’ social mobility journeys particularly require analysis. This paper examines journeys of first-in-family university students in the especially high-status degree of medicine, through interviews with 21 students at an Australian medical school. Three themes are discussed: (1) the roots of participants’ social mobility journeys; (2) how sociocultural difference is experienced and negotiated within medical school; and (3) how participants think about their professional identities and futures. Students described getting to medical school ‘the hard way’, and emphasised the different backgrounds and attitudes of themselves and their wealthier peers. Many felt like ‘imposters’, using self-deprecating language to highlight their lack of ‘fit’ in the privileged world of medicine. However, such language also reflected resistance to middle-class norms and served to create solidarity with community of origin, and, importantly, patients. Rather than narratives of loss, students’ stories reflect a tactical refinement of self and incorporation of certain middle-class attributes, alongside an appreciation of the worth their ‘difference’ brings to their new destination, the medical profession.  相似文献   

Temporal Contingency as an Independent Component of Parenting Behavior   总被引：3，自引：0，他引：3  

Heidi Keller  Arnold Lohaus  Susanne Völker  Martina Cappenberg  & Athanasios Chasiotis 《Child development》1999,70(2):474-485

Several theoretical conceptions emphasize the importance of prompt responses to infant's signals in providing them with early causal experiences. The present paper examines if a maternal tendency toward prompt responses can be identified by distributional analyses of maternal response latencies and if this response tendency can be shown for different communicative channels (in verbal/vocal, nonverbal, intermodal communication). In addition, the paper focuses on the relation between the temporal contingency of maternal behavior and measures of maternal interactional quality. Interactional sequences of 54 mother and 3-month-old infant dyads were analyzed using microanalytical assessment techniques and ratings of interactional quality. Distributional analyses of maternal expressions during face-to-face encounters revealed that promptness of responses toward infant signals with a short latency is a typical response tendency in maternal behavior. There are, however, individual differences between mothers, indicating that this response tendency is expressed in different communicative channels by individual mothers. This is shown by low correlations between the contingency indices of different communicative channels. The relation between contingency and rated indicators of interactional quality turned out to be rather small, indicating that maternal contingency may be conceptualized to contribute an independent factor to the quality of maternal interactional behavior.  相似文献   

Black Masculinities and Schooling: A black feminist response     

Heidi Safia Mirza 《British Journal of Sociology of Education》1999,20(1):137-147

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Vital pathways for hospital librarians: present and future roles     

Ruth Holst  Carla J. Funk  Heidi Sue Adams  Margaret Bandy  Catherine Mary Boss  Beth Hill  Claire B. Joseph  Rosalind K. Lett 《Journal of the Medical Library Association》2009,97(4):285-292

Objectives:

The research objectives were to (1) describe the current and future roles of hospital librarians and the challenges they face and (2) find evidence supporting the hypothesis that librarians are essential to hospitals in achieving the organizations'' mission-critical goals.

Method:

The authors used results from a previous research study that identified the five organizational mission-critical goals important to hospital administrators and then searched the literature and solicited examples from hospital librarians to describe the librarian''s role in helping hospitals achieve these goals.

Results:

The literature supports the hypothesis that hospital librarians play important roles in the success of the hospital. Librarians support quality clinical care, efficient and effective hospital operations, continuing education for staff, research and innovation, and patient, family, and community health information needs.

Conclusion:

Hospital librarians fulfill many mission-critical roles in today''s hospital, providing the right information at the right time in a variety of ways to enhance hospital and medical staff effectiveness, optimize patient care, improve patient outcomes, and increase patient and family satisfaction with the hospital and its services. Because hospital librarians and their services provide an excellent return on investment for the hospital and help the hospital keep its competitive edge, hospital staff should have access to the services of a professional librarian.

Highlights

• A review of the literature supports the hypothesis that services of the professional librarian result in:
  • enhanced staff effectiveness,
  • optimized patient care,
  • improved patient outcomes, and
  • increased patient and family satisfaction with the hospital and its services.

Implications

• Because hospital librarians and their services provide an excellent return on investment for the hospital and help the hospital keep its competitive edge, hospital staff should have access to the services of a professional librarian.

  相似文献   

Morphological awareness in Spanish-speaking English language learners: within and cross-language effects on word reading     

Gloria Ramirez  Xi Chen  Esther Geva  Heidi Kiefer 《Reading and writing》2010,23(3-4):337-358

This study investigated within and cross-language effects of morphological awareness on word reading among Spanish-speaking children who were English Language Learners. Participants were 97 Spanish-speaking children in grade 4 and grade 7. Morphological awareness in Spanish and in English was evaluated with two measures of derivational morphology. The results showed that Spanish morphological awareness contributed unique variance to Spanish word reading after controlling for other reading related variables. English morphological awareness also explained unique variance in English word reading. Cross-linguistic transfer of morphological awareness was observed from Spanish to English, but not from English to Spanish. These results suggest that morphological awareness is important for word reading in Spanish, a shallow orthography with a complex morphological system. They also suggest that morphological awareness developed in children’s L1 is associated with word reading in English, their L2.  相似文献   

A review of rubric use in higher education   总被引：5，自引：3，他引：2  

Y. Malini Reddy  Heidi Andrade 《Assessment & Evaluation in Higher Education》2010,35(4):435-448

This paper critically reviews the empirical research on the use of rubrics at the post‐secondary level, identifies gaps in the literature and proposes areas in need of research. Studies of rubrics in higher education have been undertaken in a wide range of disciplines and for multiple purposes, including increasing student achievement, improving instruction and evaluating programmes. While, student perceptions of rubrics are generally positive and some authors report positive responses to rubric use by instructors, others noted a tendency for instructors to resist using them. Two studies suggested that rubric use was associated with improved academic performance, while one did not. The potential of rubrics to identify the need for improvements in courses and programmes has been demonstrated. Studies of the validity of rubrics have shown that clarity and appropriateness of language is a central concern. Studies of rater reliability tend to show that rubrics can lead to a relatively common interpretation of student performance. Suggestions for future research include the use of more rigorous research methods, more attention to validity and reliability, a closer focus on learning and research on rubric use in diverse educational contexts.  相似文献   

“Not Pure Harmony,but Less of a Power Struggle”: What Do Teachers and Pedagogues Think About Using Existential Pedagogy?     

Heidi Siller 《The Teacher Educator》2018,53(1):44-66

Existential Pedagogy (EP) derives from existential analysis and logotherapy developed by Viktor Frankl and Alfried Längle in the tradition of existential philosophy and phenomenology. This study investigated how EP influences pedagogues' and teachers' attitudes and teaching. Four focus groups with a total of 12 persons each were conducted in an elementary school that is tailored for students with emotional and behavioral problems. Data were analyzed with the qualitative content analysis. EP helped teachers come into relationship with students, strengthen students' self-esteem, and find meaningful approaches to the learning content. It also facilitated coming into touch with one's emotions and with the children's emotions. The individualized approach does not solely focus on children but highly impacts teachers and pedagogues. Similarities to other pedagogies can be found, but it appears to be specific for EP to have an impact on teachers and pedagogues. Additionally EP encourages an individual and flexible handling of EP.  相似文献   

Impact of short- compared to long-haul international travel on the sleep and wellbeing of national wheelchair basketball athletes     

Heidi R. Thornton  Joanna Miller  Lee Taylor  Charli Sargent  Michele Lastella 《Journal of sports sciences》2018,36(13):1476-1484

Currently, very little is known about the impact of short- or long-haul air travel on the sleep and wellbeing of wheelchair basketball athletes. Eleven national wheelchair basketball athletes wore actigraphy monitors prior, during, and after air travel to the United Kingdom. Upon arrival, participants rated their subjective jet-lag, fatigue, and vigor. Individuals traveled to the United Kingdom from different locations in Australia, the United States, and Europe and were categorised according to travel length [LONG (up to 30.2 h) or SHORT (up to 6.5 h)]. Linear mixed models determined effects of travel length on sleep and subjective ratings of jet-lag, fatigue, and vigor. During competition, subjective fatigue and jet-lag were substantially higher (ES = 0.73; ±0.77) and (ES = 0.57; ±0.60), subjective vigor was lower (ES = 1.94; ±0.72), and get-up time was earlier (ES = 0.57; ±0.60) for LONG when compared to SHORT. Travelling greater distances by airplane had a larger effect on subjective ratings of jet-lag, fatigue and vigor, rather than sleep. Irrespective of travel group, sleep and subjective responses were compromised, reflecting the travel requirements, competition-mediated influences, and/or due to a change in environment.  相似文献