Play-based Occupational Therapy     

Sylvia Rodger  Jenny Ziviani 《International Journal of Disability, Development & Education》1999,46(3):337-365

In this paper, we will provide an overview of how occupational therapists view play, illustrate how occupational therapists' view of play has evolved, generating a shift in focus for intervention, introduce a model of play as occupation to illustrate how children's ability to play may be influenced by developmental disabilities, outline occupational therapy assessment and treatment using play as the basis for intervention, and finally, identify aspects of best practice. The term developmental disabilities refers to a heterogeneous group of disorders. It is not within the scope of this paper to provide detailed discussion of play-based occupational therapy intervention for all the children who comprise this group. Therefore, we have chosen to illustrate various points made with examples of different types of children with various types of disability.  相似文献   

Literacy Assessment and Student Diversity: An Australian case study     

Christina E. Van Kraayenoord  Jenny Barnett  David Roberts  Karen B. Moni 《International Journal of Disability, Development & Education》1999,46(1):51-70

This article describes the reported practices in literacy assessment, recording, and reporting in 12 Australian schools characterised by populations of diverse learners. The findings indicate the problems and challenges teachers face in providing socially just and inclusive literacy assessment in heterogeneous classrooms. We make a number of suggestions related to enhancing assessment, recording, and reporting at the classroom level and argue for systemic support for teachers.  相似文献   

School discipline and the building of values in the daily life of secondary schools     

Ana María Cerda  Jenny Assaél 《Prospects》1998,28(4):571-585

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《中国专利与商标》25年     

王建英 《中国专利与商标》2010,101(2):102-102

25年前创刊的《中国专利与商标》杂志,是中国专利代理（香港）有限公司为知识产权业界提供的一个探讨知识产权理论与实务的平台。从杂志出版第一期起,她就一直得到知识产权业界的支持。25年前,知识产权还是一个令世人感到十分陌生的领域,管理知识产权事务的各局领导身体力行,  相似文献   

Induction of newly qualified teachers in New Zealand     

Eileen Piggot-Irvine  Helen Aitken  Jenny Ritchie  P. Bruce Ferguson  Fiona McGrath 《Asia-Pacific Journal of Teacher Education》2009,37(2):175-198

In this research, commissioned by the New Zealand Teachers Council, the quality of induction of provisionally registered teachers (PRT) (newly qualified) was examined utilising qualitative ‘success case studies’ within early childhood, primary, secondary, and indigenous Māori medium settings. The establishment of criteria for effective induction (from the literature and previous research) guided the identification of 20 ‘success’ sites across the sectors. In-depth data collection of each case was conducted via focus groups, one-to-one interviews and documentary analysis. The findings of the research highlighted exemplary induction practices across the sectors, with the most important associated with PRTs having access to a community, or ‘family’, of support during their induction. An interesting finding, which contrasted with previous research, was that PRTs in the secondary sector had levels of satisfaction with their role that were as high as those in other sectors. The key limitation to effectiveness was linked to lack of time for discussions and observations of the PRT's practice.  相似文献   

Gender and Management in HEIs: Changing organisational and management structures     

Özkanlı  Özlem  de Lourdes Machado  Maria  White  Kate  O’Connor  Pat  Riordan  Sarah  Neale  Jenny 《Tertiary Education and Management》2009,15(3):241-257

This paper reports on the second phase of a multi-country study examining cross cultural perspectives of gender and management in Higher Education Institutions (HEIs). It examines the broader labour market context and legislative frameworks for higher education in each country and then analyses the literature on women in university management. The paper presents the findings of research with male and female senior managers about their perceptions of women as HEI managers within changing organisational and management structures. It concludes that although HEI’s are now largely aware of barriers to women getting into and on in senior management, they have not addressed the organisational structures and cultures that perpetuate this inequity.

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Distance education in an era of eLearning: challenges and opportunities for a campus‐focused institution     

Hannah Forsyth  Jenny Pizzica  Ruth Laxton  Mary Jane Mahony 《高等教育研究与发展》2010,29(1):15-28

The growth of eLearning technologies has blurred the boundaries of educational modes to a point where distance education programs can be offered without drawing particular notice on campus. The experience of distance education staff working in campus‐focused universities and their perceptions of their chances of successfully planning and teaching by distance should inform evaluation of a university’s quality framework. In this case study, we report on the experience of distance educators at an Australian campus‐focused university. We identify organisational structure and culture as critical success factors for quality in distance education, with technology a, perhaps surprisingly, minor consideration. While the eLearning era has opened the door to a distance education cottage industry, eLearning strategy has failed to comprehensively prepare the way for the issues unique to distance education. The paper recommends that campus‐focused universities must protect their reputation by systematically assuring the quality of their (inevitable) distance offerings.  相似文献   

The role of assessment feedback in developing academic buoyancy     

Adeela ahmed Shafi  Jenny Hatley  Richard Millican  Sian Templeton 《Assessment & Evaluation in Higher Education》2018,43(3):415-427

This research focuses on the everyday challenge in academic learning of assessment, and argues that academic buoyancy is a key factor in academic success. To scaffold students’ learning and effectively support academic buoyancy, there is arguably a need for a better understanding of: (i) what students find most and least useful in their assessment feedback; (ii) how students use feedback to approach future assessments; and (iii) how students respond to feedback in terms of what they think, feel and do. Key findings from survey responses of 91 undergraduate students were that students use their feedback more than anticipated and look for specific information to help their future performance. In addition, five indicators of academically buoyant behaviour were identified: an internal locus of control, understanding the grade, being forward looking, being improvement focused and being action orientated. These indicators suggested a distinction between students who were academically buoyant because they were constructive in their response to feedback, and those who appeared less so because they were not action orientated, but more focused on their emotional response. These findings have implications for the provision of assessment feedback in higher education and offer insight into opportunities for the development of academic buoyancy.  相似文献   

A framework for pollination systems thinking and conservation     

Doug Golick  Jenny Dauer  Louise Lynch  Erin Ingram 《Environmental Education Research》2018,24(8):1143-1158

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Movement and stretching imagery during flexibility training     

Ineke Vergeer  Jenny Roberts 《Journal of sports sciences》2013,31(2):197-208

Abstract

The aim of this study was to examine the effect of movement and stretching imagery on increases in flexibility. Thirty volunteers took part in a 4 week flexibility training programme. They were randomly assigned to one of three groups: (1) movement imagery, where participants imagined moving the limb they were stretching; (2) stretching imagery, where participants imagined the physiological processes involved in stretching the muscle; and (3) control, where participants did not engage in mental imagery. Active and passive range of motion around the hip was assessed before and after the programme. Participants provided specific ratings of vividness and comfort throughout the programme. Results showed significant increases in flexibility over time, but no differences between the three groups. A significant relationship was found, however, between improved flexibility and vividness ratings in the movement imagery group. Furthermore, both imagery groups scored significantly higher than the control group on levels of comfort, with the movement imagery group also scoring significantly higher than the stretching imagery group. We conclude that the imagery had stronger psychological than physiological effects, but that there is potential for enhancing physiological effects by maximizing imagery vividness, particularly for movement imagery.  相似文献