A Philosophy of Partnership   总被引：1，自引：1，他引：0  

David Reid 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):34-36

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School Organization and Persistent School Absenteeism: An Introduction to a Complex Problem     

Ken Reid 《School Leadership & Management》2013,33(1):45-51

This article is concerned with the development of provision for pupils in a comprehensive school with special educational needs. Its main focus is on the organization and administration changes which were undertaken in connection with the recommendations of the Warnock Report, the 1981 Education Act and the development of knowledge and expertise within the school in helping such pupils.

It concentrates on five aspects: the communication of information about those pupils within the school, the curriculum available to them in the upper school, the deployment of staff, the name of the department to best fit its changing role in the school and the issues which need to be taken into account in monitoring those developments.  相似文献   

The Management of Decline: A Discussion Paper     

Ken Reid 《School Leadership & Management》2013,33(4):361-370

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The Salience and Utility of School Sex Education to Young Women     

Katie Buston  Daniel Wight 《Sex education》2013,13(3):233-250

This article explores young women's accounts of the role that school sex education had in their learning about sex. It focuses on the influence of school sex education on behaviour, the importance of timing in understanding its utility, and the extent to which other sources of information complement or supplement school sex education. Thirty in-depth interviews and eight group discussions were conducted with female pupils from six schools in the east of Scotland. Nearly all of those interviewed cited school as a useful source in learning about sex. In particular, lessons intended to develop pupils' skills were valued. These were thought likely to influence behaviour positively in the future, although only one person could illustrate how this had already happened. A common feature of accounts was that school sex education had been delivered 'too late' for themselves or their peers, and it tended to be seen as an introduction or as supplementary to other sources, particularly friends, magazines and mothers. The utility of school sex education should not be dismissed but more attention should be given to the needs of those who become sexually active in their early teens.  相似文献   

The influences of guiding cues on motor skill autonomy in rats     

Alliston K. Reid  Grace DeMarco  Kelsey Smith  Theodore Fort  Erica Cousins 《Learning & behavior》2013,41(4):455-463

How does the effectiveness of guiding cues influence the development of motor skill autonomy? We utilized two sets of guiding cues (lights vs. reversed-lights conditions) that differed in their effectiveness to control a left–right leverpress sequence in rats. We separately measured the development of stimulus control by panel lights on guiding-cues trials and the development of stimulus control by practice cues on no-cue probe trials within the same sessions. Accuracy in the presence of the guiding cues was acquired faster in the lights condition than in the reversed-lights condition, but subjects in the reversed-lights condition were more able to complete the skill autonomously than those in the lights condition. Throughout acquisition, control by guiding cues and practice cues developed at the same rate in the reversed-lights condition, but control by practice cues (autonomy) developed at a slower rate than did control by guiding cues in the lights condition. At the end of training, subjects that had been exposed to the reversed-lights condition displayed higher levels of autonomy than did those exposed to the lights condition. The less effective guiding cue (reversed-lights) produced greater levels of autonomy than did the more effective cue (lights), even though control by this guiding cue developed more slowly. Thus, guiding your child by the hand too much may reduce his or her ability to complete the task independently. We discuss the similarity to prompt dependence in children with learning disabilities and transfer of stimulus control.  相似文献   

Keeping the Focus on the Child: Supporting and Reporting on Teaching and Learning With a Classroom-Based Performance Assessment System     

Beverly Falk  Suzanne Wichterle Ort  Katie Moirs 《Educational Assessment》2013,18(1):47-75

Abstract

This article describes the findings of studies conducted on a large-scale, classroom-based performance assessment of literacy for the early grades designed to provide information that is useful for reporting, as well as teaching. Technical studies found the assessment to be a promising instrument that is reliable and valid. Follow-up studies of the assessment's use point to its positive impact on teachers' practice and on school and district policies. The studies' findings suggest that classroom-based performance assessment can be a viable accountability, as well as instructional, tool, capturing a range of students' abilities in a range of formats, and that use of such an assessment has the potential to enhance teachers' knowledge about literacy and their abilities to effectively support students' learning.  相似文献   

High-Quality Preschool: The Socioeconomic Composition of Preschool Classrooms and Children's Learning     

Jeanne L. Reid  Douglas D. Ready 《Early education and development》2013,24(8):1082-1111

Research Findings: As policymakers expand access to preschool, the sociodemographic composition of preschool classrooms will become increasingly important. These efforts may create programs that increase the concentration of children from low-income families or, alternatively, foster the creation of socioeconomically diverse preschool classrooms. What effect the creation of such contexts would have on very young children remains unclear. Using multilevel methods and data on 2,966 children in 704 prekindergarten classrooms, this study explores the relationship between socioeconomic classroom composition and children's social and cognitive development. The results indicate positive associations between the mean socioeconomic status (SES) of the class and children's receptive language, expressive language, and mathematics learning, regardless of children's own sociodemographic backgrounds and the characteristics of their classrooms. However, the analyses indicate no association between the development of social competence and class mean SES. Practice or Policy: The links between classroom SES and language and mathematics development were comparable in size to those associated with instructional quality and even children's own SES. Neither structural nor instructional characteristics of prekindergarten classrooms explained these relationships, suggesting the possibility of direct peer effects. The findings indicate that the composition of children's classrooms should be considered an important aspect of preschool quality.  相似文献   

Reflection on their first five years of teaching: understanding staying and impact power     

Katie M. Tricarico  Jennifer Jacobs  Diane Yendol-Hoppey 《Teachers and Teaching》2013,19(3):237-259

Teacher turnover in urban schools is occurring at a breakneck pace; thus, it is important for us to understand the characteristics of teachers who stay and succeed in these settings. In order to address this need, this study examines the preparation and induction experiences of teachers who completed a Transition to Teaching – a funded urban apprenticeship program. Three research questions guided the study: (1) How do participants describe the characteristics that influence their five-year retention? (2) How do participants describe their success as teachers? and (3) How do participants describe the professional support they received in their preparation program and during the subsequent four years after completing the program? Quantitative and qualitative data via interviews, focus group, and an examination of teachers’ district performance scores were utilized, as a means of understanding teachers’ staying and impact power. Staying power refers to the ability to endure or last within challenging contexts by possessing strength enough to persevere. Impact power refers to their ability to influence student learning. Four assertions describe the factors influencing developing teachers who stay and have impact as they teach in challenging urban schools, suggesting that these teachers possess a strong work ethic, seek specific resources to improve pedagogy, have the knowledge and skills necessary to differentiate instruction, and seek teacher leadership opportunities in their schools. This study suggests several implications for teacher educators, educational leaders, administrators, and researchers working with new teachers in urban schools or with populations that are predominantly children of color.  相似文献   

How Haptics and Drawing Enhance the Learning of Anatomy     

Stephen Reid  Leonard Shapiro  Graham Louw 《Anatomical sciences education》2019,12(2):164-172

Students’ engagement with two-dimensional (2D) representations as opposed to three-dimensional (3D) representations of anatomy such as in dissection, is significant in terms of the depth of their comprehension. This qualitative study aimed to understand how students learned anatomy using observational and drawing activities that included touch, called haptics. Five volunteer second year medical students at the University of Cape Town participated in a six-day educational intervention in which a novel “haptico-visual observation and drawing” (HVOD) method was employed. Data were collected through individual interviews as well as a focus group discussion. The HVOD method was successfully applied by all the participants, who reported an improvement of their cognitive understanding and memorization of the 3D form of the anatomical part. All the five participants described the development of a “mental picture” of the object as being central to “deep learning.” The use of the haptic senses coupled with the simultaneous act of drawing enrolled sources of information that were reported by the participants to have enabled better memorization. We postulate that the more sources of information about an object, the greater degree of complexity could be appreciated, and therefore the more clearly it could be captured and memorized. The inclusion of haptics has implications for cadaveric dissection versus non-cadaveric forms of learning. This study was limited by its sample size as well as the bias and position of the researchers, but the sample of five produced a sufficient amount of data to generate a conceptual model and hypothesis.  相似文献   

Place,food practices,and scientific knowledge     

Brkich  Katie Lynn 《Cultural Studies of Science Education》2019,14(4):1037-1043

Cultural Studies of Science Education - This commentary seeks to extend the discussion on place, food practices, and ancestral scientific knowledge presented in Silvia Lizette Ramos de...  相似文献