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Students’ experiences of academic success with dyslexia: A call for alternative intervention 
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下载免费PDF全文 This article describes a small‐scale study exploring the perspectives of five undergraduate students with dyslexia. Semi‐structured interviews were conducted in two universities in the UK. The interviews explored participants’ perceptions of their dyslexia label and how it had affected their academic success. The aim of the research was to identify facilitating factors that supported participants with dyslexia during their education. The following themes were identified: age of dyslexia identification, family support, dyslexic identity, self‐advocacy skills and learning resources. The study makes a case for an intervention for children and young people (CYP) with dyslexia that, in addition to remedial literacy support, explores self‐advocacy, thinking and study skills and facilitates positive academic self‐concepts. Future research could evaluate such an intervention for its effectiveness on CYP's social emotional well‐being and literacy skills. 相似文献
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Since the introduction of the National Student Survey (NSS) in 2005, like many other institutions, the university where this study took place has expended substantial effort in improving the quality of feedback to students. However, despite much research, changes in pedagogical approaches and shifts in conceptual understanding related to feedback practice, assessment and feedback still receive the lowest satisfaction ratings in the NSS. Lecturers are discouraged when students fail to take note of their feedback, or sometimes do not collect assignments that have been marked. Understanding why feedback is not always acted upon remains an important area for researchers. This paper reports on an in-depth interview study with 14 final year undergraduates, reflecting on their perceptions of feedback written on marked assignments, by selecting examples of what they considered to be ‘good’ and ‘bad’ work. Findings suggested that emotional reactions play a significant part in determining how students will act on the feedback they receive, and the concept of ‘emotional backwash’ is introduced. 相似文献
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ABSTRACTThis paper presents research on movements involved in the lives of international university students and their accompanying family members. Located in the framing of new empiricisms and new materialisms, a posthumanist approach is offered as a way to move beyond the limitations of a focus on the educational mobilities of individualised self-contained student subjects. The research this paper draws on engages a diffractive visual methodology involving interview encounters with women who each moved from Iran to Australia together with their partner and children. A materialist feminist approach enables the consideration of how a variety of entangled movements and animated affects shape the lives of international student families. The utility of this approach becomes the inspiration for thinking through the concept of ‘intra-active becoming in movement’. This brings a refreshed set of practices for designing higher education experiences for international students that resists the divisiveness of binary oppositions in Western thought. 相似文献
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The Scottish Low Birth weight Study was set up to follow the developmental progress of all children born in Scotland in 1984 weighing less than 1750 g. At 4.5 years, 636 children (71%) of the original cohort were still alive and 611 (96%) of these were assessed by a team of community child health doctors. Some children were found by them to be impossible to test using the standardised tests selected for the project. This paper describes adaptations which were made to the standardised tests to render them more accessible to children with specific difficulties. The modifications made enabled 27 children who could not initially be tested to complete some or all of the assessment procedure. It is suggested that inclusion of the assessments of children who retain intact skills despite being constrained in specific areas affords a more accurate measure of long‐term developmental handicap. 相似文献
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Caroline Wakefield James Adie Edd Pitt Tessa Owens 《Assessment & Evaluation in Higher Education》2014,39(2):253-262
Owing to the increasing diversity of assessments in higher education, feedback should be provided to students in a format that can assist future and alternative work. This study aimed to assess the effectiveness of the Essay Feedback Checklist on future alternative assessments. Participants were assigned to one of two groups, one of which completed the checklist prior to assessment 1 (essay) and received feedback using this method. Attainment on assessment 1 and assessment 2 (examination) were taken as pre- and post-test scores. Results revealed increased assessment scores for the checklist group, compared to those who received conventional feedback. Focus group data indicated that students particularly liked elements of the checklist as a feedback method, but potential drawbacks were also highlighted. Implications and future use of the checklist is then discussed. 相似文献
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Dr. D.C. Pitt Kay Gill Susan E. Tufts Robert J. Huffman Mary Michelle Watkins Norman L. Rosenberg 《Communication Booknotes Quarterly》2013,44(3-4):37-38
GOVERNMENT AND INDUSTRY RELATIONS: KEY ISSUES IN THE US TELECOMMUNICATIONS INDUSTRY by Dr. D.C. Pitt (Economic and Social Research Council, 160 Great Portland St., London WIN 6BA—L3.50, paper) STATE GOVERNMENT RESEARCH DIRECTORY edited by Kay Gill and Susan E. Tufts (1987—price not given) GOVERNMENT RESEARCH DIRECTORY edited by Kay Gill and Susan E. Tufts (1987—$350) RESEARCH SERVICES DIRECTORY edited by Robert J. Huffman, and Mary Michelle Watkins (1987—$290) PROTECTING THE BEST MEN: AN INTERPRETIVE HISTORY OF THE LAW OF LIBEL by Norman L. Rosenberg (Chapel Hill: University of North Carolina Press, 1986—$29.95) MEDIA LAW by Ralph L. Holsinger (New York: Random House, 1987—price not given) COMMONSENSE COPYRIGHT: A GUIDE TO THE NEW TECHNOLOGIES by R. S. Talab (McFarland & Co., Box 611, Jefferson, NC 28640—$14.95, paper) 相似文献
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Alice J. Pitt 《International journal of qualitative studies in education》2013,26(4):535-553
This essay raises questions about the category of "resistance" in educational research and the methodological dilemmas posed by its interpretation. It suggests that psychoanalytic theory provides a way of thinking about resistance that might be helpful for thinking about the gap between the narration of experience and the interpretation of experience. The essay provides a brief overview of conceptualizations of resistance in educational research, discusses the notion of the psychoanalytic dialogue and the qualities of resistance it offers, and brings a psychoanalytic understanding of resistance to bear on a research story that, at first glance, does not appear to qualify as a story of resistance. Finally, the essay explores the implications of these interpretive strategies for critical education research. 相似文献
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Alice Pitt Deborah Britzman 《International journal of qualitative studies in education》2013,26(6):755-776
This paper explores two questions in relation to the authors' project, “Difficult Knowledge in Teaching and Learning: A Psychoanalytic Inquiry.” They describe how their original question, “What makes knowledge difficult?,” transformed into “What is it to represent ‘difficult’ knowledge?” They speculate on the resonances that this crisis of representation leaves in narration by way of three psychoanalytic concepts: deferred action, transference, and symbolization. They consider constructions of difficulties in teaching and learning from the vantage of psychoanalytic writing and their own attempts to interview university teachers and students on how they think about difficult knowledge. They offer a conceptual archeology of their project that highlights the shift from the first to the second research question, some clinical discussion on the difficulties of narrating teaching and learning, some constructions of difficulty proposed in their research protocol, and constructions of difficulty in their interviews. They conclude by discussing how the very design of their research enacted the crisis of representing teaching and learning. 相似文献
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Ivan L. Pitt 《Journal of Cultural Economics》2010,34(3):219-236
This paper examines the economic accomplishments of individual members in a Performing Rights Organization (PRO), sometimes
referred to as a Performing Rights Society. Today, there is the growing importance of intellectual property and copyright
protection for authors and creators of literary, dramatic, musical, artistic and other intellectual works. The digital age
has placed added pressure on songwriters, lyricists and composers in their ability to derive economic benefits from their
intellectual creativity in the form of a copyright. Copyright laws protect and enable the creation of music by allowing authors and composers to license the control and use
of their creations, and receive compensation in the form of royalty payments for their work. The PROs license, collect and
distribute royalty payments for non-dramatic public performances of copyrighted musical works created and owned by its members or affiliates. In this paper, skewness and heavy tail of returns
in the form of member royalty payments are estimated using the skew-normal and skew-t distributions in a parametric approach. We found strong evidence of the so-called ‘superstar effect’ in which the average
royalty payment made by a PRO is still dominated by extreme outcomes, and relatively few members earned a substantial share
of royalty payments from blockbuster hits that have endured over time. There is little evidence of smaller niche members dominating
or replacing the ‘superstars.’ Economists and others will benefit from this empirical study which emphasizes a new understanding
of the music industry from a PRO, member royalty payment and performance copyright perspective. 相似文献