Louise Morley and Val Walsh, Breaking Boundaries: women in higher education     

Liz Bondi 《Higher Education》1998,35(1):118-119

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Editorial introduction     

Liz Bills  Anne Watson 《Educational Studies in Mathematics》2008,69(2):77-79

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Student complaints and appeals: the practitioner’s view     

Liz Buckton 《Perspectives: Policy and Practice in Higher Education》2013,17(1):11-14

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My Place: Exploring children's place-related identities through reading and writing     

Emma Charlton  Gabrielle Cliff Hodges  Maria Nikolajeva  Erin Spring  Liz Taylor 《Education 3-13》2013,41(2):154-170

This paper considers how children perceive and represent their placed-related identities through reading and writing. It reports on the findings of an 18-month interdisciplinary project, based at Cambridge University Faculty of Education, which aimed to consider children's place-related identities through their engagement with, and creation of, texts. This paper will discuss the project, its interdisciplinary theoretical framework, and the empirical research we conducted with two classes in primary schools in Eastern England. A key text used in our research was My Place by Nadia Wheatley and Donna Rawlins. Drawing on our interdisciplinary theoretical framework, particularly Doreen Massey's notion of place as a bundle of trajectories, and Louise Rosenblatt's notion of the transaction between the reader and the text, this paper will examine pages from My Place, children talking about how this text connects with them, children talking about their sense of place, and maps and writing the children produced based on their place.  相似文献   

Do Pre‐entry Interventions such as ‘Aimhigher’ Impact on Student Retention and Success? A Review of the Literature     

Liz Thomas 《Higher Education Quarterly》2011,65(3):230-250

This paper reviews the potential impact of pre‐entry widening access interventions on student retention and success in higher education. It thus addresses two contemporary policy concerns: What is the impact of pre‐entry widening access interventions; and how can we improve student retention and success? A review of academic and practitioner literature finds limited research about the impact of pre‐entry interventions in general and very little on the impact of pre‐entry interventions on students' retention and success in higher education. A review of the research, however, identifies the importance of factors which pre‐entry interventions address: pre‐entry decision making, expectations about higher education and academic preparation. To date, however, the impact of pre‐entry interventions on retention in higher education has been largely ignored. Thus pre‐entry activities, such as Aimhigher, should be evaluated for their impact on student retention. The paper offers an outline evaluation framework, including evaluation topics and suggested key performance indicators to bridge this gap.  相似文献   

List of referees     

Liz Eades 《Cambridge Journal of Education》2012,42(4)

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Do cognitive distortions mediate the test anxiety–examination performance relationship?     

David William Putwain  Liz Connors  Wendy Symes 《教育心理学》2010,30(1):11-26

The aim of this study was to follow up exploratory research suggesting that the inverse relationship between test anxiety and examination performance was mediated by cognitive distortions such as catastrophising. Self‐report data for measures of test anxiety and cognitive distortions were collected from students in their final year of compulsory schooling. Examination performance data was collected in mathematics, English language and science. Results supported a model in which cognitive distortions corresponding to the academic domain fully mediated the relationship between two components of test anxiety, worry and bodily symptoms, and academic achievement. This finding is consistent with theories attributing the debilitating influence of anxiety to the presence of interfering cognitions and helps to specify the nature of these interfering cognitions which test anxiety interventions may target.  相似文献   

Primary sources of cognate research in human performance technology     

Liz V. Johnsen  Linda M. Huglin  Anthony Marker 《Performance Improvement Quarterly》2008,21(1):7-16

This article is third in a series written to address questions regarding the need for more empirical research in the field of human performance technology (HPT) and the need to determine the future direction of HPT research. The call for more empirical research has been published in journals such as Performance Improvement Quarterly and Performance Improvement (formerly Performance and Instruction) for nearly 20 years.  相似文献   

Insights from South African students preparing for early childhood teaching: contexts neglected in teacher preparation     

Liz Johanson Botha  Jean Baxen 《师资教育杂志》2018,44(4):446-460

The preparation of teachers for diversity within and between schools is a growing focus in teacher education worldwide, and particularly in South Africa, where the education landscape has shifted dramatically since the democratic elections of 1994. While diversity is a recurring theme in the literature, the matter of contextual diversity still offers serious challenges to teacher education. This paper focuses on the urgent need to prepare teachers for all school contexts in South Africa, particularly those where neglect carrying over from Apartheid inequalities make failure and a sense of inferiority the norm. It uses critical theory and the capabilities approach to analyse extracts from discussions with early years’ student teachers which express needs with regard to preparation for specific situations faced during field experience with young children. The analysis shows that these students are not adequately prepared to teach in the previously disadvantaged schools which cater for the majority of South Africa’s learners, and that there is a disjuncture between preparation received in the lecture room and realities encountered in the field. It argues for a shift in emphasis from teacher education models which construct middle class classrooms as ideal to those which build quality education for disadvantaged learners, rural contexts, and African language speakers.  相似文献   

It's about time! Repetition,fantasy, and the contours of learning from feminist pedagogy classroom breakdown     

Liz Newbery 《Gender and education》2009,21(3):247-257

This paper explores feminist pedagogy classroom conflict through looking at how time, in a psychoanalytic sense, can rupture straightforward interpretations of manifest classroom dynamics. I use the concept of transference to consider how classroom conflict is complicated by the reliving and replaying of past conflicts in the pedagogical arena, a dynamic that is more unwieldy in feminist pedagogies that rely on personal experience and dialogue. Conflicted classroom experience can also reappear and be repeatedly relived in fantasy; I examine how fantasy can work as an ego defence at the same time that it can be a location for learning about the conflict that produced it. Finally, I draw on Freud's concept of deferred action to explore the haunting of difficult classroom experience. My central concerns lie in the difficulties of crafting learning from feminist pedagogy conflict and of arriving at a tolerable afterwards to such conflict.  相似文献