Poetry is an Unfamiliar Text: Locating Poetry in Secondary English Classrooms in New Zealand and England during a Period of Curriculum Change     

Sue Dymoke 《Changing English: An International Journal of English Teaching》2012,19(4):395-410

Undertaken during a period when changes in the assessment of English in public examinations at 16+ were becoming embedded in classroom practice, this comparative research explores where poetry is located within the newly aligned examination assessment frameworks of New Zealand and England. It comments on how these frameworks are locally interpreted by a sample group of English teachers in two culturally diverse cities. It identifies the challenges for assessment of poetry writing and retention of poetry study at examination level that are instantiated within these contexts. In investigating poetry’s location, key issues are highlighted about teachers’ perceptions of poetry, confidence and the support needed for examination level teaching of a genre that is in danger of becoming increasingly unfamiliar to many students.  相似文献   

Diversity,Equity and Inclusive Education: A Voice from the Margins – By C. P. Gause     

Sue Pearson 《Journal of Research in Special Educational Needs》2012,12(3):187-188

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‘Being dyslexic doesn't make me less of a teacher’. School placement experiences of student teachers with dyslexia: strengths,challenges and a model for support     

Sue Griffiths 《Journal of Research in Special Educational Needs》2012,12(2):54-65

This research investigated the school practice placement experiences of six student teachers with dyslexia representing each year of a 3‐year initial teacher training course at a UK university. Placement performance and outcome has enormous implications for student teachers in demonstrating their professional competence and ability to meet the Training and Development Agency for Schools Professional Standards for Teachers and obtain qualified teacher status. The research focused thematically on student strengths, challenges and management strategies using a case research approach. Findings indicate student teachers with dyslexia bring unacknowledged strengths to placements but face a number of challenges despite proactive adoption of management strategies. A model of placement support to enhance student effectiveness has been developed. Conclusions indicate the importance of listening to the student's voice to understand individual placement requirements and co‐ordinate and implement specific reasonable adjustments as required by UK legislation 1 .  相似文献   

The Active Citizen's Information Media Repertoire: An Exploration of Community News Habits During the Digital Age     

Sue Robinson 《Mass Communication and Society》2014,17(4):509-530

Digital technologies have reconfigured how active community members know about local news. Sampling one Midwest community's most engaged citizens—collectively, a “community of practice”—this research formalizes one emerging media-information repertoire around the issue of homelessness. Components of this repertoire include motivations, structuring conditions, norms of usage, and perceived consequences for media-source selection. Commenting, sharing, and other information exchange become “acts of news” for individuals involved in communities of practice. Through shared information-exchange practices, citizens can not only advocate their social causes but also reinvigorate their own affiliations to the community of practice and to the city itself. The use of this media repertoire by these individuals reconstitutes and amplifies their role in the pursuit of fostering a civil society focused on homelessness. The findings illuminate the process of how community activists work as an informal organizational form and, as a result, build a stronger commitment to civic action.  相似文献   

Children and the good life: New challenges for research on children Sabine Andresen,Isabell Diehm,Uwe Sander,Holger Ziegler (Eds), 2010 London,Springer £90, 205 pp. ISBN 978‐90‐481‐87‐9218‐2          下载免费PDF全文

Sue Waite 《British Educational Research Journal》2014,40(1):211-212

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The Analysing Children's Creative Thinking framework: development of an observation‐led approach to identifying and analysing young children's creative thinking          下载免费PDF全文

Sue Robson 《British Educational Research Journal》2014,40(1):121-134

Increased international recognition of the value of supporting creative thinking suggests the value of development of approaches to its identification in children. Development of an observation‐led framework, the Analysing Children's Creative Thinking (ACCT) framework, is described, and a case made for the validity of inferring creative thinking in young children from observations of their behaviour in meaningful, everyday contexts. The paper identifies particular aspects of behaviour which may be related to creative thinking, and a copy of the framework shows its organisation into three major behavioural categories of exploration, involvement and enjoyment, and persistence, further subdivided into a total of 10 items. Operational definitions and examples, along with an extract from an analysed observation, illustrate its use. It is suggested that, as well as being a useful research tool, the ACCT framework has the potential to support professional development, with the coded observations providing a contextually‐rich, focussed picture of what children do and say about their experiences, affording individual and shared reflection, discussion and analysis. In an English context, this may be particularly relevant with the advent of a revised Early Years Foundation Stage profile in 2012.  相似文献   

A situative metaphor for teacher learning: the case of university tutors learning to grade student coursework          下载免费PDF全文

Pete Boyd  Sue Bloxham 《British Educational Research Journal》2014,40(2):337-352

In the continuing concern about academic standards in the higher education sector a great deal of emphasis has been placed on quality assurance procedures rather than on considering how university tutors learn to grade the quality of work produced by students. As part of a larger research project focused on how tutors grade student coursework, this paper offers a new metaphor for such tutor learning, based on a sociocultural perspective. The research project used think‐aloud protocols recorded as university tutors graded student coursework, and this was followed by semi‐structured interviews. The voluntary participants consisted of 25 lecturers in four contrasting domains—humanities, art and design, medicine and teacher education—in three universities, two teaching‐led and one research intensive. We developed a metaphorical framework that helps to understand the work and learning of the lecturers and tested it by applying it to analysis of the tutor interview data. Grading, writing feedback, second marking and moderation are important situated professional learning opportunities for tutors to debate and reach agreement on the academic standard demonstrated by student coursework. The metaphor considers professional learning as interplay between the vertical domain of public knowledge and the horizontal domain of teachers' practical wisdom. The metaphor presented in this paper is proposed for critical consideration and wider use by academics, teachers, academic developers and teacher educators as an aid to better understanding of teacher's professional learning.  相似文献   

Beginning the Conversation: Discussing Scholarly Communication     

Sue Wiegand 《期刊图书馆员》2013,64(3-4):335-349

Since the earliest scholarly journals began, journal literature answered a need to communicate scholarly and scientific findings and preserve a validated scholarly record of accomplishments and areas for further research. Scholars are profoundly interested in the transformation of scholarship and the implications for their disciplines. Librarian expertise within the digital serials realm and partnering with faculty to prioritize learning in the library will imaginatively create opportunities for learning with library resources. Discussing scholarly communication changes and traditions provides excellent common ground for serials librarians to begin conversations with disciplinary faculty.  相似文献   

Broadcast profitability: A comparison of profits from broadcast and non‐broadcast segments of public corporations     

Joseph M. Foley  K. Sue Foley 《广播与电子媒介杂志》2013,57(3):671-683

To understand the broadcast segments of multi‐industry companies, it is important to consider the revenue demands of their parent companies. This article develops a methodology for analyzing the profitability of broadcast and non‐broadcast segments and applies that methodology in an examination of publicly held corporations.  相似文献   

An Old Problem Needs a New Solution: Incorporating Librarian-Led Legal Research Instruction into Directed Research     

Nancy B. Talley 《Legal Reference Services Quarterly》2013,32(4):292-309

This article discusses how Rutgers School of Law–Camden implemented a new pilot program for directed research that was designed to help improve students’ research and writing skills through mandatory research and writing instruction.  相似文献