Development of the Teenage Brain     

Suparna Choudhury  Tony Charman  Sarah-Jayne Blakemore 《Mind, Brain, and Education》2008,2(3):142-147

ABSTRACT— Adolescence is a time characterized by change—hormonally, physically, and mentally. We now know that some brain areas, particularly the frontal cortex, continue to develop well beyond childhood. There are two main changes with puberty. First, there is an increase in axonal myelination, which increases transmission speed. Second, there is a gradual decrease in synaptic density, indicating significant pruning of connections. These neural changes make it likely that cognitive abilities relying on the frontal cortex, such as executive functions and social-cognitive abilities, also change during adolescence. Here, we review recent research that has demonstrated development during adolescence of a variety of social-cognitive abilities and their neural correlates.  相似文献   

Teacher‐identity Formation through Language Immersion in an Initial‐teacher‐education Curriculum     

Leo Bartlett  Tony Erben  Michael Garbutcheon‐Singh 《Asia-Pacific Journal of Teacher Education》1996,24(2):173-196

  相似文献   

Literature,Literacy and History     

Tony Burgess 《Changing English: An International Journal of English Teaching》1994,1(1):54-66

  相似文献   

Senior management perspectives of mathematics and statistics support in higher education: moving to an ‘ecological’ approach     

Helen Mackenzie  Harry Tolley  Tony Croft  Duncan Lawson 《Journal of Higher Education Policy & Management》2016,38(5):550-561

This article explores the perspectives of three senior managers in higher education institutions in England regarding their mathematics and statistics support provision. It does so by means of a qualitative case study that draws upon the writing of Ronald Barnett about the identity of an ‘ecological’ university, along with metaphors associated with the notion of organisations as living ‘organisms’, suggested by Gareth Morgan. Using these ideas as a heuristic sheds light upon the view that whilst outwardly universities appear to represent a uniform landscape, mathematics and statistics support alternatively, can be seen as different ‘species’ within the higher education system. The study illustrates how three universities occupying contrasting ecological ‘niches’ are responding to the challenges they face by providing and planning different forms of learning support for mathematics and statistics. In conclusion, it is recommended that senior managers reflect upon the possibilities offered by the idea of ‘ecological’ identities in order to explore how they might respond strategically to a rapidly changing environment. This includes adapting various solutions and the further development of innovative ways of supporting students’ transitions throughout the academic lifecycle. In addition, an ecological approach could also aid the formation of the co-creational relationships and networks required for the future success of those developments.  相似文献   

Becoming a health and physical education (HPE) teacher: Student teacher ‘performances’ in the physical education subject department office     

Tony Rossi  Karen Sirna  Richard Tinning 《Teaching and Teacher Education》2008

This study considered how physical education teacher education students ‘perform’ their ‘selves’ within subject department offices during the practicum or ‘teaching practice’. The research was framed by a conceptual framework informed by the work of Goffman on ‘performance’ and ‘front’. The findings revealed three common performances across the whole group across all sites. These were: performance of sports talk, bodily performances, and performance of masculine repertoires. Such performances were considered to be inconsistent with the coursework ideals and principles within the teacher education programme but in step with the general ethos of most PE department offices.  相似文献   

Heritage,Labour and the Working Classes     

Tony Butler 《Curator: The Museum Journal》2012,55(2):243-245

  相似文献   

‘What can I do to help?’: Postsecondary students with learning disabilities' perceptions of instructors' classroom accommodations     

Margaret M. Quinlan  Benjamin R. Bates  Maureen E. Angell 《Journal of Research in Special Educational Needs》2012,12(4):224-233

This qualitative research report adopts a critical pedagogy perspective to examine the provision of classroom accommodations for postsecondary students with learning disabilities. Although instructors in the United States are bound to abide by disability rights laws, we also believe instructors can act in ways that allow students to feel comfortable in disclosing their disabilities and in requesting and accessing accommodations for these disabilities. We engaged the voices of 10 university students living with learning disabilities through a series of semi‐structured interviews. These students offered a variety of statements on the ways that their disabilities were accommodated or not by their instructors. We classified these perceptions into three kinds of accommodation perceived by university students with learning disabilities: non‐accommodation, formal accommodation and accommodation for all students. We discuss the implications that these types of accommodations have for pedagogy and offer recommendations for effective techniques for accommodating for all. We hope the voices of these students will serve to enhance communication between students with learning disabilities and their professors.  相似文献   

Systematic review of the evidence to support expert practice in the education and care of children and young people with special educational needs and disability in the UK     

Laura Clarry  Annie Wood  Tony Long 《Journal of Research in Special Educational Needs》2023,23(3):175-198

Scopus, EBSCO, ERIC and British Education Index were interrogated in a systematic review of primary research since 2014 addressing expert practice and outcomes in education and care for young people with special educational needs and disability in the UK. Grey literature and studies of medical settings, preschool children, mainstream education or professional education were excluded. Quality was gauged by effect sizes, risk of bias and the Critical Appraisal Skills Programme. The search identified 7058 items. Twenty-eight studies were included, with 1839 participants of 4–22 years. Risk of bias was low, with effect sizes from small to extremely large. The qualitative studies were rigorous. Expert practice with positive outcomes was evidenced in comprehensive assessment, enhancing engagement and personalised interventions. Correction of visual problems, use of humanoid robots, and tested models were generally effective. There was rigorous evidence for efficacy of frameworks and reasonable evidence for creative approaches to physical activity. Drama lessons were valued. Standing frame use improved peer interaction or caused segregation. Disparity between problem identification and planned support in education health and care plans, and addressing personal and physical health factors were problematic. The voice of young people was lacking. More training was required in augmented and alternative communication.  相似文献   

Critical Steps: How to Identify and Manage the Most Important Human Performance Risks in Operations     

Tony Muschara 《Performance Improvement》2014,53(9):11-21

A critical step is a human action that will trigger immediate, irreversible, and intolerable harm to an asset if that action or a preceding action is performed improperly. Critical steps occur anytime human performance involves a substantial transfer of energy, or the movement of solids, liquids, and gases, or the transmission of data and information that, if not performed under control, could cause serious harm to one or more important assets. Accidents occur when front‐line production personnel lose control of such transfers during work.  相似文献   

Lessons from Adult Education: Identifying and Exploring Emerging Ethical Issues in Technologically Enhanced Performance     

Christie Knittel Mabry  Tony O'Driscoll 《Performance Improvement Quarterly》2003,16(4):78-93

Technologically Enhanced Performance (TEP) is the application of technology to improve the performance of knowledge workers. TEP is both an intellectual and ideological complement to the field of Adult Education. As such, much can be learned about ethical issues associated with implementing TEP from the established research and literature base in Adult Education. The application of TEP in organizations brings to light at least six as‐yet‐unresolved ethical dilemmas that have been identified through empirical research of Adult Education/ Training and Development practitioners: Confidentiality, Ownership of Instructional Materials, Conflicts of Interest, Finance and Financial Issues, Evaluating Student Performance, and Professional Competence and Credentials (Gordon & Sork, 2001; McDonald & Wood, 1993). Essential to resolving these issues is a framework for effective ethical decision making. McDonald's model on ways to reconcile ethical dilemmas in practice proposes that individual characteristics, the organization's ethical environment, and the profession's views of ethics are key factors which can contribute to this framework for ethical decision making. As organizations wrestle with these ethical issues in TEP, they should consider how well they support ethical decision making.  相似文献