In response to ‘The importance of historical accuracy’ by Cook,Littlefair and Brooks     

Dominic Wyse  Morag Styles 《Literacy》2007,41(3):170-170

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School processes in providing reading support in GCSE examinations     

Dominic Griffiths  Kevin Woods 《British Journal of Special Education》2010,37(4):180-189

Against a background of increasing student eligibility for ‘access arrangements’ in examinations for the General Certificate of Secondary Education (GCSE), this article examines the processes within schools that structure a student's access to the provision of reading support, including staff and student viewpoints. Dominic Griffiths, who is a Senior Advisory Teacher with Tameside Local Authority Education Psychology and Learning Support Team, and Kevin Woods, who is a Senior Lecturer in Educational and Child Psychology at the University of Manchester, report upon a series of four case studies, each based within an urban secondary school offering some form of reading support to students in GCSE examinations. Each case study incorporates student interviews, observations of reading support in action, and interviews with staff who manage and provide reading support in examinations. Quantitative findings show an association between students' preferred mode of reading support and the location in which it is provided. Qualitative analyses revealed key themes relating to the dynamics of provision and use of reading support, including ‘student worthiness’, ‘relationships’ and ‘unfair advantage’. Recommendations are made for a more central role for student consultation within processes for providing reader support to GCSE examination candidates.  相似文献   

The Flambards trilogy: Objections to a winner     

Dominic Hibberd 《Children‘s Literature in Education》1972,3(2):5-15

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Adding value to learning and development through CILIP accreditation: The NHS knowledge for healthcare learning academy     

Dominic Gilroy MA  Gil Young MSc 《Health information and libraries journal》2023,40(2):223-227

NHS knowledge and library staff are a highly specialist workforce delivering an economic benefit of £77 million per annum to the health service in England. To achieve their full potential and meet the changing needs of the NHS, it is vital that the workforce remains up to date through the continuing development of their skills, knowledge, and behaviours. This article outlines the work of Health Education England to gain Chartered Institute of Library and Information Professionals (CILIP—The Library and Information Association) quality accreditation for the short course offers delivered through the NHS Knowledge for Healthcare Learning Academy. It summarises the benefits of this accreditation for Health Education England, for employers, and for knowledge and library staff participating in the short courses. Learning points from the experience of the accreditation process are described and shared.  相似文献   

The art trade     

Bernard Casey  Philip Taylor  Jeremy Eckstein  Dominic Moody  Adrienne Muir  Catherine Shaw 《Cultural Trends》1995,7(25):1-17

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A fair share? Support for cultural activities in the English regions     

Dominic Moody 《Cultural Trends》1995,7(27):1-25

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Introduction: Current research on grey literature (GL)     

Dominic?John?FaraceEmail author 《Publishing Research Quarterly》2004,20(1):3-3

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Phonics—the Whole Story? A critical review of empirical evidence     

Dominic Wyse 《Educational studies》2000,26(3):355-364

One of the most contested areas in relation to literacy has been the teaching of reading. The British National Literacy Strategy (NLS) was intended to foreclose the reading debate by taking a clear position on the teaching of reading and prescribing this for all schools. National policy makers have claimed that the NLS is underpinned by research evidence. The central question that informs this paper is: has the research evidence on the teaching of reading demonstrated that the greater emphasis on phonics evident in the NLS Framework for Teaching is justified? Empirical evidence in a number of key areas is reviewed: seminal work; teaching method evaluations; longitudinal evidence and the DfEE review of research and related evidence. It is concluded that there is a weak link between research and the prescribed phonics teaching in the Framework, and that changes should be made to reflect more accurately the research evidence.  相似文献   

Editorial     

Kay Livingston  Louise Hayward  Steve Higgins  Dominic Wyse 《Curriculum Journal》2017,28(1):1-4

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Introducing students to the application of statistics and investigative methods in political science     

Dominic D. Wells  Nathan A. Nemire 《Teaching Statistics》2017,39(2):47-51

This exercise introduces students to the application of statistics and its investigative methods in political science. It helps students gain a better understanding and a greater appreciation of statistics through a real world application.  相似文献