Computer conferencing with access to a 'guest expert' in the professional development of special educational needs coordinators     

Janice Wearmouth  Alice Paige Smith  Janet Soler 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(1):81-93

This article describes and outlines the implications of a one‐year case study of students’ use of the computer conferencing facility of a postgraduate module for special educational needs coordinators (SENCOs) at a distance‐learning institution. This facility incorporates a virtual space for a ‘guest expert’. The aim of the study was to inform future development of courses at a time when computer conferencing was just becoming widespread in the university concerned. Quantitative data associated with the volume and patterns of individual participation in the computer conference were collected as well as interview material from students, tutors and the ‘guest expert’. Findings from the study indicate that computer conferencing has the potential to facilitate the professional development of teachers as reflective practitioners and researchers. However, they also point to a number of barriers to student participation that must be addressed. These include access issues related to time constraints, unfamiliarity with the medium, and lack of confidence in expressing personal views in a public arena. A major conclusion drawn from this study is that it may be appropriate to consider future developments which incorporate the assumption that, in computer conferences of large professional development courses, students are much more likely to participate through reading rather than making personal contributions to conference discussions. This opens the possibility of reconceptualising the role of the ‘guest expert’ as two or more discussants with relevant expertise dialoguing with each other while students follow a threaded discussion and/or make personal contributions.  相似文献   

Sex differences in student preferences for,and perceptions of,learning outcomes and classroom activities in year 11 biology     

Janet V. Keightley 《Research in Science Education》1977,7(1):123-129

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"Have I learnt it?" Evaluating skills for resource-based study using electronic resources   总被引：2，自引：0，他引：2  

Janet Macdonald  Nick Heap  & Robin Mason 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(4):419-433

Electronic information resources are increasingly in use for courses at all levels of Higher Education. They may be employed as reference material when researching particular topics for assignments, as part of a conventionally structured course, or alternatively their use may be a central part of resource based course philosophy. Whilst the use of these resources may offer many advantages in terms of developing more independent learners, there are also information handling skills which students must acquire. This paper discusses the relevance of these skills and the factors influencing their acquisition for students on two networked resource based courses at the UK Open University  相似文献   

Panel discussion   总被引：4，自引：0，他引：4  

Janet Clark  Ed Barbeau  Joseph Agassi  David Perkins  Sharon Bailin 《Interchange》1985,16(1):104-118

The question “Is Creativity a Plausible Educational Goal?” is central to any discussion of creativity from an educational vantage point. In the period from the 1960s until now, it has been more or less taken for granted that creativity is a realistic goal of education. However, there is a variety of issues which this presupposition can cause to arise. One is the issue of the early identification of “creative” individuals independent of their ever creating anything. Another is the question of fostering creativity as opposed to the fostering of actual creation. The strategies range from the early identification of the creative and “leaving them alone” to the refusal to make the identification and the fostering of creativity in Everyman. Others deny that there is any way of either identifying creativity or of fostering it. Virtually all these positions are represented in the following panel discussion.  相似文献   

A written,reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships     

Gail Crimmins  Gregory Nash  Marama Liebergreen  Janet Turley  Richard Bond 《Assessment & Evaluation in Higher Education》2016,41(1):141-153

In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students’ and teachers’ experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large first-year core course at a regional Australian university in semester 2, 2012. The evaluation consisted of three components: student surveys pre- and post-WRDF; a student focus group post-WRDF; and a teacher survey post-WRDF. Participating students’ and teachers’ perceptions of the WRDF assessment feedback suggested that students value feedback highly, and show a preference for feedback combining written, reflective and dialogic processes. The research findings suggest that the WRDF framework can be utilised to address the immediate, practical problem of students’ and teachers’ dissatisfaction with the practice of assessment feedback. Thus, WRDF may be used to nurture teacher/student relationships and enhance the learning process. Although a relatively intensive process, the WRDF strategy can serve an integral role in enhancing feedback practices and supporting students.  相似文献   

The immediate and longer‐term effectiveness of a speech‐rhythm‐based reading intervention for beginning readers          下载免费PDF全文

Emily Harrison  Clare Wood  Andrew J. Holliman  Janet I. Vousden 《Journal of Research in Reading》2018,41(1):220-241

Despite empirical evidence of a relationship between sensitivity to speech rhythm and reading, there have been few studies that have examined the impact of rhythmic training on reading attainment, and no intervention study has focused on speech rhythm sensitivity specifically to enhance reading skills. Seventy‐three typically developing 4‐ to 5‐year‐old children were randomly allocated to one of three treatment groups and received a speech‐rhythm‐based intervention, a phonological‐awareness‐based intervention, or a control intervention over 10 weeks. All children completed pre‐test, post‐test and delayed post‐test measures of speech rhythm sensitivity, single‐word reading, phonological awareness and vocabulary. The results show that it is possible to train speech rhythm sensitivity in this age group and that children who undertook the speech rhythm intervention showed a significant improvement in their word reading performance compared to children in the control group. Group differences were maintained 3 months later.  相似文献   

Identifying and discriminating expository text structures: An experiment with 4th and 5th grade struggling readers     

Michael Hebert  Janet J. Bohaty  J. Ron Nelson  Matthew C. Lambert 《Reading and writing》2018,31(9):2115-2145

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Promoting VET teachers’ innovative behaviour: exploring the roles of task interdependence,learning goal orientation and occupational self-efficacy     

Piety Runhaar  Timothy Bednall  Karin Sanders  Huadong Yang 《Journal of Vocational Education & Training》2016,68(4):436-452

Changing employer demands, new technological and pedagogical insights are examples of developments which urge Vocational Education and Training (VET) institutes to continually renew and innovate their educational programmes. This, in turn, requires teachers to show innovative behaviour. Our study focuses on the effects of task interdependence on VET teachers’ innovative behaviour. In addition, the mediating roles of learning goal orientation and occupational self-efficacy in this relationship are examined. A two-wave survey study among 342 teachers, from 54 teams of 6 Dutch VET institutes, showed that task interdependence enhanced teachers’ learning goal orientation, which enhanced their engagement in innovative behaviour over time. Task interdependence also increased teachers’ occupational self-efficacy, which in turn increased their engagement in innovative behaviour. This effect, however, appeared short lived. Apparently, once teachers exceed a certain level of occupational self-efficacy, other variables, like learning goal orientation, play a more important role in sustaining innovative behaviour.  相似文献   

Who am I? Why am I here? and Where do I come from? Responding to philosophical picturebooks     

Janet Evans 《Education 3-13》2016,44(1):53-67

ABSTRACT

This article gives a brief overview of reader response theory before sharing the views of some nine-year-old children working collaboratively as part of a community of readers. Prior to responding to some philosophical picturebooks the children talked about what they thought philosophy was, they then shared their thoughts on some of the very questions of existence to include: Who am I? Why am I here? Where did I come from? and Where will I go to? Their initial thoughts and responses were followed by detailed reading, thinking and responding to one specific picturebook, Die Schopfung (The Creation) by F.K. Waechter.  相似文献   

Developmental and Temperamental Differences in Emotion Regulation in Infancy   总被引：2，自引：0，他引：2  

Sarah C. Mangelsdorf  Janet R. Shapiro  Donald Marzolf 《Child development》1995,66(6):1817-1828

One of the major adaptations during the infancy period is the development of the ability to cope with arousing or uncertain events. The following study was designed to examine emotion regulation strategy use between 6 and 18 months. 75 infants (25 each of 6-, 12-, and 18-month-olds) were videotaped interacting with 3 female strangers. Coping strategies were coded using a portable computer with a continuous sampling program, enabling coders to record both frequencies and durations of behaviors. Results indicated that 6-month-olds were more likely than 12- or 18-month-olds to use gaze aversion and fussing as their primary emotion regulation strategies, and were less likely than the older infants to use self-soothing and self-distraction. 18-month-olds were more likely than the younger infants to attempt to direct their interactions with the strangers. Infants' strategy use also differed as a function of their wariness of strangers, particularly at 12 months of age.  相似文献