Writing across the academic languages: introduction     

Silliman  Elaine R.  Bahr  Ruth Huntley  Wilkinson  Louise C. 《Reading and writing》2020,33(1):1-11

Reading and Writing -  相似文献   

Collaborative teaching in a linguistically and culturally diverse higher education setting: a case study of a postgraduate accounting program     

Elaine Evans  Jen Tindale  Dawn Cable  Suzanne Hamil Mead 《高等教育研究与发展》2009,28(6):597-613

The Language for Professional Communication in Accounting project has changed teaching practice in a linguistically and culturally diverse postgraduate accounting program at Macquarie University in Australia. This paper reflects on the project’s interdisciplinary and collaborative approach to diversity in the classroom by tracing its growth and development and describing the way in which it is supporting the integration of professional communication skills and discipline‐specific content within the Master of Accounting program. In particular, the paper demonstrates that discipline specialists working in a continuous and collaborative relationship with English language specialists, to integrate and assess communication skills and enrich the curriculum, leads to better outcomes for students and staff. The paper contributes to a growing literature on approaches that integrate particular graduate attributes into programs with diverse student populations, rather than bolt‐on interventions by language specialists that have limited outcomes.  相似文献   

What’s in a name? Preschoolers’ noun learning performance in relation to their risk for reading disability     

Megan Louise Gilliver  Brian Byrne 《Reading and writing》2009,22(6):637-659

This paper reports the findings of an investigation aimed at gaining a clearer understanding of the nature of vocabulary difficulties associated with dyslexia and associated risk status. Three studies were conducted to examine preschoolers’ access and mastery of syntactic- and phonological-based processes believed to support word learning. Results are reported for 82 participants whose (reading) risk status was assessed from a composite of measures known to be related to reading development. As expected, risk status correlated positively with participants’ ability to recall the phonological form of novel nouns. No relationship was found between risk status and participants’ use of syntactic form-class cues in interpreting the noun class of novel names in isolation. However, the ability to use form-class cues was impaired for at-risk participants on a task that required them to learn both the phonological form and noun class. Findings are discussed in relation to the suggestion that limitations in processing resources such as working memory rather than in the availability of language structures may be at the root of the reported poor performance by at-risk children on vocabulary and other linguistic measures.

Megan Louise GilliverEmail: Email:

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Down Memory Lane: Recollections of Lamaze International's First 50 Years     

Zwelling E 《The Journal of perinatal education》2010,19(3):11-16

The 42-year involvement of one member of Lamaze International is chronicled through a decade-by-decade review of personal memories. The history of Lamaze International is shared through the recollections of her roles as a childbirth educator, faculty member, and member of the board of directors.  相似文献   

‘They call me headmaster’: Malawian and Australian women leaders     

Kay Whitehead  Elaine Andretzke  Valesi Binali 《Gender and education》2018,30(2):156-171

This article explores commonalities in the lives and work of women head teachers in Malawian secondary schools and women principals in Australian Lutheran schools. In both Australia and Malawi women are under-represented in school leadership and often appointed to complex schools and communities. We commence with a brief discussion of Malawi and Australia’s political and educational histories which have much in common, before outlining current selection policies for school leadership. The second part of the article explores women leaders’ initial and ongoing challenges in relation to their school systems, daily work and domestic lives. The final section focuses on their perspectives of current strategies to address women’s under-representation as leaders in their respective school systems. Notwithstanding the stark contrast in socio-economic contexts, we highlight enduring transnational inequalities in women leaders’ lives and work in Malawian secondary and Australian Lutheran schools.  相似文献   

A Systematic Review of Barriers and Facilitators of Disability Disclosure and Accommodations for Youth in Post-Secondary Education     

Sally Lindsay  Elaine Cagliostro  Gabriella Carafa 《International Journal of Disability, Development & Education》2018,65(5):526-556

This review critically appraised the literature on disability disclosure and accommodations for youth with disabilities in post-secondary education (PSE). Systematic searches of 8 databases identified 36 studies meeting our inclusion criteria. These studies were analysed with respect to the characteristics of the participants, methodology, results of the studies and quality of evidence. Five thousand, one hundred and seventy four participants (mean age 26.4) were represented across six countries. Barriers to disability disclosure and requests for accommodations in PSE included stigma, discrimination, lack of knowledge of supports and how to access them, type of course and instructor, coping styles, and nature of the disability. Facilitators included supports and resources, coping and self-advocacy skills, mentorship, and realising the benefits of disclosure. Factors affecting the process and timing of disability disclosure in PSE included the type of disability, and mode of disclosure. There was a lack of consensus on the timing of disclosure.  相似文献   

Treadmill Adaptation and Verification of Self-Selected Walking Speed     

Paulo S. Roberto Amorim  Andrew Hills  Nuala Byrne 《Research quarterly for exercise and sport》2013,84(2):380-385

Abstract

Eighty-two male college students were divided into three equal-size groups for the purpose of testing the transfer effects between motor skills judged similar in perceptual components but different in motor components.

Criterion measures of gross movement ability and static balance were analyzed and practice tasks similar to these criterion measures in perceptual components but different in motor components were developed. All subjects were pretested on the criterion measures, after which groups 1 and 2 practiced 3 min. per day for 28 days on the practice tasks while group 3 performed unrelated isometric exercises. On the post-test, the experimental groups were found to be significantly superior to the control group on gross movement accuracy and static balance. It was implied that the transfer resulted from the similarity in perceptual components of the two motor skills, and that perceptual abilities were subject to improvement through practice.  相似文献   

Structures, fictions, and the explanatory epistemology of mathematics in science     

Mark Balaguer  Elaine Landry  Sorin Bangu  Christopher Pincock 《Metascience》2013,22(2):247-273

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Quality assurance for distance education: a faculty peer review process     

Ross  Kathryn R.  Batzer  Lyn  Bennington  Elaine 《TechTrends》2002,46(5):48-52

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Sending Minnie the Minx Home: Comics and reading choices     

Elaine Millard  Jackie Marsh 《Cambridge Journal of Education》2001,31(1):25-38

This paper reports on aspects of two qualitative studies which focused on children's interests in comics. The earlier study (Millard, 1997) was part of a larger survey of 254 boys' and girls' reading interests, sampled at the point of transition between primary and secondary school. The second study, which forms the main body of this paper, explores the reactions to a home-school comic lending library based in three primary classrooms over a period of seven weeks. Results from both studies are discussed in this paper and the implications for the development of the primary school literacy curriculum explored.  相似文献