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31.
Sashi Sharma Jenny Young-Loveridge Merilyn Taylor Ngärewa Häwera 《Asia Pacific Journal of Education》2011,31(4):503-519
This paper focuses on the perspectives of Years 7 and 8 Pasifika students on mathematics learning, in particular their views about the communication of solution strategies with others (their peers), and their teacher. Pasifika students' ideas about the importance of communicating their mathematical reasoning and strategies to peers and teachers were analysed and themes identified. While most students were in agreement about the importance of explaining their thinking to others, there was considerable variation in the reasons they gave for their views. The findings are interpreted in relation to socio-cultural theory and recent writing about requirements for citizenship in the twenty-first century. 相似文献
32.
It is becoming increasingly vital to publish and share research as well as get citations for the purpose of researcher visibility. The publishing options available for research distribution seem endless. It really is an academic jungle out there! This article reviews why early career researchers and graduate scholars should consider their research impact in the digital age. 相似文献
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Andrew W.M. Fry 《Child abuse & neglect》1981,5(2):159-165
During the course of the Special Unit's operation it became apparent that in many cases there was a demonstrable need for assessment; for a period of involvement with the family by one worker who could not only explore the background information, from parents and agencies alike, but also engage the whole family in an interventive schedule which explores their positive development by the use of a number of treatment modalities, the effectiveness of which could be evaluated in operation. Time-tabled case conferences on a weekly basis with a standing membership at the core reflecting the membership of the policy-making Area Review Committee, supplemented by other workers also involved in each case, provide the regular and consistent forum from which assessment cases are referred and for which assessment reports are prepared. The assessment process is the beginning of a long-term interventive schedule in which the clients and workers both participate. The system is, in essence and practise, a simple one but its effects have been felt not only in terms of ongoing casework with families but also at the level of policy-making in reappraisal of our traditional agency attitudes to child abuse. 相似文献
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Beckett C Maughan B Rutter M Castle J Colvert E Groothues C Kreppner J Stevens S O'connor TG Sonuga-Barke EJ 《Child development》2006,77(3):696-711
Cognitive outcomes at age 11 of 131 Romanian adoptees from institutions were compared with 50 U.K. adopted children. Key findings were of both continuity and change: (1) marked adverse effects persisted at age 11 for many of the children who were over 6 months on arrival; (2) there was some catch-up between ages 6 and 11 for the bottom 15%; (3) there was a decrease of 15 points for those over 6 months on arrival, but no differentiation within the 6-42-month range; (4) there was marked heterogeneity of outcome but this was not associated with the educational background of the adoptive families. The findings draw attention to the psychological as well as physical risks of institutional deprivation. 相似文献
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Jenny Byrne Hazel Brown Doreen Challen 《International Journal for Academic Development》2013,18(3):215-228
Many higher education institutions worldwide require that all academic staff undergo a peer observation of teaching each academic year. Within one department in a university in the South of England, questions have arisen about the value and purpose of the traditional ‘peer observation’ process, and as a result a new voluntary system of ‘peer development’ has been introduced. This paper explains the rationale underpinning the new peer development process, and explores its worth and value to those who have participated in it as a mechanism for professional development. Reflections on the process are considered, along with what can be done to improve the new system. 相似文献
39.
In England, students with immigrant background exhibit lower educational attainment than those without immigrant background. Family socioeconomic status (SES) helps explain differences in educational attainment, but a gap remains that differs in size for students with different immigrant backgrounds. While the explanatory repertoire for the remaining gap is broad, it has been neglected to comprehensively investigate whether family SES constructs are equivalent across students with different immigrant backgrounds. Using data from the first wave of the Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU) for England (n = 4,315), the paper applies exploratory structural equation modelling (ESEM) to evaluate measurement invariance of family background constructs across students without and with immigrant background, specifically Pakistani/Bangladeshi immigrant background. Results suggest differences in the structure of family SES indicators across groups and in their association with educational attainment. Complementary variables are suggested to enhance family SES indicators. Findings are relevant to researchers investigating educational inequalities related to immigrant background. 相似文献
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