Dyslexia in Higher Education: an abuse of the system?     

Joy Faulkner  Carolyn Blyth 《Educational studies》1996,22(3):357-366

Following on from a previous article which examined concerns regarding the growing demand for public examination concessions on the basis of specific learning difficulties, this article further argues against the much used one‐off psychometric assessment procedure. The appropriateness is queried of a process which does not take into account such other factors as anxiety and emotional disturbance, inappropriate teaching, parental pressure, and socio‐cultural opportunity, all of which can produce a very similar pattern of failure. The nature of specific learning difficulties is also examined, plus a comment on differing assessment techniques. It was concluded that the ‘specific’ needs to be put back into an assessment of ‘specific learning difficulty’. So‐called dyslexia should be identified as the student's major special educational need and not merely as part of a more general learning problem. To do otherwise leaves the system open to abuse, and the long‐term interests of the students concerned will not be best served. The article does not necessarily reflect the views of Carolyn Blyth's employing authority.  相似文献   

The Verse-novel: A New Genre     

Joy Alexander 《Children‘s Literature in Education》2005,36(3):269-283

This article examines the verse-novel, a genre that has gained some prominence in children’s fiction in the last ten years. Reasons why this may be so are suggested and the chief evolving characteristics of the genre in both content and style are discussed. Notable examples of the verse-novel from Australia, the USA and the UK are analysed. Criteria are proposed by which the form can be evaluated. It appears to be a genre whose time has come.Joy Alexander was a secondary school teacher for twenty years before taking up her present position in 1995 as a lecturer in education in the Graduate School of Education at Queen’s University, Belfast, where she has responsibility for the training of prospective English teachers. She has published a number of articles on matters relating to English teaching and her interest in children’s literature has been expressed in articles on C.S. Lewis and on L.M. Montgomery.Sharon Creech web-site: http://sharoncreech.co.uk/ Steven Herrick web-site: http://www.acay.com.au/~sherrick/welcome.html Steven Herrick interview; http://www.scholastic.com.au/classroom/class_main_item.asp?issue Id=10&articleId= 41 Sonya Sones web-site: http://www.sonyasones.com/greatbooks.htm  相似文献   

Student experiences of NAPLAN: sharing insights from two school sites     

Katharine Swain  Donna Pendergast  Joy Cumming 《The Australian Educational Researcher》2018,45(3):315-342

This paper provides insight into middle school students’ perceptions and reactions to their participation in the Australian National Assessment Program—Literacy and Numeracy (NAPLAN). A case study was conducted over 10 months at two Queensland schools with different approaches to NAPLAN implementation. Student voice was elicited via focus groups and 35 students provided drawings and words describing their experience in four stages: preparing, sitting, completing and receiving their results. Thematic content analysis of the textual data and trait and holistic coding of the visual data revealed five themes and suggests that the approach adopted by the school may impact on students’ NAPLAN experiences. This study privileges student voice and enables access to student experiences as they participate in a testing regime which is now a feature of the Australian school assessment landscape.  相似文献   

Using action,reflection and modelling (ARM) in Malaysian primary schools: connecting ‘the ARM theory’ with student teachers’ reported practice     

Claire Dickerson  Joy Jarvis  Roger Levy  Kit Thomas 《Teachers and Teaching》2017,23(4):494-514

This article presents Malaysian student teachers’ reports of using an action, reflection and modelling (ARM) pedagogical approach during their placements in Malaysian primary schools. The ARM approach was designed to support the implementation of the Malaysian primary school mathematics curriculum, which involved changing classroom practice in learning and teaching. It was developed and used during a Malaysia–UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics for a cohort of 120 student teachers in Malaysia. The three principles integral to the ARM approach were repeatedly made explicit to the student practitioners who were engaged in learning and teaching on the new degree programme. Using findings from surveys carried out with the students at the end of their first and final placements, this article provides examples of the way some of them described ARM and recounted how they had used the approach in the classroom. Four of these narratives are used as ‘vignettes’ to illustrate the students’ perceptions of using new ways of learning and teaching in primary schools and to inform and enable a discussion of the relationship between theory and practice in teacher education.  相似文献   

Investigating Teachers' Mathematics Teaching Understanding: A Case for Coordinating Perspectives     

Laurie O. Cavey  Joy W. Whitenack  Louann Lovin 《Educational Studies in Mathematics》2007,64(1):19-43

This paper provides a microanalysis of one Algebra I teacher's instruction to explore the advantages that are afforded us by coordinating two perspectives to document and account for the teacher's mathematical understandings. We use constructs associated with Stein, Grover and Henningsen's domain of mathematical didactics and Realistic Mathematics Education's instructional design theory to infer what the teacher might understand to effectively implement her instructional goals and, more importantly, support student learning. By coordinating these perspectives, we developed a working framework for analyzing the teacher's classroom practice retrospectively. For example, we illustrate how the mathematical possibilities related to one student's question might inform the teacher's decisions as she initiates shifts in students' self-generated models. Additionally, we illustrate how the teacher's decision to capitalize on particular students' models contributes in part to the kinds of mathematical ideas that can be explored and the connections students can make among those ideas. More generally, we explore the utility of coordinating these two perspectives to understand the landscape of ideas that teachers might traverse to align their practices with reform recommendations in the United States.  相似文献   

幸福,是个抉择     

Joy N. Hulme 《海外英语》2004,(1):31

If it'S possible to see red(火冒三丈)about not seeing red,that is what Iwas doing.We had misjudged(错误判断,错误估计)the timing of our autumntrip to see the changing leaves in the Great Lakes states,and I was reallyupset.No matter how I strained my eyes,I couldn't spot red anywhere.NOteven a hint of golden yellow broke through the monotonous greenery. I recalled an earlier leaf-viewing trip to Vermont in October,and the  相似文献   

Expanding and sustaining arts-based educational research as practitioner inquiry     

Joy G. Bertling 《Educational Action Research》2020,28(4):626-645

ABSTRACT

As practitioner inquiry is now established as a widely-recognized research tradition and flourishing movement for educational change, we might consider ways that practitioner inquiry could be conceptualized and executed to broaden implementation, deepen understanding, and sustain inquiry within teacher education. Arts-based research may be an ideal methodology for the extension and sustainment of such inquiry as its visual, performative orientation lends itself to participant engagement and provides access in the representation and dissemination of results. This article will put forth models for advancing arts-based practitioner inquiry within the field of teacher education, by drawing from multiple cycles of a dual-layered, ABER study. This vision of arts-based practitioner inquiry is that of inclusion, increasing the number of those who conduct and interact with research; collaboration, blurring boundaries between the inquiries of teacher educators and pre-service teachers; accessibility, tapping into the power of the arts to engage and communicate in ways that scientific language cannot; and continued engagement, using learning from one cycle to inform inquiry in the next.  相似文献   

Academic Trajectories of Children in Formal and Informal Kinship Care     

Tyreasa Washington  C. Joy Stewart  Roderick A. Rose 《Child development》2021,92(6):2299-2316

The academic achievement places children on a positive trajectory for their lifespan. The aim of this study was to examine the academic trajectories of children in out-of-home care (OOCH) and whether kinship care has a protective effect relative to nonkin foster care. The sample analyzed for this study consists of 519,306 racially diverse youth in North Carolina schools 8 to 11 years old in the school year 2009–2010 (e.g., 27% African American, 12% Latinx, 53% White). Four longitudinal administrative data sources were merged to create this unique sample. Multilevel modeling revealed no difference between formal and non-OOHC, but showed differences between nonkin foster, informal, and non-OOHC. Children’s academic performance who reside in formal kinship care is similar to children in non-OOHC.  相似文献   

You can run but you can’t hide: a grounded theory analysis of suppression among older prisoners in the Philippines     

Allan B. De Guzman  Genesis Marie V. Ibarrola  Chaenta Lee Joy I. Idolog  Anjela Joie C. Ignacio 《Educational gerontology》2020,46(5):303-313

ABSTRACT

Numerous studies have dealt with suppression and its long-term effects. However, little is known about the dynamics of suppression among older prisoners in the context of a developing country like the Philippines whose penal conditions are currently in crisis. This grounded theory investigation is an attempt to describe the process of how a select group of older prisoners (n = 25) from the largest penitentiary in the Philippines experiences suppression. Field texts were subjected to thematic analysis involving open, axial and selective coding. Interestingly, the researchers’ Yo-yoing model of Suppression emerged to portray stages of their suppression experiences. The model shows four stages: devastating, or the rapid heightening of emotions upon encounter of intrusive situation; contemplating, or the progressive receding of the wallowing emotions given one’s gradual realization of the situation; diverting, or the use of various diversionary activities to relieve tension; and iterating, or the unexpected recurrence of the past characterized by “rebounding” a feeling of suffering. The emerged model may become valuable to guide health professionals and gerontological workers in developing appropriate interventions and support mechanisms to improve the overall mental health and well-being of this vulnerable group.  相似文献   

High school science enrollment of black students     

Ellen O. Goggins  Joy S. Lindbeck 《科学教学研究杂志》1986,23(3):251-262

How can the high school science enrollment of black students be increased? School and home counseling and classroom procedures could benefit from variables identified as predictors of science enrollment. The problem in this study was to identify a set of variables which characterize science course enrollment by black secondary students. The population consisted of a subsample of 3963 black high school seniors from The High School and Beyond 1980 Base-Year Survey. Using multiple linear regression, backward regression, and correlation analyses, the US Census regions and grades mostly As and Bs in English were found to be significant predictors of the number of science courses scheduled by black seniors.  相似文献