Current conceptions of literacy – insights from work with children and older learners with sensory needs     

Linda Watson  Graeme Douglas  Liz Hodges  Mike McLinden  Nigel Hall 《Journal of Research in Special Educational Needs》2004,4(2):82-90

There have been many efforts to conceptualise literacy, both in terms of its essence and component parts, but it has proved difficult to define. This paper considers work that is undertaken with children and older learners with sensory needs in order to promote the early stages of literacy. Recent government initiatives aimed at fostering literacy development have caused teachers of children with sensory needs to re-examine their practice. The paper discusses early literacy as part of children's attempts to communicate and describes children with sensory needs engaging in a range of activities that are termed 'literacy' by those working with them. By taking into account these activities, the authors endeavour to throw light on the broader questions around concepts of literacy.  相似文献   

Paper‐based versus computer‐based assessment: is workload another test mode effect?     

Jan Noyes  Kate Garland  Liz Robbins 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(1):111-113

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The Use of the Course Experience Questionnaire as a Monitoring Evaluation Tool in a Problem-based Medical Programme     

Patricia M. Lyon  Graham D. Hendry 《Assessment & Evaluation in Higher Education》2002,27(4):339-352

This paper reports on the use of the Course Experience Questionnaire (CEQ) as an instrument to monitor the medical programme at the University of Sydney and in particular to measure improvements in teaching quality with the introduction of the new graduate-entry problem-based programme. In addition, it raises the more general issue of interpretation of CEQ results in courses designed around problembased learning (PBL). Students' perceptions of teaching quality were sought using a whole class questionnaire survey and small group interviews. Students in the new programme rated their course more highly than did students in the old programme with respect to good teaching, appropriate assessment, generic skills and overall satisfaction. These improvements did not hold with respect to the clarity of goals and standards, nor for perceptions of an appropriate workload. The results are interpreted in context and it is argued that particular items in the CEQ do not reflect the educational philosophy or the instructional processes of PBL programmes.  相似文献   

Why should I be grateful? The morality of gratitude in contexts marked by injustice     

Liz Jackson 《Journal of moral education》2016,45(3):276-290

In philosophical and psychological literature, gratitude has normally been promoted as beneficial to oneself and others and as morally good. Being grateful for what you have is conceived as virtuous, while acts expressing gratefulness to those who have benefited you is often regarded as morally praiseworthy, if not morally expected. However, critical interrogations of the moral status of gratitude should also frame the possible cultivation of gratitude in moral education. This article focuses on whether gratitude should be regarded as morally ideal, praiseworthy or expected in contexts marked by social inequity and injustice. It considers competing articulations of gratitude in philosophical and psychological research and how gratitude can be conceived in some cases as praiseworthy and in others as potentially problematic. Finally, it considers the implications of a multipronged view of gratitude for teaching for and about gratitude in social justice education.  相似文献   

Are academic outcomes of higher education provision relevant to and deliverable in the workplace setting?     

Liz Seagraves  Michael J. Osborne  Ian J. Kemp 《Higher Education》1996,32(2):157-176

Current developments in higher education strongly indicate that the way ahead in many disciplines is much closer co-operation between academia and industry. There is growing demand that recognition should be given to learning, irrespective of the environment in which it occurs.This article reflects on what are deemed to be essential components of a degree, and considers how they might be transformed into forms suitable for demonstration in the work environment. The discussion is supported by findings of a survey carried out in conjunction with a development - Structured Industrial Practice Studies - which integrates academic learning and learning in the work environment for full-time students. The findings, however, are of relevance beyond the particular model of learning and mode of attendance. There appears to be potential for achieving in the workplace aspects of courses which, in recent times, have been the prerogative of higher education establishments. However, such potential is variable between working environments and is dependent on higher education providers adapting to different structures in delivery.  相似文献   

The mathematics problem: the construction of a market-led education discourse in the Republic of Ireland     

Liz Kirwan  Kathy Hall 《Critical Studies in Education》2016,57(3):376-393

Educational change in the neoliberal state is permeated by the effects of forces from outside the field of education itself. The process of governmentality welcomes, indeed demands, the participation of those non-state actors valorised by neoliberalism as well as government agencies dedicated to the advancement of such groups. Inevitably, the concerns of such organisations become central to how the state sees education. This article traces the assembly of national and international agents from industry, business and special interest groups around the concept of ‘knowledge economy’. It treats this assemblage as an apparatus (dispositif), examining how the construction of an economic problem is brought to bear on the demand for educational change, and how this construction of the problem is used to shape public opinion in order to prepare the public for a radical change of direction. Confining itself to the reform of mathematics education introduced in the Republic of Ireland in 2010, this article traces the emergence of a mathematics discourse focused on market-led education. It interrogates the construction of ‘the mathematics problem’ or ‘crisis in maths’ and argues that the discourse of the present construction is economic in nature, centring as it does on human capital production and market-led reform.  相似文献   

‘The Best Education Ever’: Trumpism,Brexit, and new social learning     

Liz Jackson 《Educational Philosophy and Theory》2018,50(5):441-443

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Hannah Arendt and Norwegian Muslim children’s schooling: in pursuit of democratic practices     

Katrine Giæver  Liz Jones 《International Journal of Inclusive Education》2017,21(6):637-649

The aim of this paper is to consider whether Hannah Arendt’s (1996) [Arendt, H. (1958/1998 Arendt, H. (1958/1998). Vita Activa. The Human Condition. Chicago: University of Chicago. [Google Scholar]). Vita Activa. The Human Condition. Chicago: University of Chicago] concept of ‘public space’ is a potentially useful and creative way of thinking about aspects of Muslim children’s experiences within the context of education. Following a terror attack in 2011, when 77 people were killed, the then Norwegian prime minister stated that ‘our answer to this violence is more openness and more democracy but not naivety’. Accordingly, this paper draws on data so as to put concepts drawn from Arendt to work. In so doing, we indicate possibilities for ‘more openness and more democracy’ where Norwegian children can have Islam as an important element within their lives in ways that avoid the charge of naivety.  相似文献   

Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context     

Rola Ajjawi  Joanna Tai  Tran Le Huu Nghia  David Boud  Liz Johnson  Carol-Joy Patrick 《Assessment & Evaluation in Higher Education》2020,45(2):304-316

Abstract

Work-integrated learning (WIL) is a feature of university courses, both in professional areas, where it is commonplace, but also across many different disciplines. Assessment of WIL can be complex as it involves parties and settings external to the university, and it can be problematic because of difficulties in aligning learning activities during placements with what is or can be assessed by the university. This paper explores the relationship between students’ placement experiences and accompanying assessments in contexts where activities are tightly coupled with the curriculum, and in those where it is not. It draws on a qualitative analysis of student interviews and drawings by the interviewees of their WIL experiences, supplemented with analysis of unit guides. Our findings highlight that students’ perceptions of authenticity of assessment were undermined by misalignments between the student, university and industry. Assessment authenticity was perceived by students as based on alignment between their current and future selves in the assessment process, involvement of industry supervisors and relevance of placement activities to assessment activities. The paper discusses the complexity of coordination of educational activities with external partners, especially when one party drives assessment. It then suggests a reframing of WIL assessment to promote alignment and authenticity.  相似文献   

Identifying Liars Through Automatic Decoding of Children's Facial Expressions     

Kaila C. Bruer  Sarah Zanette  Xiao Pan Ding  Thomas D. Lyon  Kang Lee 《Child development》2020,91(4):e995-e1011

This study explored whether children's (N = 158; 4- to 9 years old) nonverbal facial expressions can be used to identify when children are being deceptive. Using a computer vision program to automatically decode children's facial expressions according to the Facial Action Coding System, this study employed machine learning to determine whether facial expressions can be used to discriminate between children who concealed breaking a toy(liars) and those who did not break a toy(nonliars). Results found that, regardless of age or history of maltreatment, children's facial expressions could accurately (73%) be distinguished between liars and nonliars. Two emotions, surprise and fear, were more strongly expressed by liars than nonliars. These findings provide evidence to support the use of automatically coded facial expressions to detect children's deception.  相似文献