Literacy as a complex activity: deconstructing the simple view of reading     

Morag Stuart  Rhona Stainthorp  Maggie Snowling 《Literacy》2008,42(2):59-66

The Rose Review into the teaching of early reading recommended that the conceptual framework incorporated into the National Literacy Strategy Framework for Teaching – the Searchlights model of reading and its development – should be replaced by the Simple View of Reading. In this paper, we demonstrate how these two frameworks relate to each other, and show that nothing has been lost in this transformation from Searchlights to Simple View: on the contrary, much has been gained. That nothing has been lost is demonstrated by consideration of the underlying complexity inherent in each of the two dimensions delineated in the Simple View. That much has been gained is demonstrated by the increased understanding of each dimension that follows from careful scientific investigation of each. The better we understand what is involved in each dimension, the better placed we are to unravel and understand the essential, complex and continual interactions between each dimension which underlie skilled reading. This has clear implications for further improving the early teaching of reading.  相似文献   

Leadership Reflections: Who Are Your Peeps?     

Maggie Farrell 《图书馆管理杂志》2019,59(4):422-430

Leaders need to surround themselves with colleagues, mentors, and individuals who will support, challenge, and encourage development. Forming a network will aid a library leader in their individual growth as well as provide informal consultants who can see the broader pictures or tease out an issue that might not be evident to the leader. Colleagues who share the same vision or goals will encourage each other and provide support during personal and professional challenges. A library leader should be strategic about selecting and curating a network that will meet a variety of needs as well as being a resource. Doing so, a leader will have a sounding board to consider ideas and strategies while gaining different perspectives. The end result is that a library leader will build professional relationships that will enhance personal and professional success.  相似文献   

The Impact of Victimization and Witnessing Violence on Physical Aggression Among High‐Risk Adolescents     

Albert D. Farrell  Krista R. Mehari  Alison Kramer‐Kuhn  Elizabeth A. Goncy 《Child development》2014,85(4):1694-1710

Relations among witnessing violence, victimization, and physical aggression were investigated within a high‐risk sample of 1,156 sixth graders. Longitudinal, multilevel analyses were conducted on two waves of data from two cohorts of students in 37 schools from four communities. The sample was 65% male and 67% African American. Neighborhood concentrated disadvantage, witnessing violence, victimization, and physical aggression were strongly and positively correlated at the school level. Contrary to hypothesis, exposure to violence did not mediate the effects of neighborhood concentrated disadvantage on changes in physical aggression. As expected, witnessing violence and physical aggression had bidirectional longitudinal effects on each other at the student level. In contrast, there were no cross‐variable relations between changes in violent victimization and aggression over time.  相似文献   

A Grounded Theory of Counseling Students Who Report Problematic Peers          下载免费PDF全文

Lindy K. Parker  Catherine Y. Chang  Kimere K. Corthell  Maggie E. Walsh  Greg Brack  Natalie K. Grubbs 《Counselor Education & Supervision》2014,53(2):111-125

All counselors, including students, are responsible for intervening when a colleague shows signs of impairment. This grounded theory study investigated experiences of 12 counseling students who reported problematic peers. An emergent theory of the peer reporting process is presented, along with implications for counselor educators and suggestions for future research.  相似文献   

The meaning of adventurous activities for 'women in the outdoors'     

Maggie Boniface 《Journal of Adventure Education & Outdoor Learning》2006,6(1):9-24

Adventurous activities are growing in popularity as a form of leisure and recreation, yet many non-participants find it difficult to understand what motivates people to seek out situations in which there is an element of danger and risk. This research examines the meanings of long-term participation in outdoor adventure for women working in education. A biographical method was employed to explore narratives generated through life story interviews that related to the nature and impact of the women's adventure participation. Key themes focused on the significance of adventurous activities, experiences of fear, and relationships in the outdoors. The women in this research emphasised the benefits, values and importance of adventurous activities, and indicated ways in which their participation had influenced all aspects of their lives. They placed particular significance on time for themselves away from everyday life which they associated with feelings of rejuvenation and calm. When describing their experiences in the outdoors the women reported unusually high levels of fear, and placed particular value on shared experiences which often overshadowed aspects such as physical challenge.  相似文献   

Book reviews     

Patrick Groff  James C. Simeon  Maggie Wilson  Gina Feldberg 《Interchange》1992,23(4):445-455

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Utilization of Counseling Services: Comparing International and U.S. College Students     

Sharon L. Mitchell  Andrea K. Greenwood  Maggie C. Guglielmi 《Journal of College Counseling》2007,10(2):117-129

Counseling center utilization patterns during a 2‐year period for 218 international and 222 U.S. college students were examined. Significant between‐group differences were found with regard to age, academic status, referral source, relationship status, self‐reported concerns, counselor diagnosis, disposition, hospitalization rates, prior counseling experience, and use of crisis appointments. Significant within‐group differences among international students were also found. Implications for improving programs and clinical services are discussed.  相似文献   

How policy impacts on practice and how practice does not impact on policy   总被引：1，自引：0，他引：1  

Frank Coffield  Sheila Edward  Ian Finlay  Ann Hodgson  Ken Spours  Richard Steer  Maggie Gregson 《British Educational Research Journal》2007,33(5):723-741

The TLRP project reported on in this article attempts to understand how the Learning and Skills sector functions. It traces how education and training policy percolates down through many levels in the English system and how these levels interact, or fail to interact. The authors first focus upon how policy impacts upon the interests of three groups of learners: unemployed people in adult and community learning centres, adult employees in work‐based learning and younger learners on Level 1 and Level 2 courses in further education. They focus next upon how professionals in these three settings struggle to cope with two sets of pressures upon them: those exerted by government and a broader set of professional, institutional and local factors. They describe in particular how managers and tutors mediate national policy and translate it (and sometimes mistranslate it) into local plans and practices. Finally, the authors criticise the new government model of public service reform for failing to harness the knowledge, good will and energy of staff working in the sector, and for ignoring what constitutes the main finding of the research: the central importance of the relationship between tutor and students.  相似文献   

Mundane Autobiography: some thoughts on self‐talk in research contexts     

Maggie Maclure 《British Journal of Sociology of Education》1993,14(4):373-384

The paper considers the status of autobiographical interview data in life history and biographical research. Interviews tend to be treated, it is suggested, as ‘sacred’ texts‐‐as contemplative and authoritative versions that are as free as possible from the biasses and desires that ordinarily animate (and ‘contaminate') personal stories and anecdotes. It is argued here that, on the contrary, interview accounts are as mundane and pragmatic as any other kind of self‐talk. People use identity for practical ends‐‐to make sense of their conduct, to establish allegiances, to justify moral positions and defend educational ideals. The paper ends by examining a fragment from an interview. Using concepts from discourse and conversation analysis it shows how a teacher, Karen, constructs a particular professional identity and thus engages in an act of mundane autobiography.  相似文献   

Recurring Manuscript Problems: Recommendations for Writing,Training, and Research     

William B. Kline  Cornelia A. Farrell 《Counselor Education & Supervision》2005,44(3):166-174

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