From discrete intervention to engage marginalised students to whole-school initiative to engage all students     

Maggie Callingham 《International Journal of Inclusive Education》2017,21(2):131-145

An enduring educational dilemma is that young people from economically disadvantaged backgrounds do not have their needs met in conventional schooling. As a result, many have left school by Year 11. To counter this trend, some schools in disadvantaged areas introduce targeted in-school interventions before Year 11 to meet the needs of their students. Many of these interventions, which are highly successful in engaging students and supporting them to achieve, have insights to offer schools, but they remain on the margins as programmes for particular young people. However, a government secondary school in Victoria, Australia has been an exception. It was inspired to apply aspects of a successful intervention, Hands On Learning, to a whole-school initiative to enhance the engagement of all of its students. I used a case-study approach to investigate the initiative’s first year of implementation. Findings revealed that the majority of students did report engagement. However, economically disadvantaged students faced barriers to full participation that negatively impacted their learning experiences. The inequitable distribution of educational benefits demonstrated that whole-school adaptation of an intervention is not straightforward and unless the needs of disadvantaged students are targeted in the whole-school initiative, they are likely to experience educational disadvantage.  相似文献   

Evidence-based diagnosis and treatment for specific learning disabilities involving impairments in written and/or oral language     

Berninger VW  May MO 《Journal of learning disabilities》2011,44(2):167-183

Programmatic, multidisciplinary research provided converging brain, genetic, and developmental support for evidence-based diagnoses of three specific learning disabilities based on hallmark phenotypes (behavioral expression of underlying genotypes) with treatment relevance: dysgraphia (impaired legible automatic letter writing, orthographic coding, and finger sequencing), dyslexia (impaired pseudoword reading, spelling, phonological and orthographic coding, rapid automatic naming, and executive functions; inhibition and rapid automatic switching), and oral and written language learning disability (same impairments as dyslexia plus morphological and syntactic coding and comprehension). Two case studies illustrate how these differential diagnoses can be made within a conceptual framework of a working memory architecture and generate treatment plans that transformed treatment nonresponders into treatment responders. Findings are discussed in reference to the importance of (a) considering individual differences (diagnosis of impaired hallmark phenotypes) in planning and evaluating response to instruction and modifying instruction when a student is not responding; (b) recognizing that teaching may change epigenetic gene expression at one stage of schooling, but not the underlying gene sequences that render individuals still vulnerable as curriculum requirements increase in nature, complexity, and volume in the upper grades; and (c) using evidence-based diagnoses of specific learning disabilities that are consistent across states for free and appropriate education K to 12 and for accommodations throughout higher education and professional credentialing.  相似文献   

A Bayesian performance prediction model for mathematics education: A prototypical approach for effective group composition     

Rahel Bekele  Maggie McPherson 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(3):395-416

This research work presents a Bayesian Performance Prediction Model that was created in order to determine the strength of personality traits in predicting the level of mathematics performance of high school students in Addis Ababa. It is an automated tool that can be used to collect information from students for the purpose of effective group composition. During the study, attributes that affect performance in mathematics were identified and the sources of the data were analysed. Based on collected data, a predictive tool was developed and a 70.9% prediction accuracy was achieved vis‐à‐vis actual exam results. Further work and modification of the prediction model increased the level of prediction accuracy to 78.4%. The findings of this research provide an insight into the possible applications of uncertainty management techniques, particularly to address some of the conflicting results relating to the significance of factors affecting student performance of the mathematics subject. This has implications regarding methods of grouping learners for optimum performance. Future research may include a deeper exploration of factors related to performance and more specifically how the Bayesian predictive model can be incorporated for effective group formation. Furthermore, researchers might be able to extend the application of similar performance prediction models for other academic subjects.  相似文献   

Disenchanted Evenings: The social organization of talk in parent-teacher consultations in UK secondary schools     

Maggie MaClure  Barbara M. Walker 《British Journal of Sociology of Education》2000,21(1):5-25

Parent-teacher consultations represent something of a 'black hole' in our understanding of educational practices. This study, based on audio-recordings, examines the structure and the fine detail of these brief encounters. We identify some similarities with doctor-patient consultations. Teachers are accorded the right to give an uninterrupted 'diagnosis'; and they maintain knowledge differentials through their use of specialist vocabularies and professional registers, while down-playing parents' deployment of their own 'privileged' knowledge of the student. However, we argue that teachers do not unequivocally have the upper hand: that issues of power, identity, competence and moral conduct are at stake for all involved. The complex negotiations and skirmishes that take place during these encounters testify to their precarious location on the boundary between the two institutions of home and school. In requiring homes to render themselves visible, schools also, fleetingly, expose themselves to the risk of critical scrutiny from those on the outside.  相似文献   

Franchising: The Quiet Revolution     

Maggie Woodrow 《Higher Education Quarterly》1993,47(3):207-220

The rapid spread affranchising activity by universities over the last few years has been a quiet revolution - revolutionary in its speed and radical nature, but so quiet that its significance has yet to be assessed. Publications on franchising, and there are only a few, are investigative and informative, rather than analytical or policy-oriented. This is perhaps because there has been no major national policy lead on franchising. Government departments and national bodies have contributed at best encouragement and recognition; at worst suspicion and obstruction. In the tradition of revolutionary activity, franchising has been a bottom-up initiative, institution-led, and at a speed which, 'In a sector not known as a quick-change artist is breathtaking'. This paper examines the origins, nature and implications of this quiet revolution.  相似文献   

Coda     

Maggie MacLure 《Discourse: Studies in the Cultural Politics of Education》2016,37(5):798-800

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生活惯用语(二)     

Maggie 《初中生》2001,(16)

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‘Am I doing it right?’ Conceptualising the practice of supervising master’s dissertation students     

Ann Macfadyen  Christine English  Michael Kelleher  Maggie Coates  Colin Cameron  Vanessa Gibson 《高等教育研究与发展》2019,38(5):985-1000

ABSTRACT

An action research project involving 25 master’s supervisors, from health and education disciplines, sought to enhance their understanding of dissertation supervision. Recognising that they were sometimes slightly unsure about their role, they sought to identify issues that contributed to this circumstance, and to develop supervisor preparation materials to support future colleagues. During interviews and collaborative workshops, colleagues shared their experiences and reflected with one another on the nature of supervision. Through this process, they constructed a model that conceptualises how they practice. The core element is an ongoing assessment of a student’s readiness, motivation and individual situation. In response to this assessment, supervisors balance three functions: Facilitating, Nurturing and Maintaining Standards. Facilitating encourages student growth through challenge or stimulation. Nurturing involves the provision of support and reassurance within a safe space in which this growth can occur. Maintaining standards ensures that academic and professional rigour are preserved.  相似文献   

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