Anger management – a practical guide     

Maggie Frost 《Emotional and Behavioural Difficulties》2013,18(2):227-228

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Written expression performance in adolescents with attention-deficit/hyperactivity disorder (ADHD)     

Tony DeBono  Armita Hosseini  Cassandra Cairo  Karen Ghelani  Rosemary Tannock  Maggie E. Toplak 《Reading and writing》2012,25(6):1403-1426

We examined written expression performance in a sample of adolescents with ADHD and subthreshold ADHD using two different strategies: examining performance on standardized measures of written expression and using other indicators of written expression developed in this study. We examined associations between standardized measures of written expression, cognitive processing measures (working memory, processing speed, language, fine motor ability, and reading efficiency) and behavioral ratings of ADHD by parents and teachers. We also developed a coding scheme for a writing sample to measure productivity and the ratio of self-corrections to errors. The results indicated that written expression performance was most consistently associated with cognitive processing measures and not behavioral ratings of ADHD, based on correlational and simultaneous regression analyses. These results were consistent in the analyses with both the standardized measures and the coding scheme measures of written expression. Findings generally remained robust, regardless of whether participants who met criteria for a learning disability were included or excluded in the analyses. The current results suggest that written expression difficulties in adolescents with ADHD are attributable to processing difficulties that may be associated with ADHD, not to ADHD reported symptoms. Implications for assessment and intervention are discussed.  相似文献   

Engaging with commonality and difference: Theoretical tensions in the analysis of working-class women's educational discourses     

Louise Archer  Merryn Hutchings  Carole Leathwood 《International Studies in Sociology of Education》2013,23(1):41-62

In this article the authors contribute to ongoing theoretical debates concerning the conceptualisation of multiple social identities and oppressions. The article begins by briefly tracing the path towards current critical/feminist/sociological positions 'between modernism and postmodernism', in which identities ('race', class, gender, etc.) are conceptualised as socially constructed, fluid, shifting and yet grounded in 'real' inequalities and oppressions. The article then builds upon, and contributes to, current theoretical dialogue by highlighting ongoing tensions and unresolved problematics within the theoretical approach, drawing out the particular implications of these for educational research. Issues are discussed with specific reference to recent work by Brah (1999) and illustrations are provided using examples from the authors' research with inner city, working-class women.  相似文献   

Towards a new emphasis in monitoring     

Sue Cole  Maggie Coats  Helen Lentell 《Open Learning》2013,28(3):13-18

In the Open University, a sample of each tutors marked assignments is monitored to assess the quality of teaching and grading. Sue Cole and Maggie Coats, Assistant Staff Tutors in Social Science in the East Midlands Region and Helen Lentell, Assistant Director, Regional Academic Services respectively, focus on the tutor‐monitor dimension, and present the case for viewing monitoring in terms of performance improvement, not just performance appraisal. The views of readers on this controversial subject are welcome.  相似文献   

The offence of theory     

Maggie MacLure 《教育政策杂志》2013,28(2):277-286

Theory frequently offends. The paper argues that this is its strength: the value of theory lies in its power to get in the way. Theory is needed to block the reproduction of banality, and thereby, hopefully, open new possibilities for thinking and doing. However, I also note that theory has become somewhat disengaged from its objects, diminishing its power of productive interference. I argue for ‘exemplary’ practices, in which theory proliferates from examples. Caught in the minutiae of the example, yet also open to unexpected connections, theory might develop more productive ways of offending. Or to put it differently, of producing wonder.  相似文献   

Gender ‘matters’ in the primary classroom: Pupils' and teachers' perspectives     

C. Skelton  B. Carrington  B. Francis  M. Hutchings  B. Read  I. Hall 《British Educational Research Journal》2009,35(2):187-204

A recent project involving Year 3 (seven–eight year‐old) pupils and their teachers revealed that ‘gender matters’ differently to boys and girls, and teachers. The study sought to elicit whether pupils and their teachers felt the gender of a teacher mattered to their experiences of schooling. Pupils were concerned about how effective teachers were in carrying out their professional functions and a teacher's gender was subsumed within this. For these pupils, ‘gender mattered’ in terms of the construction of their own gender identities. In contrast, teachers were aware of and attentive to the gender of pupils in managing and organising classroom interactions. The variety of differing views expressed and positions adopted towards the place of gender in teacher–pupil interactions demonstrates the complexity of developing ‘one size fits all’ approaches to tackling gender equity in the classroom.  相似文献   

Reading and Comprehension: a longitudinal study of ex‐Reading Recovery students     

Maggie Moore  Barrie Wade 《Educational studies》1998,24(2):195-203

The paper reports the results of a longitudinal case study conducted in Australia and New Zealand. The study compares the reading and comprehension age of children in their fifth and sixth years in school. Reading and comprehension ages of 121 children who had Reading Recovery intervention at age 6 were compared with those of a Comparison group of 121 children, drawn from the same classes who, at age 6 years, had been better performers in literacy. Reading and comprehension assessment was conducted with the use of the Neale Analysis of Reading and analysed by means of a t‐test. Results show that the mean reading age of ex‐Reading Recovery children was nearly 12 months superior to that of the Comparison group and that the mean comprehension age was nearly 13 months superior at very highly significant levels. The results strongly suggest that Reading Recovery tuition at age 6 years enabled the 121 ex‐Reading Recovery children to make greater progress in literacy than children in the Comparison group.  相似文献   

The 'Quiet' Child     

Barrie Wade  Maggie Moore 《English in Education》1984,18(3):25-32

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Language and Discourse: the embrace of uncertainty     

Maggie Maclure 《British Journal of Sociology of Education》1994,15(2):283-300

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The Case for a New Kind of LEA Support Team     

Ray Chatwin  Paul McGowan  Maggie Turner  Trisha Wick 《Cambridge Journal of Education》1990,20(2):135-153

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