A Child for Keeps: The History of Adoption in England, 1918–45     

Pamela Horn 《History of education》2013,42(3):417-418

  相似文献   

Language specialists’ views on the academic language and learning abilities of English as an additional language postgraduate coursework students: towards an adjunct tutorial model     

Ben Fenton-Smith  Pamela Humphreys 《高等教育研究与发展》2017,36(2):280-296

As in other Anglophone nations, a large percentage of Australia’s postgraduate international students come from English as an additional language (EAL) backgrounds, and many require development of their academic language and learning (ALL) capabilities to successfully navigate a higher degree. This paper investigates those capabilities through the eyes of experienced ALL practitioners (n?=?42), whose views on the issue were sourced via an online survey. The paper further explains how the findings were used to implement a trial of an ALL enhancement strategy at one university in the form of adjunct tutorials within selected coursework masters programmes. Both the research and the pedagogical model depart from monolithic conceptualizations of international students by identifying the issues of vertical transition peculiar to EAL postgraduate coursework students, a task that is addressed through the tripartite perspective of the personal, the linguistic and the academic. Findings suggest that, while EAL postgraduates have previous study experience, motivation and maturity, they benefit from opportunities to address disjunctures between the knowledge base they bring to higher study and the expectations of that knowledge base held by universities. Successful transition is also facilitated by explicit (re)orientation to the academic norms of the host institution and nation. Academic writing was noted as a particular area requiring attention, along with the related matters of research skills, information literacy, academic integrity, independent learning, and time management.  相似文献   

Conflicting Discourses: Navigating the Tensions of Becoming a Literacy Coach     

Deborah MacPhee  Pamela Jewett 《The New Educator》2017,13(4):408-431

During recent years, literacy coaching has become a widespread model of professional development for teachers in schools across the United States. However, there is a shortage of research and policy to inform the preparation and ongoing work of literacy coaches. In this article, the researchers use a modified version of Gee’s identity framework to examine teachers’ reflective writing as they learned about and practiced coaching in one school district. Findings show that teachers invoked multiple conflicting discourses of coaching that contributed to tensions in their work. The researchers argue that such tensions can stand in the way of educators constructing coaching identities that allow them to support and sustain meaningful professional development for teachers.  相似文献   

The effectiveness and retention of teachers with prior career experience     

Donald Boyd  Pamela Grossman  Marsha Ing  Hamilton Lankford  Susanna Loeb  Rachel O’Brien  James Wyckoff 《Economics of Education Review》2011,30(6):1229-1241

As schools and districts seek to recruit teachers, individuals in non-teaching professions are an appealing possible pool. These potential teachers come with work experience and may have expertise that would serve them well in the classroom. While there has been substantial rhetoric assailing the virtues of teachers with prior professional experience, no research that we know of has assessed the effectiveness of these teachers in terms of student learning. This study uses data from New York City to assess the relative effectiveness and retention of career-switchers. It provides some evidence that these teachers are no more effective than other new teachers, and, in fact, they appear to be less effective at raising math scores of elementary and middle school students. There is little difference in overall transfer or leave rates between teachers with prior experience and other teachers, although career-switchers from college recommended programs do appear more likely to transfer schools.  相似文献   

Peer partnership to enhance scholarship of teaching: a case study     

Alan Barnard  Waveney Croft  Rosemary Irons  Natalie Cuffe  Wasana Bandara  Pamela Rowntree 《高等教育研究与发展》2011,30(4):435-448

This paper reports on the outcomes of a peer partnership program trialled at the Queensland University of Technology (QUT), Australia. The program was designed based on a community of practice methodology to bring together academic staff for the purpose of advancing teaching practice. The program encouraged professional and supportive environments for the purpose of critical reflection and personal development. The belief was that quality teaching is core business and vital to university organisational goals. Peer partnership programs support improvement in teaching and learning. Participants in the program reported the program enhanced their commitment and insight into teaching and that there is willingness to be involved if supported by colleagues and an organisation. Feedback from participants in the program was positive and outcomes arising from the QUT Peer Partnership Project were the development of an online peer partner tool-kit, staff development training, an instructional DVD and integration of the project goals within QUT staff development programs.  相似文献   

Emotional Competence and its Influences on Teaching and Learning   总被引：2，自引：0，他引：2  

Pamela W. Garner 《Educational Psychology Review》2010,22(3):297-321

This article provides an interdisciplinary review of theory and research linking aspects of emotional competence to learning and school-related outcomes across childhood. Drawing upon work in developmental psychology, educational psychology, and teacher education, this review also discusses the role of teachers in socializing students’ emotions and considers the strategies and the challenges they face in regulating their own emotions in the classroom context. Future directions for research in this area are proposed.  相似文献   

Pictures are necessary but not sufficient: Using a range of visual methods to engage users about school design     

Pamela Woolner  Jill Clark  Elaine Hall  Lucy Tiplady  Ulrike Thomas  Kate Wall 《Learning Environments Research》2010,13(1):1-22

It has been argued by both educationalists and social researchers that visual methods are particularly appropriate for the investigation of people’s experiences of the school environment. The current and expected building work taking place in British schools provides an opportunity for exploration of methods, as well as a need to establish ways to achieve this involvement of a range of school users, including students. This article describes a consultation that was undertaken in a UK secondary school as part of a participatory design process centred on the rebuilding of the school. A range of visual methods, based on photographs and maps, was used to investigate the views of a diverse sample of school users, including students, teachers, technical and support staff and the wider community. Reported here is the experience of using these tools, considering the success of different visually-based methods in engaging a broad cross section of the school community and revealing useful information. Using a range of visual methods allows a complex, but coherent, understanding of the particular school environment to be constructed and developed. It is further argued that such a range of visual and spatial methods is needed to develop appropriate understanding. The study, therefore, contributes to knowledge about specific visual research methods, appreciation of the relationship between tools, and a general methodological understanding of visual methods’ utility for developing understanding of the learning environment.  相似文献   

Is science me? High school students' identities,participation and aspirations in science,engineering, and medicine     

Pamela R. Aschbacher  Erika Li  Ellen J. Roth 《科学教学研究杂志》2010,47(5):564-582

This study follows an ethnically and economically diverse sample of 33 high school students to explore why some who were once very interested in science, engineering, or medicine (SEM) majors or careers decided to leave the pipeline in high school while others persisted. Through longitudinal interviews and surveys, students shared narratives about their developing science identities, SEM participation and aspirations. In analysis, three groups emerged (High Achieving Persisters, Low Achieving Persisters, and Lost Potentials), each experiencing different interactions and experiences within science communities of practice in and outside of school and within the extended family. These different microclimates framed students' perceptions of their SEM study, abilities, career options, and expected success, thereby shaping their science identities and consequent SEM trajectories. School science was often hard and discouraging; there were very few science advocates at school or home; and meaningful opportunities to work with real science professionals were scarce, even in schools with science or health academies. Students expressed positive attitudes toward science and non‐science pursuits where they experienced success and received support from important people in their lives. Results underscore the key role communities of practice play in career and identity development and suggest a need for interventions to help socializers better understand the value and purpose of science literacy themselves so as to encourage students to appreciate science, be aware of possible career options in science and enjoy learning and doing science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 564–582, 2010  相似文献   

Does Professional Suitability Matter? A National Survey of Australian Counselling Educators in Undergraduate and Post-Graduate Training Programs     

Pamela D. Brear  Jillian Dorrian 《International journal for the advancement of counseling》2010,32(1):1-13

This Australian national study was undertaken to profile the unsuitable counselling student, and to achieve greater operational specificity to guide counselling educators who must make critical decisions that impact admittance to the counselling profession. Findings suggest that in every 25 students as many as three will have questionable suitability for counselling, evidenced primarily by problems associated with self awareness and interpersonal issues, areas of functioning that are rarely systematically or objectively assessed. Such students are likely to be identified via skills-based classes and, of concern, at least half of these students “slip through the gate” and go on to graduate. Discussion addresses implications for educators.  相似文献   

Classroom teachers and physical activity integration     

Donetta J. Cothran  Pamela Hodges Kulinna  Alex C. Garn 《Teaching and Teacher Education》2010

This project examined 23 teachers’ involvement in a curricular project to integrate physical activity into the school day. The teachers represented all grade levels and worked in schools that served Native American students in the United States. Interviews occurred twice during the year-long project. Data were analyzed via constant comparison. Teachers’ willingness to engage was influenced positively by caring about students and their own personal wellness history. Their engagement was impeded by institutional factors of scheduling and assessment pressures. The results provide insights into how teachers might be persuaded to and prepared for the implementation of similar programs in new locations.  相似文献