Foundation degrees     

Paul Greenbank 《Perspectives: Policy and Practice in Higher Education》2013,17(2):56-61

Despite numerous criticisms of the UK National Student Survey (NSS) institutional managers still strongly support its use in informing student choice, quality and assurance and quality enhancement activities. This article outlines a granular and nuanced benchmarking system for the NSS which provides both a ‘raw’ score (weighted student satisfaction score) and a normalised quotient (weighted student satisfaction quotient) to enable users to take a more considered approach to the absolute and relative strengths and weaknesses of individual course programmes.  相似文献   

Thinking allowed: use of egocentric speech after acquired brain injury (ABI)     

Siân A. Rees  David Skidmore 《International Journal of Inclusive Education》2013,17(9):925-939

This paper explores the use of thinking aloud made by young people who have sustained a severe acquired brain injury (ABI). The phenomenon is compared with the concepts of egocentric speech and inner speech before the form of thinking aloud by pupils with ABI is examined. It is suggested that by using thinking aloud, this group of pupils is able to engage in internally persuasive dialogue and is therefore enabled to take part in classroom learning.  相似文献   

Teacher Appraisal,Professional Development and School Improvement: a case study     

David Hopkins  Julie Howard  Iain Johnston  Barbara Glover  Sue Woodburn 《School Leadership & Management》2013,33(1):37-53

The paper argues that in respect of the day‐to‐day work activities required in being a headteacher, and in the work relationships involved in running schools, the occupational culture of headship has changed fundamentally. Using the accounts of 20 headteachers, interviewed in respect of their career histories in 1990 and followed up by means of a postal questionnaire in 1992, the paper illustrates the changes experienced and identified by this group of heads. It is argued that a new headteacher is required; that aspects of educational leadership have diminished dramatically in the work culture of headship.  相似文献   

Capturing the Nurture approach: experiences of young pupils with SEBD     

Corinne Syrnyk 《Emotional and Behavioural Difficulties》2013,18(2):154-175

In the UK, children with social, emotional and behavioural difficulties (SEBD) may engage with the Nurture approach: a therapeutic model of educational intervention. Despite growing evidence that this approach can promote the developmental and educational attainment of these children, there has been little emphasis on how children might relate their own experiences here. In focusing on a group of young children with SEBD, this study used a combination of drawings and interviews to explore how these unique children perceived their immersion in this particular approach. Most children discerned differences in their past and present personal classroom experiences, and their understanding of the Nurture approach was of a positive nature. It is suggested that a combination of methods may be useful in helping to gauge pupil response and progress regarding this type of intervention. The benefits of acknowledging the perceptions of ‘challenging’ pupils and how this might inform future principles and practice are considered.  相似文献   

Brokering dialogue between secondary students and teachers to co-construct appropriate pedagogy in reduced-size classes     

Gary James Harfitt 《Teachers and Teaching》2013,19(2):212-228

This study focuses on how two teachers working in reduced-size secondary classes of the same grade adapted their pedagogy as a result of a brokered dialogue between myself as researcher and 43 grade 10 students from the teachers’ classes. Research was carried out over the course of one academic year. First, students’ perspectives on studying in a reduced-size class were elicited before they were invited to suggest ways of improving the teaching and learning. These interviews were transcribed and given to the teachers of these classes. Next, these teachers were interviewed to gauge their opinions on what the students had reported in the earlier interviews. At a later stage, their teaching was observed to determine whether, and to what extent, the two teachers had attempted to incorporate changes based on the feedback from pupils. The study showed that the pupil voice is a very powerful and constructive trigger for enacting teachers’ pedagogical change and developing our understanding of students’ learning processes. Findings demonstrate that teachers responded positively to their students’ perspectives despite initial apprehensions. Implications for professional development and good practices in reduced-size classes are also presented.  相似文献   

藏语被动语态及与英语、汉语被动语态的对比研究     

杨华堂 《甘肃高师学报》2013,18(4):11-14

首先探讨了藏语被动语态的特点,然后将它和英语、汉语的被动语态进行对比,通过对比发现藏语和英、汉语的被动语态都有标志特征和主动表被动的共同点,也具有表现形式、语音、使用频率方面和被动类型等方面的不同点。  相似文献   

浅析英汉互译中被动语态的直译与意译     

吕辉芳 《山西广播电视大学学报》2013,(1):55-57

英语被动句形式单一,通过使用条件和表现形式上的对比分析,英语以带标记的被动句为主;而汉语则以较为复杂、多变,无标志的被动句居多。英汉被动语态的直译,英译汉时注意在谓语动词的前面加上被动词来表示被动含义,把汉译为英时,应注意主语、动词间的关系。英汉被动语态的意译,在意思不变的前提下,将英语中的被动句翻译成主动形式的汉语。汉译英时要采用各种方式特别强调接受动作人或物的重要性。为提高英汉互译中被动语态的翻译工作,注意直译和意译的结合及出现歧义和词根变化的特殊翻译。  相似文献   

一种新型语音识别智能锁的设计与实现     

曾辉  谢森林  董晓庆 《韩山师范学院学报》2013,(3):38-40,49

基于SPCE061A单片机,融合传感器技术、语音识别技术、图像识别技术、网络技术等多种技术手段,设计出了一种新型智能锁．通过在正常环境和噪声环境下的大量测试数据分析,证实该智能锁能在日常使用环境中准确地识别出语音的内容,并结合图像识别、验证使用者的身份．  相似文献   

Pupil participation in planning provision for special educational needs: teacher perspectives     

Rosalind Merrick 《Support for Learning》2020,35(1):101-118

There are legal, moral and practical reasons to involve pupils in planning provision for their special educational needs. We do not yet know how principles are implemented in practice. This study explored the views and experiences of 64 teachers with an interest in special educational needs through an online survey. Participants reported greater pupil involvement in everyday matters, less in conceptual aspects of planning. Effective strategies were based on good teacher-pupil relationships and school-wide systems for sharing pupil views. Participants gave examples of the impact of pupil participation on teacher insight, pupil motivation and material provision. 84 per cent indicated that they would like pupils to be more involved in decisions about their provision than they currently are. Barriers included the nature of children’s difficulties and practitioner attitudes. Listening to children is intrinsic to good teaching, yet pupils also benefit from a more formal role in provision planning.  相似文献   

民族唱法女声的嗓音色彩调节     

陈征南 《娄底师专学报》2007,(5):35-37,43

从民族声乐艺术传统与现代的碰撞与交融的视角，以歌唱发声的科学原理为依据，结合自身的声乐学习与歌唱实践，探讨了唱法女声在音色调节方面的借鉴与发展问题。  相似文献