Parents’ Perspectives on Inclusive Schools for Children with Autism Spectrum Conditions     

Marita Falkmer  Katie Anderson  Annette Joosten 《International Journal of Disability, Development & Education》2015,62(1):1-23

Children with autism spectrum conditions (ASC) increasingly participate in inclusive education. The present study reviewed studies of children with ASC for parents’ perceptions of aspects they believed contributed to inclusive mainstream school settings. Understanding the parental perspective on the facilitators for inclusion of their child with ASC in mainstream schools is likely to improve inclusive practice. Twenty-eight empirical articles revealed that parents perceived teachers as playing a vital role in the inclusion of their children with ASC. The school was considered important in creating an environment that enabled inclusion, particularly through positive peer relations, prevention of bullying and help from support staff. At the societal level, funding and legislative policies were considered important. By understanding these aspects, policy-makers, teachers, school administrators and therapists may better be able to address parents’ inclusion concerns and thereby develop strategies to improve inclusion in mainstream schools.  相似文献   

Children Reading Series Books: Ways into Peer Culture and Reading Development     

Sally Ann Jones 《Changing English: An International Journal of English Teaching》2015,22(3):307-325

This article, drawing on research which aimed to explore how young children read English in Singapore, demonstrates how nine-year-old Singaporean children’s voluntary reading of series books served the dual purposes of enabling their membership of the peer group through culturated reading and the independent development of their reading skills and motivation for reading. Using interviews to encourage conversation and reflection, the research examined children’s book choices and their reasons for reading. This formed part of a topic-focussed ethnographic study in three primary schools. In addition, the article seeks to prove that Singaporean children’s choice of series books makes them readers with potential for global, intra-generational, cultural connections rather than familial, inter-generational ones, and it is especially significant educationally for less well-off families where English is not the dominant home language.  相似文献   

中外同行评议研究现状及问题探讨     

姜春林  张立伟  刘学 《科技管理研究》2015,(3):163-166,172

同行评议(Peer Review)是学术界控制和保证科研质量的重要方式之一,在学术评价中不可或缺。但在实际操作中,同行评议常常出现偏差,存在很多问题。首先基于所下载的同行评议研究文献,利用Cite Space可视化软件识别出国内外同行评议存在的问题;然后从同行专家自身角度出发,从利益相关和认知惯性视角分析同行评议诸多问题产生的深层次原因;在原因分析基础上,提出加强学习、辅以定量方法、开放评审和公众评审等对策。  相似文献   

Using scaffolded rubrics to improve peer assessment in a MOOC writing course     

Scott Ashton 《Distance Education》2015,36(3):312-334

This study explored the value of using a guided rubric to enable students participating in a massive open online course in writing to produce more reliable assessments of their fellow students’ writing. To test the assumption that training students to assess will improve their ability to provide quality feedback, a multivariate factorial analysis was used to determine differences in assessments made by students who received guidance on using a rating rubric and those who did not. Although results were mixed, on average students who were provided no guidance in scoring writing samples were less likely to successfully differentiate between novice, intermediate, and advanced writing samples than students who received rubric guidance. Rubric guidance was most beneficial for items that were subjective, technically complex, and likely to be unfamiliar to the student. Items addressing relatively simple and objective constructs were less likely to be improved by rubric guidance.  相似文献   

A comparison of peer and tutor feedback     

John Hamer  Helen Purchase  Andrew Luxton-Reilly  Paul Denny 《Assessment & Evaluation in Higher Education》2015,40(1):151-164

We report on a study comparing peer feedback with feedback written by tutors on a large, undergraduate software engineering programming class. Feedback generated by peers is generally held to be of lower quality to feedback from experienced tutors, and this study sought to explore the extent and nature of this difference. We looked at how seriously peers undertook the reviewing task, differences in the level of detail in feedback comments and differences with respect to tone (whether comments were positive, negative or neutral, offered advice or addressed the author personally). Peer feedback was also compared by academic standing, and by gender. We found that, while tutors wrote longer comments than peers and gave more specific feedback, in other important respects (such as offering advice) the differences were not significant.  相似文献   

‘I’m not here to learn how to mark someone else’s stuff’: an investigation of an online peer-to-peer review workshop tool     

Michael John Wilson  Ming Ming Diao  Leon Huang 《Assessment & Evaluation in Higher Education》2015,40(1):15-32

In this article, we explore the intersecting concepts of fairness, trust and temporality in relation to the implementation of an online peer-to-peer review Moodle Workshop tool at a Sydney metropolitan university. Drawing on qualitative interviews with unit convenors and online surveys of students using the Workshop tool, we seek to highlight a complex array of attitudes, both varied and contested, towards online peer assessment. In particular, we seek to untangle convenors’ positive appraisal of the Workshop tool as a method of encouraging ‘meta-cognitive’ skills, and student perceptions relating to the redistribution of staff marking workload vis-à-vis the peer review tool as ‘unfair’, ‘time-consuming’ and ‘unprofessional’. While the Workshop tool represents an innovative approach to the development of students’ meta-cognitive attributes, the competitive atmosphere that circulates, and is quietly encouraged, within the tertiary education sector limits the true collaborative pedagogical potential and capacities approach built into peer-to-peer review initiatives like the Workshop tool.  相似文献   

Faculty peer networks: role and relevance in advancing agency and gender equity     

KerryAnn O'Meara  Nelly P. Stromquist 《Gender and education》2015,27(3):338-358

Organisational efforts to alter gender asymmetries are relatively rare, yet they are taking place in a number of universities. In the USA, sponsored by the National Science Foundation, ADVANCE programmes implement a number of interventions to improve the recruitment, retention, and advancement of women faculty. This study focused on one common intervention, faculty peer networks, and the role they play in gender equity reform. Longitudinal and cross-sectional qualitative data indicate that such peer networks function as catalysts for women's career agency, and challenge gendered organisational practices. Two key features of the peer networks, their structure and internal dynamics, facilitate these outcomes. At the same time, peer networks are limited by design in promoting structural change and must be implemented in concert with other forms of policy and structural change to be effective mechanisms for gender equity reform.  相似文献   

The quality of written peer feedback on undergraduates’ draft answers to an assignment,and the use made of the feedback     

Mirabelle Walker 《Assessment & Evaluation in Higher Education》2015,40(2):232-247

The research described here investigated the quality and characteristics of peer feedback given on a draft piece of writing in the context of an undergraduate summative assignment. It also investigated whether the recipients made use of the feedback, with the aim of discovering whether some types of feedback were used in preference to others. The peer feedback was characterised in various ways, and then a comparison with the feedback subsequently given on the polished piece of writing by the tutor was used to determine the strengths and weaknesses of the peer feedback. Although the peers’ feedback had some different characteristics from that of the tutors, it was nevertheless of good quality. The examination of the use the recipients made of the feedback showed that much feedback was ignored. The use recipients made of the feedback depended very little on the characteristics of the feedback received, but did vary strongly across the recipients. The ability level of the recipients was not found to be a factor in this variation. The results of this research suggest that future work needs to focus more on students using feedback than on students giving feedback.  相似文献   

Collaborative solving of information problems and group learning outcomes in secondary education / Resolución colaborativa de problemas informacionales y resultados de aprendizaje grupal en la educación secundaria     

Antoni Badia  Lorena Becerril 《Infancia y Aprendizaje》2015,38(1):67-101

This research focuses on the study of the processes of collaborative solving of information problems and their impact on group learning outcomes. Forty-nine pairs of students solved three learning tasks with learning goals of increasing complexity: information selection, information interpretation, and interrelating concepts. We analysed two types of data: group work processes and group learning outcomes. The group work processes were assessed using eight dimensions, and group learning outcomes were evaluated in two ways: quality of the group written product, and shared correct knowledge. Findings reveal the significant influence of some aspects of the group work processes (such as searching for information, processing information, shared task regulation, the construction of shared knowledge, and emotional climate) in the group learning outcomes. Results also show that this influence is most evident in tasks with more complex learning demands. Finally, some educational proposals for school education are provided.  相似文献   

Student teachers’ perceptions of feedback as an aid to reflection for developing effective practice in the classroom     

Hazel Crichton  Francisco Valdera Gil 《欧洲师范教育杂志》2015,38(4):512-524

Since Schön’s influential work on reflective practice, reflection has been prioritised in teacher education programmes internationally. The research described in this paper examined the development of postgraduate student teachers’ reflective processes in their first school placement. Twenty-five students were asked to write an account of their evolution in an area of their teaching, and how they were supported to evaluate lessons and reflect on their practice. Subsequently, a sample was interviewed to explore themes arising from the essays. In describing their development of a reflective perspective, the students identified useful feedback from three main sources: mentors, peers and pupils. Although the research took place within a Scottish context, the different roles that feedback played in the development of reflection should be of interest to teacher educators and student teachers internationally, as it could be argued that beginning teachers in every country face similar issues relating to reflection.  相似文献