Editorial     

Rosalind M.O. Pritchard 《Higher Education Quarterly》2001,55(3):235-238

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Gender education and equality in a global context: conceptual frameworks and policy perspectives     

Rosalind M. O. Pritchard 《Compare》2015,45(1):171-173

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Teacher education students' reflections on how problem‐based learning has changed their mental models about teaching and learning     

Helen Askell‐Williams  Rosalind Murray‐Harvey  Michael J. Lawson 《The Teacher Educator》2013,48(4):237-263

Abstract

Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices.  相似文献   

Disentangling the relationship between working memory and language: The roles of short-term storage and cognitive control     

Pascale Marguerite Josiane Engel de Abreu  Susan Elizabeth Gathercole  Romain Martin 《Learning and individual differences》2011,21(5):569-574

This study investigates the relationship between working memory and language in young children growing up in a multilingual environment. The aim is to explore whether mechanisms of short-term storage and cognitive control hold similar relations to emerging language skills and to investigate if potential links are mediated by related cognitive abilities. A sample of 119 Luxembourgish 6-year-olds completed several assessments of working memory (complex and simple span), native and foreign vocabulary, syntax, reading, rhyme awareness, and fluid intelligence. Results showed that short-term storage and cognitive control manifested differential links with developing language abilities: Whereas verbal short-term storage was specifically linked to vocabulary; cognitive control manifested unique and robust links with syntax and early reading development. The study suggests that in young children the working memory system is composed of separate but interacting components corresponding to short-term storage and cognitive control that can be distinguished by the roles they play in supporting language acquisition.  相似文献   

Reviews     

Alison Fuller  Rosalind Pritchard  Paul Trowler 《Higher Education Quarterly》2003,57(2):204-210

Books reviewed in this article:
L. Archer, M. Hutchings and A. Ross, with C. Leathwood, R. Gilchrist and D. Phillips, Higher Education and Social Class: Issues of Exclusion and Inclusion
John Brennan and Tarla Shah, Managing Quality in Higher Education: An International Perspective on Institutional Assessment and Change
R. Taylor, J. Barr and T. Steele, For a Radical Higher Education: After Postmodernism  相似文献   

Personal learning environments: design and use / Los entornos personales de aprendizaje en la educación superior: del diseño al uso     

César Coll  Anna Engel  Alexandra Saz  Alfonso Bustos 《Cultura y Educación》2014,26(4):775-801

Abstract

This study focuses on the uses that two groups of higher education students make of technological resources offered by an institution to build their own personal learning environments. The main thesis is that these uses depend on the techno-pedagogical design of the teaching and learning process in which the technological resources are framed. In order to explore and illustrate this thesis two instructional sequences have been analysed. Both use the same technological design, the Elgg platform, which allows users to select and organize a set of resources or widgets according to their interests and needs. The results show that in both cases the uses that students make of technology are related to the characteristics and requirements of the particular techno-pedagogical designs. We conclude that the key is not to offer technological resources to the students so they can build their own personal learning environments, but to design activities that attract and induce them to build these personal environments and to guide and support the process of construction.  相似文献   

A Comparative Study of Two Models of Initial Teacher     

Ian Abbott  Linda Evans  Rosalind Goodyear  Alan Pritchard 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):37-39

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The Effectiveness of Developmentally Appropriate Compared with Developmentally Inappropriate Practices: Implications for Teacher Preparation     

Rosalind Charlesworth  Diane C. Burts  Craig H. Hart 《Journal of Early Childhood Teacher Education》2013,34(1):8-12

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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   

Early Adverse Experiences and Repeated Wheezing From 6 to 30 Months of Age: Investigating the Roles of Hypothalamic–Pituitary–Adrenal Axis Functioning,Child Sex,and Caregiving Sensitivity     

Allison Frost  Michelle Bosquet Enlow  Ashley J. Malin  Kristin Bernard  Rosalind J. Wright 《Child development》2021,92(6):e1260-e1274

This study examined associations among early adversity, diurnal cortisol, child sex, and caregiver sensitivity at age 6 months in relation to wheezing in children (47% male) followed to 30 months. Analyses included 676 mother-child dyads, 393 of whom completed an observational caregiver sensitivity measure. Participants were primarily ethnic minorities (42.7% Black, 25.4% Hispanic); 22.1% of children had ≥ 1 wheezing episode. Higher adversity was associated with increased wheeze frequency and blunted diurnal cortisol slope. The indirect effect of adversity on wheezing through cortisol slope was significant for females, but not males. Higher caregiver sensitivity was protective against wheezing for males, but not females, with high cortisol. Findings suggest complex associations among adversity, cortisol, child sex, and caregiver sensitivity in predicting wheezing.  相似文献