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Susie Russak Ariella Daniel Hellwing 《International Journal of Disability, Development & Education》2019,66(4):409-423
ABSTRACTThe concept of success has been investigated before, primarily with an emphasis on explanatory factors among highly successful individuals. Voices of individuals with any form of disability are generally missing from this discourse. This qualitative study examined definitions of success as well as the factors that promote it amongst graduates with learning disabilities from a university faculty of education, thereby inviting an inclusive dialog around a heretofore socially and educationally exclusive topic. A participatory action framework was chosen allowing the participants to take an active role in the enquiry. This approach was a natural offshoot of the community of learners that the graduates had participated in during their studies. While success was defined as a multifaceted concept accounted for by multiple factors, many of the findings aligned with those reported in previous studies. However, several unique themes emerged; success as a relative concept, ‘paying it forward,’ and the disability as a driving force. Instances of overlap between definitions and factors emphasised inherent connections between beliefs and actions. Practical implications for support services for students with special needs, in higher education, are considered in light of the findings. 相似文献
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While written and audio feedback have been well-examined by researchers, video feedback has received less attention. This review establishes the current state of research into video feedback encompassing three formats: talking head, screencast and combination screencast. Existing research shows that video feedback has a high level of acceptability amongst both staff and students and may help strengthen student-marker relationships; however, the impact of video feedback on student learning outcomes is yet to be determined. In addition, current evidence is drawn largely from small-scale studies and self-reported data susceptible to the novelty effect. While video feedback appears to be a promising alternative to traditional written feedback for its relative relational richness, the medium continues to be primarily used for information transmission rather than dialogue. Further research is needed to establish how the medium of video influences the feedback process, its potential to facilitate dialogue and its effects on student learning. 相似文献
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Susie Thomas 《Changing English: An International Journal of English Teaching》2006,13(2):185-196
This article explores the ambiguities, ironies and ethical dilemmas of using real people in fiction and the relation between memoir and fiction. After looking at how this debate has surfaced as a theme in Hanif Kureishi's fictional works, the author examines his memoir, My ear at his heart: reading my father, and concludes that Kureishi's memoir provides an important perspective on his earlier work and constitutes a valuable addition to the literature of family life, identity and migration. 相似文献
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Ted Glynn Beryl Clark Wendy Vaigro Susie Lawless 《International Journal of Disability, Development & Education》1984,31(3):209-222
Two preliminary studies explored the use of a self‐management strategy as a component of a training program for residential Child and Family Workers. The self‐management strategy comprised the Correspondence Training procedures of Risley (1977) and the formulation of specific implementation plans (Sanders & Glynn, 1981). Experiment 1 found that prompting staff to formulate plans of how they would implement target behaviour management skills and providing individual feedback on their performance in accordance with their plans resulted in gains in implementation of target skills; no gains in implementation resulted from Instruction and Group Feedback conditions alone. This experiment examined pooled data from 18 staff collected by regular time sampled observations. Experiment 2 introduced similar procedures in a multiple baseline design to four volunteer staff, each of whom selected two target behavioural skills from the training manual. The self‐management strategy resulted in clear gains in implementation of these self‐selected target skills by all four staff. Results are discussed in terms of the potential of the correspondence training paradigm and the formulation of specific implementation plans as an approach to on‐the‐job training of residential staff. 相似文献
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This paper uses cultural historical activity theory to examine the interactions between the choices primary teachers make in the use of practical activities in their teaching of science and the purposes they attribute to these; their emotions, background and beliefs; and the construction of their identities as teachers of science. It draws on four case studies of science lessons taught over a term by four exemplary teachers of primary science. The data collected includes video recordings of science lessons, interviews with each teacher and some of their students, student work, teachers?? planning documents and observation notes. In this paper, we examine the reflexive relationship between emotion and identity, and the teachers?? objectives for their students?? learning; the purposes (scientific and social) the teachers attributed to practical activities; and the ways in which the teachers incorporated practical activities into their lessons. The findings suggest that it is not enough to address content knowledge, pedagogy and pedagogical content knowledge in teacher education, but that efforts also need to be made to influence prospective primary teachers?? identities as scientific thinkers and their emotional commitment to their students?? learning of science. 相似文献
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The Retirement Research Foundation of Chicago supported a collaborative to collect demographic data about working and aging, conduct a survey of older job seekers, and interview businesses in the region to assess their awareness and attitudes about mature workers. The 2005 project was titled the 60 + Success Project. A regional task force oversaw the research components and product development. Data collection occurred through 13 focus groups, individual interviews with private, public and nonprofit sector leaders, surveying of mature and aging job seekers, and online surveying of employers. Based upon this multipronged methodology, four major products were produced: Report and Key Findings; Human Resources Handbook and Curriculum; Opportunities for Mature Workers (brochure); and Mature Worker Profile. These products are the first steps toward better understanding the needs of older workers and shaping an action plan for this region. They can serve as catalysts to spur similar educational efforts in other parts of the country. 相似文献
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With 3 years and counting since its inception, the scope and impact of No Child Left Behind is now being felt in classrooms across the nation. Although some successes have been identified, concerns about the implementation and expectations of the legislation are emerging. As a result of the legislation's emphasis on the development of standards and assessment systems in reading, mathematics, and science, educators of other core and elective subjects are weighing the impact of being left out of the No Child Left Behind formula of testing and accountability. In an attempt to ascertain the perceptions and sentiments of social studies teachers concerning the impact of No Child Left Behind and the concomitant issue of state-level testing and accountability policy, a tristate study was conducted. The findings of this research indicate that although elementary, middle, and high school social studies educators recognize the negative consequences of being left out of No Child Left Behind, they are not convinced that being included would be better for them, their students, or social studies education in general. 相似文献
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