Connecting the Dots in a Research Program to Develop,Implement, and Evaluate Strategic Literacy Interventions for Struggling Readers and Writers     

Carol Sue Englert 《Learning disabilities research & practice》2009,24(2):104-120

This article follows the development of three literacy programs that were designed by researchers at Michigan State University to support struggling readers and writers. The literacy interventions focus on strategy instruction in both writing and reading, and they culminate in the development of an integrated reading‐writing program to support the acquisition of read‐to‐learn and write‐to‐learn strategies in the content areas. The common thread that unifies the programs is an emphasis on text structure instruction with the provision of instructional scaffolds to support students' participation in a literacy discourse and strategies in advance of independent performance.  相似文献   

The experience of professional autonomy among psychotherapists in Korea and the United States     

Sue Hyun Bae  David E. Orlinsky   《Int J Intercult Relat》2004,28(6):481-505

This study investigates professional autonomy as experienced by psychotherapists in Korea and in the United States using data collected as part of a collaborative international study of the development of psychotherapists (Orlinsky et al. (1999). Psychotherapy Research, 9(2), 127–153; Orlinsky & Rønnestad, (2005). How psychotherapists develop: A study of therapeutic work and professional growth. Washington, DC: American Psychological Association). The major aims are: to compare the extent of professional autonomy experienced by psychotherapists in Korea and by their counterparts in the USA; and to explore the professional and social correlates of the professional autonomy experienced by Korean therapists and compare these with the correlates of autonomy experienced by American therapists. These aims are pursued through analyses of a database of questionnaire responses. Results indicate that Korean therapists, compared to American therapists in our sample experience significantly lower levels of professional autonomy. For Korean therapists, whether they have a salient theoretical orientation in their practice is the single most important influence in their experience of work autonomy. Seniority and work setting are also significant correlates of autonomy for the Korean therapists. Similar to Korean therapists, seniority and having a salient orientation are also important influences on the way American therapists experience professional autonomy. American therapists, who work in independent practice experience higher work autonomy, whereas American social workers tend to experience lower professional autonomy.  相似文献   

Defining appropriate criteria for the assessment of master's level TESOL assignments     

Sue Wharton 《Assessment & Evaluation in Higher Education》2003,28(6):649-664

In this paper I argue the rationale for the assessment criteria currently in use on the Aston University MSc in TESOL/TESP. These assessment criteria were revised in 1998–1999; here I discuss the goals of the revision project and argue that they have been successfully met by the assessment scheme which was developed. The discussion is offered for two main purposes. Firstly, the framework itself may be of interest to other departments who assess similar research reports to the course assignments discussed here. Secondly, and more importantly, the paper offers a position on the kinds of questions that should be asked and the sorts of places to look for answers for any project to (re)define assessment criteria in an academic programme.  相似文献   

So many filters, so little time: the development of a search filter appraisal checklist          下载免费PDF全文

Julie Glanville  Sue Bayliss  Andrew Booth  Yenal Dundar  Hasina Fernandes  Nigel David Fleeman  Louise Foster  Cynthia Fraser  Anne Fry-Smith  Su Golder  Carol Lefebvre  Caroline Miller  Suzy Paisley  Liz Payne  Alison Price    Karen Welch 《Medical Library and Historical Journal》2008,96(4):356-361

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Building an Infrastructure for Archival Research     

Anne Gilliland  Sue Mckemmish 《Archival Science》2004,4(3-4):149-197

This article chronicles the rapid expansion since 1990 of research within archival science and characterizes contemporary archival research culture. It examines the role and state of key factors that have led to the development of the existing research infrastructure, such as growth in doctoral education, forums for presenting and publishing research, the numbers and size of graduate archival education programs, availability of diverse funding for research, transdisciplinary and international research collaborations, and application of innovative research methods and tools appropriate for investigating increasingly complex and wide-ranging research questions. An Appendix articulates and names archival research methods, including those derived and adapted from other disciplines, with a view to adding to the “literary warrant” for archival research methods, promoting the rigorous application of research design and methods, and providing sources for the teaching of research methods for professional and research careers. The article concludes with recommendations about how to sustain and extend the emerging research front.  相似文献   

Networked Resources, Assessment and Collection Development     

Sue Samson  Sebastian Derry  Holly Eggleston   《The Journal of Academic Librarianship》2004,30(6):249

This project provides a critical evaluation of networked resources as they relate to the library's collection development policy, identifies areas of the curriculum not well represented, establishes a reliable method of assessing usage across all resources, and develops a framework of quantitative data for collection development decision making.  相似文献   

Contemporary families; translating research into practice     

Clare Middleton 《Educational Psychology in Practice》2017,33(3):337-338

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Transnational flows in European education: the making and governing of knowledge in the educational policy field     

Sue Grey 《Compare》2016,46(3):505-507

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Reproduction and transformation of students’ technology practice: The tale of two distinctive secondary student cases     

Karley Beckman  Sue Bennett  Lori Lockyer 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3315-3328

Disparities in the technology practices, skills and knowledge of school students still exist, despite widespread investment, and use in schools. In order to understand why inequalities remain, we first need a more nuanced understanding of students’ technology practice, including understanding how their backgrounds, circumstances and experiences shape their perceptions of and engagement with technology. This paper proposes that research in the field of educational technology would benefit from a sociological framing in order to highlight how and why students use technology at school and in their everyday lives. The paper reports on a qualitative embedded case study of 13–16-year-old students in two Australian secondary schools. In-depth case studies of two selected students illustrate the complex nature of students’ technology practice. Bourdieu’s concepts of field, habitus and capital are used as a lens through which to view and understand inequalities in students’ technology practice. The findings demonstrate the utility of sociological theory in educational technology research by highlighting systems and structures of reproduction and transformation. Furthermore, the findings can inform an approach to teaching and learning that considers students’ varied experiences, knowledge, perspectives and backgrounds relating to technology.  相似文献   

Uncharted territory and extraordinary times: the SENCo's experiences of leading special education during a pandemic in England     

Tristan Middleton  Lynda Kay 《British Journal of Special Education》2021,48(2):212-234

This research focuses on the impact of the context of Covid-19 on the role of the SENCo in English schools. The SENCo's role is a contested field; however, the current Special Educational Needs Code of Practice identifies 11 key areas of SENCos' work. A widely distributed survey was used to access the voice of SENCos across the country, and received 26 responses. Data were analysed using a realistic evaluation framework to identify the impact of Covid-19 on the work of the SENCo. The research indicated that practice in this context had changed in some key areas, and also identified three new aspects of the SENCo role. These point to the need to revise policy and guidance relating to the SENCo being part of the senior leadership team, providing emotional support for adults, and engaging in practical pedagogical activities.  相似文献