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Ceridwen Evans Sandy Toogood Stephanie Owen-Leeds Leusa Dwyfor Shabreen Jorammanawar Nour Issa J. Carl Hughes 《British Journal of Special Education》2021,48(3):369-392
Research indicates that engagement acts as an important precursor for learning, yet sustaining the engagement of pupils with special educational needs can be a challenge for classroom staff. An Active Support staff training package, Interactive Training, has been demonstrated as an effective way of increasing engagement in adults accessing learning disability services. In theory the logic of Active Support Interactive Training could extend to a school environment, with the aim of achieving similar outcomes. The current study evaluated a special school-adapted version of Active Support Interactive Training with the aim of increasing engagement in pupils during group-based learning. Findings showed an increase in engagement in pupils for all three settings (classrooms) immediately after intervention, which continued to either increase or stabilise at three-month follow-up. Further research could test the engagement behaviour of staff pre- and post- training intervention and explore practice leadership within the school leadership team to address maintenance. 相似文献
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This article addresses multi‐disciplinary writing groups in supporting writing for publication for higher degree by research candidates in the Humanities, Arts and Social Sciences. Drawing on focus group discussions with postgraduate research students from the Faculty of Arts at Monash University in Australia who participated in the writing groups, it investigates the participants’ perceptions of the multi‐disciplinary nature of the groups and some of the benefits of sharing writing with fellow postgraduate research students from different fields of study. Discussing both the strengths and weaknesses of the multi‐disciplinarity of the groups as identified by participants, the authors suggest that such groups can provide a forum for postgraduates to develop their ‘professional’ academic identity and develop their writing beyond the context of their theses and can have some unexpected benefits to participants’ sense of themselves as disciplinary proponents. The multi‐disciplinary context is thus considered as providing a level playing field in which postgraduates may approach the writing process as a shared methodology, encompassing a suite of specialised but generic skills that cross‐disciplinary boundaries. 相似文献
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Ceridwen Coulby Scott Hennessey Nancy Davies Richard Fuller 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(2):251-265
This paper outlines a research project conducted at Leeds University School of Medicine with Assessment & Learning in Practice Settings Centre for Excellence in Teaching and Learning, collaboration between the Universities of Leeds, Huddersfield, Bradford, Leeds Metropolitan University and the University of York St John. The research conducted is a proof of concept, examining the impact of delivering competency based assessment via personal digital assistants (PDAs) amongst a group of final year undergraduate medical students. This evaluation reports the student experience of mobile technology for assessment with positive effects; concluding that overall the students found completing assessments using a PDA straight forward and that the structured format of the assessment resulted in an increased, improved level of feedback, allowing students to improve their skills during the placement. A relationship between using the PDA for learning and setting goals for achievement was clearly demonstrated. 相似文献
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