Two secondary teachers’ understanding and classroom practice of dialogic teaching: a case study   总被引：1，自引：0，他引：1  

Janneke van de Pol  Sue Brindley  Rupert John Edward Higham 《Educational studies》2017,43(5):497-515

Dialogic Teaching (DT) is effective in fostering student learning; yet, it is hard to implement. Little research focused on secondary teachers’ learning of DT and on the link between teachers’ understanding and practices, although these two are usually strongly intertwined. Using a wide range of evidence, this case study systematically investigated and compared two secondary teachers’ understanding and practice of DT during their participation in a continuing professional development programme (CPDP). The CPDP appeared effective to some extent. The History teacher’s understanding of DT, i.e. being a co-learner, appeared highly effective in implementing DT, whereas the Mathematics teacher’s understanding of DT, i.e. creating a democratic learning environment, seemed only effective to some extent. Focusing on both teachers’ understanding and practice when developing DT seemed fruitful in explaining differences in practice. Future research could further explore to what extent understanding DT as being a co-learner facilitates professional development.  相似文献   

No room at the top? The glass wall for professional services managers in pre-1992 English universities     

Sue Shepherd 《Perspectives: Policy and Practice in Higher Education》2017,21(4):129-134

Pre-1992 English universities are changing the way they appoint their deputy and pro-vice-chancellors (PVCs). Traditionally, PVC posts were filled by internal secondment from within the professoriate, but these days an increasing number are appointed by means of external open competition involving advertisement and/or executive search. So has this ‘opening up’ of PVC positions created new career progression opportunities for professional services managers? Findings from a census, online survey and interviews with a range of senior university managers suggest not. Despite the PVC role becoming more managerial, those getting the jobs remain overwhelmingly career academics. Professional services managers confront a glass wall, excluded from consideration by a non-negotiable requirement for academic credibility. Aware they have little chance of getting a PVC job, they are unlikely to apply. The continued monopolisation of PVC posts by academic managers represents a form of social closure that serves to maintain their elite status.  相似文献   

Travels in extreme social mobility: how first-in-family students find their way into and through medical education     

Erica Southgate  Caragh Brosnan  Heidi Lempp  Brian Kelly  Sarah Wright  Sue Outram 《Critical Studies in Education》2017,58(2):242-260

ABSTRACT

Higher education is understood as essential to enabling social mobility. Research and policy have centred on access to university, but recently attention has turned to the journey of social mobility itself – and its costs. Long-distance or ‘extreme’ social mobility journeys particularly require analysis. This paper examines journeys of first-in-family university students in the especially high-status degree of medicine, through interviews with 21 students at an Australian medical school. Three themes are discussed: (1) the roots of participants’ social mobility journeys; (2) how sociocultural difference is experienced and negotiated within medical school; and (3) how participants think about their professional identities and futures. Students described getting to medical school ‘the hard way’, and emphasised the different backgrounds and attitudes of themselves and their wealthier peers. Many felt like ‘imposters’, using self-deprecating language to highlight their lack of ‘fit’ in the privileged world of medicine. However, such language also reflected resistance to middle-class norms and served to create solidarity with community of origin, and, importantly, patients. Rather than narratives of loss, students’ stories reflect a tactical refinement of self and incorporation of certain middle-class attributes, alongside an appreciation of the worth their ‘difference’ brings to their new destination, the medical profession.  相似文献   

Activities for Babies and Toddlers with Down Syndrome: A Physiotherapy Approach     

Rose‐Anne Kelso  Sue Price 《International Journal of Disability, Development & Education》1990,37(1)

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What really matters for students’ school satisfaction in Bangladesh?     

Saira Hossain  Sue C. O&#x;Neill  Iva Strnadov 《Psychology in the schools》2019,56(5):670-689

School satisfaction is the reflection of students’ comprehensive evaluation of their school experience. This study reports the level of school satisfaction among students in Grades 6 and 8 in Bangladesh to perceive and the factors that might contribute to it using a cross‐sectional research design. A 61‐item survey questionnaire was utilized to collect data. The students’ mean score on the school satisfaction subscale of the Multidimensional Students’ Life Satisfaction Scale equated to a slightly positive attitude towards school. Three demographic factors including students’ academic achievement, gender, and grade level; and two school climate factors of perceived teacher–student relationship, and perceived academic support, emerged from the multiple regression analysis. The study findings are discussed from the perspective of self‐determination theory with implications for practice and avenues for future research offered.  相似文献   

Academic identities under threat?   总被引：2，自引：0，他引：2  

Sue Clegg 《British Educational Research Journal》2008,34(3):329-345

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Good Chinese Girls and the Model Minority: Race,Education, and Community in Girl in Translation and Front Desk     

Chen  Shih-Wen Sue  Lau  Sin Wen 《Children‘s Literature in Education》2021,52(3):291-306

Children's Literature in Education - The girl protagonists in Jean Kwok’s Girl in Translation and Kelly Yang’s Front Desk embody and reinterpret the notion of guai (loosely...  相似文献   

Talking about Sex in Sex Education     

Sue Lees 《Gender and education》1994,6(3):281-292

In the context of the recent controversy and confusion around sex education in Britain, I argue that an understanding of how boys and girls talk about sex and an awareness of the different and changing social worlds boys and girls inhabit, are crucial starting points for formulating sex education policies. Sex education is often embarked on without adequate understanding of the social context of sexuality and of the significance of changes in sexual practice that have occurred over the past few decades. Drawing on interviews and group discussion with male and female adolescents, I illustrate the difficulty boys and girls have communicating with each other and how for boys, to be intimate is to forego their dominance. I argue that there is a need to develop ways in which the power relations between boys and girls can be addressed and the derogatory way menstruation, pregnancy, and girls are perceived by boys can be challenged.  相似文献   

Intercultural PhD supervision: exploring the hidden curriculum in a social science faculty doctoral programme     

Joanna Kidman  Catherine Manathunga  Sue Cornforth 《高等教育研究与发展》2017,36(6):1208-1221

International knowledge markets rely heavily on a ready supply of highly mobile doctoral students, many of whom are from the global South, to bring in revenue. The supervision of these PhD students, however, can reproduce neo-colonial knowledge relations, often in subtle ways. In settler nations, international PhD students may find that they are assigned subaltern status in their university departments and this can have a significant impact on their learning. This paper explores the experiences of a group of international PhD students in a social science faculty in a New Zealand university during the first two years of their doctoral studies. It examines how they responded to the displacement of their cultural values and priorities, the way they navigated intercultural engagements with supervisors, and their ensuing relationships with indigenous and ethnic allies in the faculty. Despite considerable pressure to conform to the dominant modes of academic knowledge production that characterise universities in settler nations, it is concluded that international students find ways of speaking out, often in highly coded forms, that complicate their subaltern academic status.  相似文献   

The effect of instruction on early nonword reading strategies     

Rachael Deavers  Jonathan Solity  Sue Kerfoot 《Journal of Research in Reading》2000,23(3):267-286

This paper reports the results of a study examining the role of early reading instruction on the nonword reading strategies employed by beginning readers. Three groups of children given different styles of reading instruction were asked to read a list of nonwords presented (a) in isolation and (b) using the clue word technique (Goswami, 1986, 1988). The three groups of children were following either (i) the Early Reading Research project (small units instruction), (ii) the National Literacy Project (instruction emphasising onset‐rime and rhyme awareness), or (iii) usual classroom practice (combined large and small units instruction). Children given small units instruction (Early Reading Research) were found to make significant use of grapheme‐phoneme correspondences (GPCs) and were more accurate than the other two groups of children at reading the nonword items. The National Literacy Project children demonstrated a preference for a rime‐based strategy, once familiarity with the analogous words was controlled, and made significantly more use of this strategy than the Early Reading Research children. The results suggest that early reading instruction does have a significant impact on early reading strategies and should be taken into account in future studies of this type.  相似文献