Furthering alternative cultures of valuation in higher education research     

Yvonne Downs 《Cambridge Journal of Education》2017,47(1):37-51

The value of higher education is often implicit or assumed in educational research. The underlying and antecedent premises that shape and influence debates about value remain unchallenged, which perpetuates the dominant, but limiting, terms of the debate and fosters reductionism. The article proceeds on the premise that analyses of value are not self-supporting or self-referential but are embedded within prevailing cultures of valuation. It contends that challenging, and providing alternatives to, dominant narratives of higher education requires an appreciation of those cultures. It therefore highlights some of the existing cultures of valuation and their influence. It then proposes Sayer’s concept of lay normativity as a culture of valuation and discusses how it translates into the practices of research into higher education, specifically the practice of analysis. The discussion is animated by detecting the presence of lay normativity in the evaluative space of the capability approach.  相似文献   

Primary Considerations for Primary TEFL in China     

Yvonne Griffiths 《通化师范学院学报》2007,(2):25-31

This article will focus on five key areas relating to Primary TEFL in China.Firstly,the real TEFL context in Chinese primary schools will be discussed in terms of its special characteristics.Secondly,the current methodological approach will be examined from both a theoretical perspective,focusing on government(MOE)policy for primary TEFL,and a practical perspective,based on personal observations of classroom practice.The third section of the article will highlight some perceived shortcomings of current practice,while the fourth will outline the actual needs of primary learners in the Chinese educational system.Finally,the question of how teachers can meet these needs will be examined in relation to:methodological integration; integration of skills and sub-skills teaching/learning;and the exploitation of materials and activities to provide learners with three different types of language input and output opportunities(extensive,intensive and analysed:Swan,2006).  相似文献   

A Practical Introduction to Authoring for Computer-Assisted Instruction. Part 7: Graphic support     

P Barker  T Skipper 《British journal of educational technology : journal of the Council for Educational Technology》1986,17(3):194-212

Images provide a useful method of presenting information to an audience. In a learning situation the use of pictorial forms can offer a high-bandwidth mechanism for the transfer of information between an instructor and a student. This paper discusses some ways of providing graphic support in a computer-based learning environment and describes some approaches to the provision of authoring facilities that utilize this technique.  相似文献   

What emotional-centred challenges do children attending special schools face over primary–secondary school transition?     

Charlotte L. Bagnall  Claire L. Fox  Yvonne Skipper 《Journal of Research in Special Educational Needs》2021,21(2):156-167

Primary–secondary school transition encompasses multiple social, academic and environmental changes which can negatively impact children’s emotional well-being. Children with Social, Emotional and Mental Health difficulties (SEMH) are believed to be especially vulnerable during this time. However, the voices of children with SEMH are heavily underrepresented in this field within practice and research. The present case study examined how children with SEMH difficulties within one special school experience primary–secondary school transition and how they are supported, in order to make recommendations to improve this period. The case study was qualitative and longitudinal, conducted over 18-months and methodologies included ethnographic observations, child photo-elicitation focus groups (with 11 Year 6 children) and three adult interviews. Findings demonstrated that over primary–secondary school transition children with SEMH difficulties (a) negotiate significant structural changes in support (often unanticipated) and (b) need to feel a sense of safety and belonging. To manage this effectively, transition provision for children with SEMH difficulties needs to consider their short-term emotional well-being whilst still in primary school, in addition to their long-term well-being looking ahead to secondary school. Greater collaboration and communication across schools and stakeholders can help ensure children receive continuity in standards and support.  相似文献   

Maximising meaning: creating a learning environment for reading comprehension of informative texts from a Vygotskian perspective   总被引：1，自引：0，他引：1  

Yvonne van Rijk  Monique Volman  Dorian de Haan  Bert van Oers 《Learning Environments Research》2017,20(1):77-98

Sociocultural theories based on the work of Vygotsky have been increasingly influential in educational sciences. Developmental education (DE) is a pedagogical approach based on Vygotskian theory that has inspired primary schools in the Netherlands to change the learning environment innovatively in a comprehensive way. In this article, we focus on the learning environment for reading comprehension of informative texts in upper-primary grade classrooms in DE. Our aim is to contribute to a more profound understanding of the characteristics of learning environments that are inspired by a Vygotskian approach and that are conducive to reading comprehension of informative texts. Five fourth-grade expert DE teachers participated in a multiple case study aimed at describing and analysing these characteristics for the domain of reading informative texts. Data were collected over a period of six to eight weeks for each teacher and consisted of videotaped interviews, classroom observations and documents. We conclude that DE learning environments are focused on maximising meaning from text for students. This is achieved by organising learning on the basis of emergent goals within students’ participation in sociocultural practices.  相似文献   

The impact of science curricula on student views about the nature of science     

Yvonne J. Meichtry 《科学教学研究杂志》1993,30(5):429-443

This review of the literature focused on three decades of research related to precollege student understandings about the nature of science. Various interpretations of what aspects characterize the nature of science were examined, revealing an agreement among scientists, science educators, and those involved in policy-making arenas that the nature of science is multifaceted and an important component of scientific literacy. A summary of the research regarding the adequacies of student conceptions about the nature of science revealed inconsistent results. Although the majority of studies show that student understandings are less than desirable, there is research that indicates that student conceptions are acceptable. Research on the impact of instructional materials and techniques on student understandings was also reviewed. The effects of language in science instruction, the content emphasis of instructional materials, integrated science curricula, and instruction in general were curricular variables found to have a negative impact on student understandings about the nature of science. Empirical evidence about the success of innovative instructional materials and techniques designed to facilitate more adequate understandings of the nature of science is needed.  相似文献   

Contingency Awareness in Infants and Children with Severe and Profound Learning Disabilities     

Yvonne O'Brien  Sheila Glenn  Cliff Cunningham 《International Journal of Disability, Development & Education》1994,41(3):231-243

Seven infants and children with severe, profound and multiple learning difficulties (CA 3 months to 4 years, MA 2 months to 12 months, mean MA 4.5 months) were presented with a contingency situation where they could control the onset of a visually and auditorily attractive toy. In this situation their responding increased and some positive emotional effects were seen. When they were subsequently unable to control stimulation, negative effects were seen on a range of emotional, motivational and self‐stimulation measures. These results suggest that from a mental age level of 2 months children are equipped to detect cause and effect relationships and build up a picture of their world based on expectancies about such relationships; and that violations of these expectancies can lead to negative effects.  相似文献   

The disease burden of childhood adversities in adults: a population-based study     

Cuijpers P  Smit F  Unger F  Stikkelbroek Y  Ten Have M  de Graaf R 《Child abuse & neglect》2011,35(11):937-945

Objectives

There is much evidence showing that childhood adversities have considerable effects on the mental and physical health of adults. It could be assumed therefore, that the disease burden of childhood adversities is high. It has not yet been examined, however, whether this is true.

Method

We used data of a large representative sample (N = 7,076) of the general population in the Netherlands. We calculated the disability weight (DW) for each respondent. The DW is a weight factor that reflects the severity of a disease or condition on a scale from 0 (perfect health) to 1 (equivalent to death). We used an algorithm based on the SF-6D to estimate DW. Because the DW indicates the proportion of a healthy life year that is reduced by the specific health state of the individual, it also possible to calculate the total number of years lost due to disability (YLD) in the population. We calculated the years lived with disability (YLD) for 9 different childhood adversities (in the areas of parental psychopathology; abuse and neglect; major life events), as well as for major categories of mental disorders and general medical disorders.

Results

All 9 adversities resulted in a significantly increased DW, except death of a parent before the age of 16. Adversities in the category of abuse and neglect are associated with the highest DWs (0.057), followed by parental psychopathology (0.031) and life events during childhood (0.012). All adversities (46.4% of the population reports one or more adversity) are associated with 20.7 YLD/1,000, which is more than all mental disorders together (12.9 YLD/1,000). The category of abuse/neglect has the highest YLD/1,000 (15.8), which is also higher than all mental disorders together. Adjustment for the presence of mental and general medical disorders resulted in comparable outcomes.

Conclusions

Childhood adversities are more important from a public health point of view than all common mental disorders together, and should be a priority for public health interventions.  相似文献   

Consistency and variability of learning strategies in different university courses   总被引：1，自引：0，他引：1  

Yvonne J. Vermetten  Hans G. Lodewijks  Jan D. Vermunt 《Higher Education》1999,37(1):1-21

The present study addressed the question of consistency and variability in learning strategies. Four university courses provided different learning contexts. The same group of students reported about their learning strategies by completing identical questionnaires on each of these courses. Participants were 85 students attending the first year of Law studies. A second study consisted of 63 students attending similar courses in the following academic year. An analysis of variance showed that students varied their reported learning strategies as a function of different learning contexts. This indicated a context-specific component in strategy use. Intercorrelations, however, showed that students displayed consistency in reported learning strategies across course contexts as well. This indicated a personal, habitual component in strategy use. It thus seems that the question of variability and consistency in learning strategies does not yield an either-or, answer. Context variables were explored to explain the variations. Use of stated cases, provision of a clear organisation of subject matter and of diverse didactic resources appeared to diminish encountered problems and lack of regulation (which proved to be related variables), and promote the use of concrete processing, relating, analyzing, self-regulation and externally regulated strategies. Evidence was found that learning strategies differed among each other in the degree of variability. Memorizing turned out to be relatively resistant to differences in course context, whereas concrete processing strategies and lack of regulation showed relatively large susceptibility to course context. Explanations were proposed in terms of different stages in the development of learning strategies and in terms of context-variables.  相似文献   

The professional learning needs and priorities of higher-education-based teacher educators in England,Ireland and Scotland     

Gerry Czerniawski  Donald Gray  Ann MacPhail  Yvonne Bain  Paul Conway  Ainat Guberman 《师资教育杂志》2018,44(2):133-148

Against a rapidly changing policy landscape for teacher education, exacerbated by ‘Brexit’ in the UK, findings are presented from an electronic survey of 272 higher-education based teacher educators in England, the Republic of Ireland and Scotland about their experiences of, and priorities for, professional learning. While the data generated were mainly quantitative data, qualitative features were embedded within the survey design. Both types of data have been used to draw out complexities that emerge when exploring a professional group of educators responsible for the preparation of a future generation of teachers. The findings are presented and discussed in relation to the professional demographics of the sample, research expectations placed on them and teacher educators’ priorities for professional learning. Given the unique occupational position of teacher educators, their importance in the quality of teacher education and the lack of formal focus on their professional development, our starting point for teacher educators’ professional development lies in their practice situated and positioned within global, regional, national and local policy contexts.  相似文献