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All Outputs (105)

Readers building fictional worlds: visual representations, poetry and cognition (2016)
Journal Article
Giovanelli, M. (2017). Readers building fictional worlds: visual representations, poetry and cognition. Literacy, 51(1), https://doi.org/10.1111/lit.12091

This article explores the complex nature of the literature classroom by drawing on the cognitive linguistic framework Text World Theory to examine the teacher's role as facilitator and mediator of reading. Specifically, the article looks at how one t... Read More about Readers building fictional worlds: visual representations, poetry and cognition.

Recovery is no laughing matter – or is it? (2016)
Journal Article
Barker, A. B., & Winship, G. (2016). Recovery is no laughing matter – or is it?. Mental Health and Social Inclusion, 20(3), 167-173. https://doi.org/10.1108/MHSI-02-2016-0006

Purpose - The purpose of this paper is to describe an exploratory pilot study to assess the methods used to evaluate an innovative programme of comedy workshops for a small cohort of people recovering from substance misuse problems. The comedy works... Read More about Recovery is no laughing matter – or is it?.

A review of research into business coaching supervision (2016)
Journal Article
Joseph, S. (in press). A review of research into business coaching supervision. Coaching: An International Journal of Theory, Research and Practice, 9(2), https://doi.org/10.1080/17521882.2016.1210187

A systematic search of the coaching literature for original peer-reviewed studies into business coaching supervision yielded seven research reports. Evaluation of these studies showed them to be low in the reporting of methodological rigour. However,... Read More about A review of research into business coaching supervision.

Parent-reported differences between school-aged girls and boys on the autism spectrum (2016)
Journal Article
Sutherland, R., Hodge, A., Bruck, S., Costley, D., & Klieve, H. (2016). Parent-reported differences between school-aged girls and boys on the autism spectrum. Autism, 21(6), 785-794. doi:10.1177/1362361316668653

More boys than girls are diagnosed with autism spectrum disorder; however, there are conflicting findings about whether they differ in their presentation. This study involved a survey of parents of school-aged children on the autism spectrum (171 par... Read More about Parent-reported differences between school-aged girls and boys on the autism spectrum.

For love of people, culture and society: expert commentary (2016)
Book Chapter
McLean, M., LeFanu, S., & Bruce, S. (2016). For love of people, culture and society: expert commentary. In K. M. Quinlan (Ed.), How higher education feels: commentaries on poems that illuminate emotions in learning and teaching. Sense Publishers

The commentary is on a set of poems about the teaching of social sciences and sensitive topics. It takes the poems as pedagogical case studies, pointing out what can be learning from them.

Alternative understandings of equity and their relationship to ethics (2016)
Conference Proceeding
Atweh, B., & Swanson, D. M. (2016). Alternative understandings of equity and their relationship to ethics. In G. Kaiser (Ed.), Proceedings of the 13th International Congress on Mathematical Education (531–535). https://doi.org/10.1007/978-3-319-62597-3_60

This paper discusses three distinct, yet overlapping and often exchangeable discourses of equity, diversity and social justice in mathematics education. Like all discourses in education, they are social constructs and have been subjected to developm... Read More about Alternative understandings of equity and their relationship to ethics.

Towards ‘languages for all’ in England: the state of the debate (2016)
Journal Article
Hagger-Vaughan, L. (in press). Towards ‘languages for all’ in England: the state of the debate. Language Learning Journal, 44(3), https://doi.org/10.1080/09571736.2016.1199047

Whether the study of languages should be a core element of a balanced and broadly based curriculum for all pupils in England’s 11–16 state-funded secondary schools is also part of a wider debate concerning how to harness England’s rich linguistic and... Read More about Towards ‘languages for all’ in England: the state of the debate.

Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity (2016)
Journal Article
Vogel, F., Kollar, I., Ufer, S., Reichersdorfer, E., Reiss, K., & Fischer, F. (2016). Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity. Instructional Science, 44(5), https://doi.org/10.1007/s11251-016-9380-2

Collaboration scripts and heuristic worked examples are effective means to scaffold university freshmen’s mathematical argumentation skills. Yet, which collaborative learning processes are responsible for these effects has remained unclear. Learners... Read More about Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity.

e-Assessment for learning and performativity in higher education: A case for existential learning (2016)
Journal Article
Charteris, J., Quinn, F., Parkes, M., Fletcher, P., & Reyes, V. (2016). e-Assessment for learning and performativity in higher education: A case for existential learning. Australasian Journal of Educational Technology, 23(3), 112-122. https://doi.org/10.14742/ajet.2595

This paper provides a critical and contextualised exploration of assessment for learning (AfL) as an important area of scholarship in higher education, particularly in online learning environments. Although AfL can speak to a range of education disco... Read More about e-Assessment for learning and performativity in higher education: A case for existential learning.

Fostering university freshmen’s mathematical argumentation skills with collaboration scripts (2016)
Conference Proceeding
Vogel, F., Kollar, I., Ufer, S., Reiss, K., & Fischer, F. (2016). Fostering university freshmen’s mathematical argumentation skills with collaboration scripts. In C. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016 (599-606)

Students often have problems formulating und using arguments in mathematical contexts. Therefore, we investigated to what extent a collaboration script helps students overcome their problems and acquire mathematical argumentation skills. In two previ... Read More about Fostering university freshmen’s mathematical argumentation skills with collaboration scripts.

A capabilities approach to educating the deliberate professional: theory and practice (2016)
Book Chapter
McLean, M., & Walker, M. (2016). A capabilities approach to educating the deliberate professional: theory and practice. In F. Trede, & C. McEwan (Eds.), Educating the deliberate professional: preparing for future practices. Springer International Publishing

This chapter casts ‘deliberate professionalism’ as ‘public-good professionalism’. It brings to thinking about educating the deliberate professional a ‘capabilities approach’ lens, as it has been developed by Amartya Sen and Martha Nussbaum. The autho... Read More about A capabilities approach to educating the deliberate professional: theory and practice.

Posttraumatic growth and adjustment to spinal cord injury: moderated by posttraumatic depreciation? (2016)
Journal Article
Kunz, S., Joseph, S., Geyh, S., & Peter, C. (in press). Posttraumatic growth and adjustment to spinal cord injury: moderated by posttraumatic depreciation?. Psychological Trauma: Theory, Research, Practice, and Policy, 9(4), 434-444. https://doi.org/10.1037/tra0000164

Objective: Findings on the relationship of posttraumatic growth (PTG) with adjustment to potentially traumatic events are inconsistent, whereupon posttraumatic depreciation (PTD) has been suggested as a possible moderator. The objective of this study... Read More about Posttraumatic growth and adjustment to spinal cord injury: moderated by posttraumatic depreciation?.

Higher education responsiveness through partnerships with industry: The case of a university of technology programme (2016)
Journal Article
Wedekind, V., & Mutereko, S. (2016). Higher education responsiveness through partnerships with industry: The case of a university of technology programme. Development Southern Africa, 33(3), 376-389. doi:10.1080/0376835X.2016.1156516

In the context of mid-level skills shortages and the promotion of industry–education partnerships, this article examines the case of a longstanding partnership between the pulp and paper industry and a university of technology. The partnership result... Read More about Higher education responsiveness through partnerships with industry: The case of a university of technology programme.

Bridging skills demand and supply in South Africa: the role of public and private intermediaries (2016)
Journal Article
Petersen, I., Kruss, G., McGrath, S., & Gastrow, M. (in press). Bridging skills demand and supply in South Africa: the role of public and private intermediaries. Development Southern Africa, 33(3), https://doi.org/10.1080/0376835X.2016.1156518

Demand-led skills development requires linkages and coordination between firms and education and training organisations, which are major challenges considering that each represents a ‘self-interested’ entity. The need for a ‘collaborative project’ in... Read More about Bridging skills demand and supply in South Africa: the role of public and private intermediaries.

Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: challenges of living on the edge (2016)
Journal Article
Day, C. (in press). Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: challenges of living on the edge. Teaching and Teacher Education, 59, https://doi.org/10.1016/j.tate.2016.05.015

This paper investigates how teachers in one school in a socio-economically disadvantaged urban setting draw upon their capacities for resilience to maintain a sense of positive professional identity, commitment and moral purpose. It identifies the dy... Read More about Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: challenges of living on the edge.

Effectiveness and cost-effectiveness of a brief school-based group programme for parents of children at risk of ADHD: a cluster randomised controlled trial (2016)
Journal Article
Sayal, K., Taylor, J. A., Valentine, A., Guo, B., Sampson, C. J., Sellman, E., …Daley, D. (2016). Effectiveness and cost-effectiveness of a brief school-based group programme for parents of children at risk of ADHD: a cluster randomised controlled trial. Child: Care, Health and Development, 42(4), 521-533. https://doi.org/10.1111/cch.12349

Background NICE guidelines recommend a stepped care approach for the identification and management of children with, or at risk of, Attention-Deficit / Hyperactivity Disorder (ADHD). We investigated the effectiveness, cost-effectiveness and acceptab... Read More about Effectiveness and cost-effectiveness of a brief school-based group programme for parents of children at risk of ADHD: a cluster randomised controlled trial.

Choices in the Design of Inclusive Education Courses for Pre-service Teachers: The Case of a South African University (2016)
Journal Article
Walton, E., & Rusznyak, L. (2017). Choices in the Design of Inclusive Education Courses for Pre-service Teachers: The Case of a South African University. International Journal of Disability, Development and Education, 64(3), 231-248. https://doi.org/10.1080/1034912x.2016.1195489

© 2016 Informa UK Limited, trading as Taylor & Francis Group. It is expected that that pre-service teachers are adequately equipped to meet the needs of diverse students. This article discusses the choices that teacher educators must make in design... Read More about Choices in the Design of Inclusive Education Courses for Pre-service Teachers: The Case of a South African University.