71 results on '"Brown, Sally"'
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2. Public & Private Accounts of Help-Seeking: The Implications of Research Methods on the Presentation of Narratives
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Dobson, Christina, Russell, Andrew, Brown, Sally, and Rubin, Greg
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For people with symptoms that could indicate cancer, prompt presentation to a health care practitioner facilitates early diagnosis, improves survival, and is encouraged by public health agencies and cancer charities. Nevertheless, time to presentation from symptom onset (the patient interval) is known to vary widely. We report findings from a mixed-methods study examining help-seeking among people with symptoms of lung or colorectal cancer. Patients referred for urgent investigation were invited to complete a questionnaire about their symptoms and help-seeking experiences; 26 of these participants then took part in a semi-structured interview. Discrepant accounts of help-seeking were reported through the different research methods, with longer 'patient intervals' reported in interviews. We use the concept of 'public and private accounts' to reflect upon why socially conforming accounts of early presentation were presented in the questionnaires, whilst accounts of longer 'patient intervals' tended to be presented within an interview encounter.
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- 2022
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3. Constructing My World: A Case Study Examining Emergent Bilingual Multimodal Composing Practices
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Brown, Sally and Allmond, Alexandra
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An extensive focus on written language in early literacy instruction and assessment for emergent bilinguals places students at a disadvantage since they are learning English as a new language. Typically, classroom instruction has a narrow view of literacy and is dominated by a focus on tested skills, with little emphasis on the diverse backgrounds and experiences of today's students. In order to value the rich meaning-making process that emergent bilinguals bring with them to the classroom, this article explores the ways in which technology affords multimodal composing opportunities. A case of one emergent bilingual, Alon, whose home language is Tagalog, is presented to showcase his text productions as responses to children's literature. The findings help extend an understanding of articulating meaning through talk, contributions of written language, and the importance of the visual mode. This case helps educators see the need to take into account a cohesive portrait of composing processes as a way to make sense of the strengths of emergent bilingual students in English-only classrooms.
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- 2021
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4. Emergent Bilinguals' Use of Word Prediction Software amid Digital Composing
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Brown, Sally and Allmond, Alexandra
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Composing is an essential part of literacy development in early childhood classrooms, and writing experiences are continually changing through advances in technology. Writing in a new language can be particularly challenging for emergent bilinguals as they navigate learning how to spell in English as part of the writing process. New pedagogical tools must be used to support these students as meaning makers and composers. In this study, we investigated how a group of first-grade emergent bilinguals used word prediction software as they created digital compositions over the course of a year. The results suggest several positive ways, such as basic spelling support, extended written responses, and additional opportunities to practice reading, that this digital tool enhanced the meaning-making process of emergent bilingual writers. Recommendations for educators to implement word prediction software in classrooms are included.
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- 2021
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5. Self-Questioning Strategy Routine to Enhance Reading Comprehension among Secondary Students
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Brown, Sally A. and Pyle, Nicole
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Reading comprehension expectations in content areas have increased for students during the past decade. Many secondary students, including students with learning disabilities, improve their reading proficiency of grade-level text when they receive explicit instruction. The authors propose a self-questioning strategy routine designed to enhance secondary students' comprehension of expository text and to increase student engagement in content classes. The routine includes explicit, teacher-directed instruction and incorporates before-, during-, and after-reading activities using modeling and guided practice. A scenario of a secondary teacher implementing the proposed self-questioning strategy routine in a social studies course is presented.
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- 2021
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6. Emergent Bilinguals as Text Designers: Rendering Meaning through Signs
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Brown, Sally
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Purpose: The main purpose is to investigate what resources young emergent bilinguals use to communicate a multimodal response to children's literature. In particular, attention is paid to the ways students translanguage as part of the learning process. Design/methodology/approach: An ethnography-in-education approach was used to capture the social and cultural aspects of literacy learning in an English-only context. A multimodal transcript analysis was applied to video-recorded data as a method for examining semiotic resources and modes of learning. Findings: The results revealed that students used technology, paper-based resources and peers to construct meaning relative to books. Experimentation or play with the affordances of the tablet computer served as avenues to determine the agentive selection of resources. As students wrestled with constructing meaning, they gathered multiple perspectives from peers and children's literature to involve symbols and representations in their texts. Signs, multiple language forms and meaning came together for the social shaping of situated perspectives. Originality/value: This study addresses the call for educators to engage in multiliterate, multimodal practices with young learners in the contexts of classrooms. It provides insight into the need to create multilingual learning spaces where translanguaging freely occurs and the meaningful ways early childhood learners use technology. To fully understand what emergent bilinguals know and can do, they must be afforded a variety of semiotic resources at school.
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- 2021
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7. Pushing against Hegemonic Practices: Emergent Bilinguals Respond to Children's Literature
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Brown, Sally
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There is a need to gain insight into the ways technology positively impacts the literacy development of young children learning English as a new language given public scrutiny about the use of technology in early childhood classrooms. When thinking about the future, being multiliterate is important and requires learners to make, remake, and interpret signs in multiple modes [Rowsell and Harwood, 2015. "'Let it Go': Exploring the Image of the Child as a Producer, Consumer, and Inventor." "Theory into Practice" 54 (2): 136-146]. This study builds on understanding communication from a multimodal perspective that sees the child as an active agent in their own learning. Twelve second-grade (ages seven and eight) emergent bilingual students responded to children's literature through video posts over the course of a school year. The findings indicate the essential role of semiotic resources in terms of student agency, feedback, identity, and digital play. The types of interactions that emergent bilingual students engage in using technology impacts literacy learning and pushes back against school curricula with a print-centric focus.
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- 2020
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8. Engaging Young Working Class Men in the Delivery of Sex and Relationships Education
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Brown, Sally and McQueen, Fiona
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Despite a substantial body of research on young people's wishes about the content and delivery of sex and relationships education (SRE), studies still indicate dissatisfaction with the way lessons are provided. This discussion takes place in a public health context where young people's sexual activity is viewed negatively as a risk to health, and advice focusses on the need to prevent unwanted pregnancies and sexually transmitted infections. This focus on risk clashes with cultural representations of sexuality, and particularly male sexuality, which focus on pleasure and risk taking. In this paper, we present insights from workshops provided by a local charity to boys aged 14-15 in a school in one of the most deprived areas in Edinburgh, Scotland. We held four focus groups with a total of 20 boys and interviewed the workshop providers and the school guidance teacher. The boys valued having men from outside school talking to them about sex and relationships in ways that made them feel respected. They were keen to learn more about relationships, highlighting the need to focus on how SRE is delivered to young working class men.
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- 2020
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9. The Effects of Explicit Main Idea and Summarization Instruction on Reading Comprehension of Expository Text for Alternative High School Students
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Brown, Sally A.
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Secondary students who struggle with reading often have deficits in the area of reading comprehension. The purpose of this study was to examine the effects of explicit main idea and summarization instruction on reading comprehension of expository text for alternative high school students. The lead researcher explicitly taught participants how to summarize expository passages. Participants were taught to generate a big idea topic of a passage, identify key words and phrases, locate or generate main ideas, and generate an oral summary. The three participants increased their performance on the researcher-developed oral summary measure and the summarization guide after receiving the reading comprehension intervention. Furthermore, participants felt they were able to learn how to summarize expository passages, perceived the intervention as effective, and that it helped their reading comprehension. Overall, results indicated that the intervention, which was explicit main idea and summarization instruction aimed to improve reading comprehension, is an effective practice for students who attend alternative high schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2018
10. How Student Teachers Think about Their Classroom Teaching.
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Brown, Sally
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This study examined how student teachers thought about their teaching, exploring their professional evolution as they progressed from academic study within the university to formal employment as teachers. It highlighted a 10-week secondary school placement in their final university semester. Each student teacher was observed teaching and interviewed immediately afterwards. Interviews examined what they had been thinking about and what had been occurring in the classroom. Results indicated a lack of explicit attention to formal student achievement in terms of targets, standards of attainment, and performance indicators. Maintenance of specific patterns of students' classroom activity that student teachers regarded as normal and desirable was considered important. The greatest proportion of statements emphasized factors influencing the circumstances under which teaching occurred. Respondents considered five broad conditions to have important contextual influences on their teaching: student characteristics; impact of teachers' and other adults' presence; time; content; and resources. Classroom conditions exerted a powerful influence on student teachers' actions. Though student teachers were not asked to evaluate their own performance, most did so. There was a marked contrast between how student teachers thought about their teaching as they taught and the ubiquitous models of teaching as a technical delivery/decision-making activity. (SM)
- Published
- 2000
11. Observing Teaching. SEDA Paper 79.
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Staff and Educational Development Association, Birmingham (England). and Brown, Sally
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This publication offers practical support to those in British higher education implementing the Observation of Teaching governmental directives. It provides discussion of key issues as well as a range of materials on how to carry out teaching observation including 23 checklists. The materials are grouped in four main areas: general issues, self assessment, peer assessment, and student observation. The chapters are as follows: (1) "Editorial" (Sally Brown and Gareth Jones); (2) "Observing Teaching" (Stewart Rawnsley); (3) "Ways of Observing: Comment" (Gareth Jones); (4) "Observing Teaching: Issues and Outcomes" (Sally Brown, Clive Colling); (5) "Observing Teaching in Other Contexts" (George Brown); (6) "What To Do Before the Session: Some Guidance on Observation of Teaching in Higher Education" (Gareth Jones); (7) "Self Assessment: Reflecting on Your Own Teaching: Observation Checklists 2-6" (Graham Gibbs); (8) "Watching Yourself Teach and Learning from It" (Tony Claydon and Liz McDowell); (9) "Observing Teaching in Higher Education" (Sally Brown); (10) "Peer Assessment: Checklists 7-20, Giving and Receiving Feedback, Developing an Observation Schedule"; (11) "Observation of Teaching: Guidelines for Observers and Observed, Observation Checklist 21" (Hazel Fullerton); and (12) "Student Observation: Checklists 22 and 23." The thirteenth chapter is an annotated bibliography containing nine references. (JB)
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- 1993
12. Planning Small-Scale Research. SCRE Spotlights, 27.
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Scottish Council for Research in Education. and Brown, Sally
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This paper discusses the nature of research and identifies some of the questions which it is important to address at the planning stage and to return to throughout the life of any research study. In a discussion of the nature of research, it is noted that research findings must be potentially generalizable. The criteria for identifying research questions are discussed and suggestions are made on research methods. The discussion covers the feasibility and/or appropriateness of approaches, such as surveys or case studies, and practical considerations, such as how extensively the literature should be reviewed and how to do data collection. It is pointed out that a researcher's responsibility also includes noting the limitations of the study. (JD)
- Published
- 1990
13. Educator Perspectives on the Use of Alternative Assessment Methods within Taught Masters Programmes: An Exploratory Study Using Activity Theory and Q Methodology
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Deignan, Tim and Brown, Sally
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This article reports on an exploratory two-stage sequential mixed methods research study that investigated the views of university educators on the introduction of assessment methods other than essays, exams and dissertations within taught Masters programmes. In the first stage, interviews were conducted internationally with 45 participants and the data analysed using an activity theoretical framework. The article illustrates how interviewees questioned their existing practice and reworked aspects of it, using new assessment methods as tools to transform their teaching and learning processes. The issues emerging from this analysis informed the design of a second study that used Q methodology to interpret five shared viewpoints on assessment methods among a group of UK-based educators. These viewpoints all saw alternative assessment methods as having advantages over traditional methods in, for example, encouraging student motivation and improving equality of opportunity, although training for academic staff in such methods was seen as necessary. Differences between the five viewpoints related to, for example, whether improving assessment methods requires a shift in how learning is viewed, and the importance of institutional support in encouraging assessment innovation. The five viewpoints are compared and contrasted. Tensions within and across assessment related activity systems are also considered, and recommendations made for further research into stakeholder viewpoints and values to improve collaboration across interacting networks.
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- 2016
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14. Story Nights: An Apprenticeship into Literacy through Bilingual Story Reading
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Brown, Sally
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This article documents an extended Mexican family's social practices surrounding literacy as they engage with bilingual children's literature in a unique context that draws from both home and school without the pressures of curriculum mandates. The research is situated within the southeastern United States where English-dominant practices permeate the school and community. Sociocultural and third space theories provide a framework for understanding the complexities surrounding language use and literacy development. Findings indicate the new space, Story Nights, provides for the development of connections to Mexican culture and a notion of community-based literacy learning. The author makes recommendations for classroom teachers, teacher education programs, and educational policy to be more inclusive of Latino/Latina English learners.
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- 2016
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15. Young Learners' Transactions with Interactive Digital Texts Using E-Readers
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Brown, Sally
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This year-long qualitative study draws from multimodal theory and New Literacies Studies to document the digital literacy experiences of a diverse group of 2nd-graders using e-readers. Twenty-first century classrooms must expand traditional notions of literacy to prepare students for the ever-changing, media-rich world. Students participated in small-group digital reading workshops, where they read interactive picture books. The data mainly drew from transcripts of student interactions and open-ended interviews and were analyzed through a combination of comparative and discourse analyses. The author argues that multimodal texts offer opportunities for rehearsal of literacy practices, engagement, talk as a choice of reader response, and student agency. Even though personal digital devices offer opportunities for independent reading, young readers still need social interactions around books to co-construct meaning. The study found the students spent additional time reading and successfully mediated the available resources as they engaged in digital reading.
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- 2016
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16. Indications of Knowledge Retention in the Transition to Higher Education
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Jones, Harriet, Black, Beth, Green, Jon, Langton, Phil, Rutherford, Stephen, Scott, Jon, and Brown, Sally
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First year undergraduate courses in higher education tend to be designed based on assumptions of students' prior knowledge. Almost 600 undergraduates at five UK universities, studying biological sciences, were given an MCQ test in their first week at university, based on biology A-level (pre-university examination) core criteria. Results demonstrated low-level retention of basic concepts. There was variation between subject area and examination board and an inverse correlation between MCQ score and time since taking A-levels. By discovering what students remember from their pre-university learning, undergraduate courses can be designed to be more student-focused and so develop a deeper-learning teaching strategy. The results also suggest that, if A-levels are to be redesigned to enhance their impact for students entering higher education, creating programmes which encourage retention of key concepts should be a key factor to consider.
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- 2015
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17. Transaction Circles with Digital Texts as a Foundation for Democratic Practices
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Brown, Sally
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Transaction circles weave together elements of guided reading and literature circles in an open conversational structure that supports students as agentive learners. Discourse within these circles utilizing digital informational texts assist in the development of democratic practices even in a time when federal mandates limit curricula and prescribe programs. The findings of this study reveal the importance of aesthetic learning experiences in knowledge construction and the ways in which thinking through complex issues with others benefits social action.
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- 2015
18. The 'Curriculum for Excellence': A Major Change for Scottish Science Education
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Brown, Sally
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The Curriculum for Excellence and new National Qualifications offer innovative reform, based on widely supported ideas and aims, for Scottish preschool, primary and secondary education levels. "Objectives and syllabuses" for science are replaced by "experiences and outcomes". Most strikingly, central prescription makes way for teacher autonomy in preparing young people to be responsible citizens as well as successful learners. This leads to diversity of provision and some uncertainties, with schools and parents recognising practical implementation problems. The success of the innovations should be enhanced by collaboration between different education sectors and the introduction of independent evaluation. The Government has, so far, resisted the latter.
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- 2014
19. What Are the Perceived Differences between Assessing at Masters Level and Undergraduate Level Assessment? Some Findings from an NTFS-Funded Project
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Brown, Sally
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Assessment at Masters Level is the subject of a three-year UK National Teaching Fellowship Scheme (NTFS) project, "Assimilate", which seeks to explore innovatory approaches in this field. More than 40 interviews were undertaken for the project with teachers at Masters level in the UK and internationally. Although national and institutional systems differentiate clearly in their documentation how assessment at M-level should differ from that at undergraduate level, in practice there is not necessarily such clarity. This article draws on how teachers and programme leaders on Masters level courses who were interviewed for the project described the differences in practice. It concludes that there is considerable confusion and ambivalence about what distinguishes one level from another and scope for further clarification.
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- 2014
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20. A Blended Approach to Reading and Writing Graphic Stories
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Brown, Sally
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This article documents the experiences of a diverse group of second grade students during a nine week unit of study focused on graphic stories. The project begins as the class is immersed in reading graphic stories designed for young readers. Images, written text, and dialog are utilized to scaffold reading comprehension and to practice fluency. Then, students construct their own graphic stories based on characters from books, popular culture, and personal experiences. Each story is transformed into a digital format with narration using Photo Story. The results indicate student growth in the areas of comprehension and fluency. There is also a need to integrate new literacies with traditional to prepare students for communicating in the 21st century.
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- 2013
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21. An Analysis of the Discourse and Actions of Reading Conferences with English Learners: A Situated Perspective
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Brown, Sally
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In this article the author shares examples of reading conferences with 10 English learners over the course of a semester. The reading conferences are conducted by four monolingual, European-American teachers at a primary school in the Southeastern United States. Sociocultural and identity theories are used as a theoretical frame for the research study. Observations of the reading conferences reveal several themes inhibiting the literacy learning of English learners: lack of self-correction opportunities, unbalanced instruction, metalanguage, text difficulty, and book levels. In addition, the conferences with English learners are compared to native-speaking students in a cross-case analysis. Transcripts illustrate the complex factors affecting the learning and identity formation process for English learners. The author offers suggestions for reframing reading conferences with English learners. (Contains 1 table and 1 figure.)
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- 2013
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22. Themes, Orientations, Synergies and a Shared Agenda: The First 20?Years of the SEDA Series of Books
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Pickford, Ruth and Brown, Sally
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Over 20?years, 25 books have been published to date in the SEDA series, and this review article aims to analyse the ways in which books within the series have contributed to thinking in higher education pedagogy over this time. We have approached the texts through three lenses, analysing them chronologically, thematically and by the orientation of the authors towards educational development. We demonstrate that the coverage of topics and the syntheses of ideas that the texts represent have holistically provided invaluable coverage of the key thinking in the field. Not only have the texts contributed to knowledge but also they have asserted the importance of the underpinning SEDA values which they represent in practice, helping to build the community of practice that is educational development.
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- 2013
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23. A Community of Practice in Action: SEDA as a Learning Community for Educational Developers in Higher Education
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Nixon, Sarah and Brown, Sally
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The Staff and Educational Development Association (SEDA) was formed in 1993 combining a number of predecessor organisations, including the Standing Conference for Educational Development and the Staff Development Group of the Society for Research in Higher Education. It was later joined by the membership of the Association of Educational Training Technology, SEDA Scotland and Flexible Learning in Higher Education. SEDA was set up to support members of the emergent profession of educational development, originally in the UK and subsequently internationally. In this article, the case is made that SEDA became a highly successful community of practice of individuals working in higher education institutions. It is proposed that features of communities of practice as proposed within the literature in the field can be evidenced in SEDA's activities and in comments collected from SEDA members whose views were sought for this article.
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- 2013
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24. The 20 Books that Influenced Educational Developers' Thinking in the Last 20 Years: Opinion Piece
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Brown, Sally
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In the two decades, since Staff and Educational Development Association was formed, educational development has become a mature and internationally recognised discipline, informed strongly by the scholarship of teaching. Writing about teaching, learning and assessment has helped to describe, distil, analyse and affect practice, and to change the way in which educational development as a profession has become regarded. Books have been of great importance in this transition, with educational developers in many parts of the world building a learning community through discussing the books on their shelves. This article provides a personal selection of 20 key books that have been highly influential, with the aim of promoting debate both on the choice of texts and the future of educational development books in the next 20 years.
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- 2013
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25. Managing Change in Universities: A Sisyphean Task?
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Brown, Sally
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Implementing change in higher education is complex and challenging and its results are difficult to measure. This article will argue that university senior management can make change happen but it is rarely straightforward and never easy. It reviews the ways in which leaders aiming to enhance practice can implement enhancement activities, providing examples from the point of view of a senior manager working in a large United Kingdom metropolitan university that was experiencing a number of challenges requiring immediate action.
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- 2012
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26. Becoming Literate: Looking across Curricular Structures at Situated Identities
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Brown, Sally
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The United States is becoming more multilingual with globalization. Public schools continue to enroll increasing numbers of students who speak a language other than English. This adds to the rich diversity of classrooms while at the same time offers challenges for educators. This collaborative-ethnographic style research study investigates the ways in which identities are constructed for and by an English language learner (ELL) as she uses language at school. The author explores classroom reading events and the ways one ELL negotiates these events with her peers in an English dominant classroom. Results reveal the fluidity of identities across classroom curricular structures at school.
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- 2011
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27. Cultural Alliance: Opening Spaces for Latino Ethos in Early Teaching
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Brown, Sally
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Problems continue to pervade the educational experiences of many minority students, especially Latinos. Through a sociocultural framework, this ethnographic study closely examines the experiences of a Puerto Rican family at home and in an English-dominant school. The study focuses on the school experiences of the family's kindergarten son. The analysis reveals ways this family can broaden Eurocentric world views. Early educators will realise the extent to which they alter a child's cultural identity, thus empowering or disempowering them as an individual. Implications for early childhood education include valuing funds of knowledge, code-switching, and challenging assumptions.
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- 2011
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28. Bringing about Positive Change in the Higher Education Student Experience: A Case Study
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Brown, Sally
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Purpose: The purpose of this article is to outline the ways in which staff of a post-1992 UK university set about enhancing the student experience, at a time when the institution had poor student evaluations as demonstrated by the UK National Student Survey and other indicators. Using a range of interventions led by the PVC (Academic), a concerted effort is made to improve classroom teaching, assessment and feedback, and the ways in which actions taken in response to student feedback were reported back to students. Design/methodology/approach: The article reviews some of the literature available on the NSS and on bringing about changes in universities, and demonstrates how such approaches were put in place. Findings: Over a period of 18 months, it was possible to report significant changes in practice, resulting in demonstrable improvements, both in NSS scores and staff morale. Research limitations/implications: The article uses a reportage approach, describing the steps taken as part of an evidence-informed approach: potential future work will be undertaken by a new team, following a wide-ranging restructuring of the university. Practical implications: It was necessary to recognise that teaching staff felt they were already working very hard, so changes had to be both manageable for staff and demonstrably leading to measurable improvements. Social implications: The article argues that a top-down approach alone is insufficient to bring about rapid changes in a difficult context, and describes how diverse agents' enacted improvements. Originality/value: The quality enhancement approaches described here are shared by a number of universities with similar aims: the originality of the approach lies in its coherence and collaborative nature, which combined evidence-led leadership and cross-institutional commitment.
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- 2011
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29. Seeing the Strange in the Familiar: Unpacking Racialized Practices in Early Childhood Settings
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Brown, Sally, Souto-Manning, Mariana, and Laman, Tasha Tropp
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In this article, three educators share case studies describing racial biases and segregationist practices in early schooling. The authors draw upon critical race theory as a lens and employ critical discourse analysis to uncover classed and raced biases within and across three early childhood contexts. While the cases are situated in specific public school settings--a parent teacher association (PTA) fundraiser, a mandated literacy program, and a read-aloud--they shed light onto a variety of contexts as these are all common phenomena in many American elementary schools. Together, the cases illustrate how racism has been normalized through familiar practices in early childhood settings. Through description and reflection, the authors suggest ways to start seeing the strange in the familiar, unpacking racialized practices across three settings, and advocating new ways of thinking about these common practices leading to change and transformation. (Contains 1 figure and 1 note.)
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- 2010
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30. Navigating an English-Only Classroom: Multiple Identities in a Primary Writer's Workshop
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Brown, Sally
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This qualitative case study analyzes literacy events that were co-constructed by one bilingual, Mexican student and his English-only peers. The article examines the linguistic resources and literacy practices that Juan used as he created a picture book during writer's workshop. Data included video-taped interactions, artifacts, and interviews. The analysis utilized critical and narrative analyses. Findings illustrate the complexity of negotiating space as a bilingual outsider in an English-only classroom. The fluidity of the teacher's physical location impacted access to academic interactions. The importance of co-constructing literate identities proved invaluable as it built social and cultural capital for this particular child. (Contains 2 tables and 1 footnote.)
- Published
- 2009
31. 'Culture Is the Way They Live Here': Young Latin@s and Parents Navigate Linguistic and Cultural Borderlands in U.S. Schools
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Brown, Sally and Souto-Manning, Mariana
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Throughout the United States, deficit perspectives contribute to Latino students' failure in terms of school success. This happens because many educators still regard bilingualism as a deficit. We examined the discourse of one family to better understand how deficit, assimilationist discourse affected them and their two children. We came to understand that, influenced by deficit messages, parents celebrated accelerated English acquisition. Implications for teachers include the recognition and support of linguistic and cultural diversity in the classroom. We suggest a sociocultural perspective that embraces the culture and humanity of every student and helps support the maintenance of multiple cultures. (Contains 4 footnotes.)
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- 2008
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32. Investigating Classroom Discourse Surrounding Partner Reading
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Brown, Sally A.
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This study examined the functions that student talk served during partner reading events in a second grade classroom. Five major themes of talk emerged from the data including organizational, disputational, word strategy, meaning making and personal talk. All of these types of talk functioned to support partner reading except for personal talk, which occurred infrequently. The classroom teacher also provided support for these same discourses through her mini-lessons and read alouds.
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- 2006
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33. How Can Research Inform Ideas of Good Practice in Teaching? The Contributions of Some Official Initiatives in the UK
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Brown, Sally
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There is evidence of progress over the last decade in the quest for research to inform ideas of good practice in teaching. This function of research had achieved increased status and funding, and attention has focused on issues such as how teachers learn and evidence-based practice. This has been supported by several "official" initiatives, three of which are given special attention in this paper. Teacher/researcher networking has contributed to greater involvement of teachers in research and discredited simple-minded ideas of "delivery" models of evidence to be embedded in practice. However, placing research entirely in teachers' hands has revealed concerns about research quality. Different forms of collaborative relationships between researchers and teachers, and among projects within a programme, have increased understanding of the conditions under which research can impact on practice. What and how to disseminate evidence to wider audiences remains a challenge.
- Published
- 2005
34. Grasping the TLRP Nettle: Preliminary Analysis and Some Enduring Issues Surrounding the Improvement of Learning Outcomes
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James, Mary and Brown, Sally
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The ESRC Teaching and Learning Research Programme is the largest ever programme of educational research in the UK. This article reports the purposes, processes, outcomes and issues arising from cross-programme thematic work on the conceptualization of, and research into, 'enhancing learning outcomes' which is a key aim of the programme. Early documentation from thirty projects is analysed, especially in relation to a classification of learning outcomes, dominant metaphors of learning, sector differences and evidence of outcomes. Discussion focuses upon persistent issues concerning the assessment of the broad range of outcomes, what leads to them, and how knowledge of these links might be established.
- Published
- 2005
35. The Culture of Practice in Pre-School Provision: Outsider and Insider Perspectives
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Stephen, Christine and Brown, Sally
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This paper explores, contrasts, and considers some of the implications of the different ways in which the culture of practice in pre-school provision is construed by various actors ("outsiders" and "insiders") in the enterprise. "Outsiders" means those with responsibility for the formulation of the curriculum, the inspection of provision and the training of pre-school staff (typically managers and assessors). The perspectives of two types of insiders, that is, pre-school practitioners and children, are considered. Differences are mapped out in the perspectives of outsiders and of insider practitioners and insider children, drawing on findings from a series of research projects carried out (between 1996 and 2001) investigating aspects of pre-school provision in Scotland. The evidence suggests that outsiders adopt an espoused culture that envisages practitioners fulfilling prescribed roles to deliver a curriculum that will allow children to achieve planned outcomes and which is largely independent of context. In contrast, the implicit culture of practitioners arises from the context of the setting in which they work, is dynamic, flexible, and focuses on maintaining desirable activities in the playroom rather than specified progress goals. The children's perspective is characterized by a focus on play, making choices to satisfy individual preferences and enjoying the company of other children. This study goes on to link these differences to differing pressures and responsibilities that rest on outsiders and insiders and their differing construction of childhood in the context of pre-school provision. The paper concludes with a consideration of some of the implications of these differences for innovations in practice, the initial and continuing education of practitioners, accounting for practice and planning for provision in a way that recognizes differences, and the need to test tentative educational knowledge in context, rather than assume a consensual body of knowledge.
- Published
- 2004
36. Celebrating Childhood: Research to Inform Improvement in Provision
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Brown, Sally
- Abstract
This article emphasises the importance of research that helps us to understand how things are in early childhood education and care, why they are the way they are, what are the alternative decisions or actions we might take in order to change things and what are the implications of choosing among those alternatives. As an illustration of this, it focuses on the different ways in which outsiders and insiders make sense of practice in Scottish pre-school provision, and on the need to take account of such differences if changes are to be introduced to improve that practice. There is a common tendency to assume that the insiders, teachers and nursery nurses, share the same conceptual frameworks as the outsiders who wish to introduce change. The research reported here suggests that this is not a valid assumption. Some outsiders have been unhappy with this finding and its implication that they have not been ready to take account of the perspectives of others. Insiders, however, have been obliged to take account of outsiders' ways of construing practice since inspections and professional development activities have been based on such constructions. It is argued that effective innovation will only be achieved if those undertaking initiatives in pre-school provision fulfil their promises to take account of the perspectives of the other playroom stakeholders and not to assume that everyone thinks exactly as they do. (Contains 2 figures.)
- Published
- 2004
- Full Text
- View/download PDF
37. Alternative Perspectives on Playroom Practice.
- Author
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Stephen, Christine, Brown, Sally, and Cope, Peter
- Abstract
Compared external expectations about preschool teachers and their role with the way teachers think about their own practice. Responses suggest that it is possible to establish an external, decontextualized framework that sets out the teacher's role and reflects current policy, research, or political and cultural agendas, but that it is important to consider the practitioner perspective for professional development. (JPB)
- Published
- 2001
38. All Day Provision for 3- and 4-Year Olds. Interchange 68.
- Author
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Scottish Executive Education Dept., Edinburgh., Stephen, Christine, Brown, Sally, Cope, Peter, and Waterhouse, Steve
- Abstract
This study investigated the provision of all-day child care for preschool children in Scotland, asking: (1) What patterns of activity and behavior occur in the variety of settings where 3- and 4-year-olds have all-day provision? (2) What counts as a satisfactory all-day experience from the perspective of providers, practitioners, parents, and children? (3) What factors seem to be important in influencing the success of all-day provision from the perspectives of the different stakeholders? and (4) What are the specific issues that need to be addressed if all-day provision is to be further developed in line with Scottish Executive Education Department policy? Detailed findings from interviews, observations, and surveys included the finding that no one model of provision or one provider sector (private, voluntary, or local authority) offers a more satisfactory all-day experience than others. Findings also indicated that children in group care settings are being offered provision which is educational or supportive of development and has the incidental benefit to parents of meeting child care needs; however, meeting the needs of all-day and part-day children in one playroom is a matter of some concern for practitioners and requires more attention to the planning and pace of the daily program. (EV)
- Published
- 2000
39. Internal Audit in Higher Education.
- Author
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Holmes, Alison, Brown, Sally, Holmes, Alison, and Brown, Sally
- Abstract
This book describes a range of examples of internal audit in higher education as part of a process of the exchange of good practice. The book recognizes well-established links with audit theory from other contexts and makes use of theoretical perspectives explored in the financial sector. The chapters are: (1) "Quality Audit Issues" (Sally Brown and Alison Holmes); (2) "Quality Audit in Higher Education: Lessons from Financial Audit" (Simon Horsman); (3) "Auditing Academic Programmes: Towards Quality Higher Education in the USA" (Steve Michael); (4) "Subject Review and the Enhancement of Quality" (Margaret Moran); (5) "Internal Audit--A Skeptic's View" (Barbara Spender); (6) "Internal Audit: Is It Worth the Effort?" (Geoffrey Alderman); (7) "Using Audit To Promote Organizational Learning" (Maire Brennan and Elizabeth Noonan); (8) "Introducing Internal Audit at Oxford Brookes University" (Judith Carroll and Marion Temple); (9) "The Themed Approach to Audit" (Alison Holmes and Sally Brown); (10) "Stories Auditors Tell" (Maxine Alterio); (11) "Programme Review for Accountability Purposes" (T. Dary Erwin); (12) "Ensuring Teaching Quality (ETQ)--Best Practice Pathways': A Focus on Departmental Practices for Good Teaching and Learning" (Owen Hicks); (13) "Internal Audit in New Zealand" (David Woodhouse); (14) "Evaluation at a German University of Applied Sciences, the TFH Berlin" (Annette Jander); (15) "Peer Approaches to Audit" (Sally Brown and Alison Holmes); (16) "Audit Your Own Teaching" (Phil Race); (17) "Using Subject Audit toward Enhancement of Teaching and Learning: A Case Study in Geography and Environmental Management" (Antony Mellor and Alison Holmes); (18) "The Formative Use of Internal Quality Audit at Staffordshire University To Improve the Quality Assurance of Distributed Learning" (Steve Outram); and (19) "Future Directions in Academic Quality Audit" (Sally Brown and Alison Holmes). (Contains 93 references.) (SLD)
- Published
- 2000
40. The Impact of Government Intervention in Pre-school Provision.
- Author
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Stephen, Christine and Brown, Sally
- Abstract
Uses data from pilot year of Pre-school Education Initiative in Scotland to look at the impact of government-introduced voucher system intended to expand preschool provision. Identifies four changes in provision and for the culture: playroom activities, expectations for purpose/outcomes of program, parental roles, and requirements for quality assurance and accountability. (Author/KB)
- Published
- 1999
41. Benchmarking and Threshold Standards in Higher Education. Staff and Educational Development Series.
- Author
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Staff and Educational Development Association, Birmingham (England)., Smith, Helen, Armstrong, Michael, Brown, Sally, Smith, Helen, Armstrong, Michael, Brown, Sally, and Staff and Educational Development Association, Birmingham (England).
- Abstract
This book explores the issues involved in developing standards in higher education, examining the practical issues involved in benchmarking and offering a critical analysis of the problems associated with this developmental tool. The book focuses primarily on experience in the United Kingdom (UK), but looks also at international activity in this area. The 19 essays are organized in four sections: benchmarking rationales and threshold standards; operational issues; UK perspectives on the development and use of benchmarks; and international perspectives. Titles are: "Historical and Contextual Perspectives on Benchmarking in Higher Education" (Michael Armstrong); "How Can Threshold Standards Assure and Enhance Quality?" (Sally Brown); "Benchmarking Theory--A Framework for the Business World as a Context for its Application in Higher Education" (Alex Appleby); "Benchmarks and Templates--Some Notes and Queries from a Sceptic" (Sinclair Goodlad); "Describing Higher Education--Some Conflicts and Conclusions" (Jenny Moon); "Institutional Comparisons--Reality or Illusion?" (Harvey Woolf); "Benchmarking across Subjects in an Institution" (J.P. Margham and S. Jackson); "The Business Approach to Benchmarking--An Exploration of the Issues as a Background for Its Use in Higher Education" (David Yarrow); "UK Experiences in the Development of Benchmarking and Threshold Standards" (Ian Haines); "Benchmarking in Law" (John Bell); "Collaborative Accreditation--Benchmarking in a Professional and Academic Partnership To Recognize Programmes of Continuing Professional Development: A Case Study" (Sally Gosling); "Benchmarking, Assessment, and the Multidisciplinary Curriculum" (Rebecca Johnson); "Towards Multidisciplinary Benchmarking" (Stuart Billingham); "International Benchmarking--Fact or Fantasy?" (Helen Smith); "The United States' Perspective on, and Experiences of, Performance Indicators and Threshold Standards--How Is Quality Determined?" (T. Dary Erwin); "Assuring Standards in New Zealand's Universities" (David Woodhouse); "Benchmarks and Threshold Standards--A New Zealand Polytechnic's Perspective on the Approach" (Nick Zepke, Guyon Neutze, and Linda Leach); "Approaches to Degree Standards and Quality Assurance in Post-Apartheid South African Higher Education--Comparative Perspectives" (Digby Warren); and "How Can Benchmarking Work to Best Effect in Higher Education?" (Sally Brown). (Most selections contain references.) (CH)
- Published
- 1999
42. Computer-Assisted Assessment in Higher Education. Staff and Educational Development Series.
- Author
-
Brown, Sally, Race, Phil, Bull, Joanna, Brown, Sally, Race, Phil, and Bull, Joanna
- Abstract
This book profiles how computer-assisted assessment can help both staff and students by drawing on the experience and expertise of practitioners, in the United Kingdom and internationally, who are already using computer-assisted assessment. The publication is organized into three main sections--"Pragmatics and Practicalities of CAA,""Using CAA for Formative Assessment," and "Learning from Experience"--and contains the following 19 chapters: (1) "Pragmatic issues when integrating technology into the assessment of students" (Jen Harvey and Nora Mogey); (2) "Technical and security issues" (Dave Whittington); (3) "Effective question design" (Norma Pritchett); (4) "Automated online tutorials: new formats for assessment on the WWW" (Alan J. Cann and Ellen L. Pawley); (5) "Computer anxiety in students: should computer-based assessment be used at all?" (Mark Brosnan); (6) "Validating formative and summative assessment" (Malcolm Perkin); (7) "Open-access randomly generated tests: assessment to drive learning" (M. Thelwall); (8) "Automatic test generation from a database" (J.H. Sims Williams, J. Maher, D. Spencer, M.D.J. Barry, and E. Board); (9) "Issues and impacts of using computer-based assessments (CBAs) for formative assessment" (Dan Charman); (10) "Computer-assisted peer review" (Jennifer M. Robinson); (11) "Increasing learner responsibility and support with the aid of adaptive formative assessment using QM designer software" (Christine Steven and Ian Hesketh); (12) "Computer managed learning as an aid to formative assessment in higher education" (Leith Sly and Leonie J. Rennie); (13) "Optical mark reading (OMR) as CAA: experiences at Loughborough University" (Myles Danson); (14) "The computer-assisted assessment of practical IT skills" (R.D. Dowsing); (15) "Assessment in a cognitive apprenticeship-based learning environment: potential and pitfalls" (A. Patel, D. Russell and Kinshuk); (16) "Online assessment: creating communities and opportunities" (Meg O'Reilly and Chris Morgan); (17) "Delivering automated innovative assessment in a varied curriculum" (Roy Seden); (18) "A structured approach to mass implementation of computer-based assessment (CBA)" (Stan Zakrzewski); (19) "Student perceptions of the learning benefits of computer-assisted assessment: a case study in electronic engineering" (Kay Sambell, Alistair Sambell, and Graham Sexton). (JM)
- Published
- 1999
43. Assessment Matters in Higher Education: Choosing and Using Diverse Approaches.
- Author
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Society for Research into Higher Education, Ltd., London (England)., Brown, Sally, Glasner, Angela, Brown, Sally, Glasner, Angela, and Society for Research into Higher Education, Ltd., London (England).
- Abstract
This book presents 16 papers on assessment in higher education grouped into four sections on: first, systems approaches to assessment; second, the effectiveness of innovative assessment; third, assessing practice; and fourth, autonomous assessment. The included papers are: (1) "Institutional Strategies for Assessment" (Sally Brown); (2) "Innovations in Student Assessment: A System-wide Perspective" (Angela Glasner); (3) "Assessment and Evaluation: A Systems Approach for Their Utilization" (T. Dary Erwin); (4) "Using Assessment Strategically to Change the Way Students Learn" (Graham Gibbs); (5) "Why Assess Innovatively?" (Phil Race); (6) "The Experience of Innovative Assessment: Student Perspectives" (Liz McDowell and Kay Sambell); (7) "Biases in Marking Students' Written Work: Quality?" (Neil D. Fleming); (8) "Assessing Practice" (Sally Brown); (9) "Assessment of Key Skills" (Garth Rhodes and Freda Tallantyre); (10) "Using Portfolios for Assessment in Teacher Preparation and the Health Sciences" (Gill Young); (11) "Group-based Assessment: An Evaluation of the Use of Assessed Tasks as a Method of Fostering Higher Quality Learning" (Mike Heathfield); (12) "Dimensions of Oral Assessment and Student Approaches to Learning" (Gordon Joughin); (13) "Towards Autonomous Assessment: Using Self-Assessment and Peer Assessment" (Angela Brew); (14) "Self-Assessment and Peer Assessment" (Shirley Jordan); (15) "Peer Assessment of Undergraduate Seminar Presentations: Motivations, Reflection and Future Directions" (Andy Lapham and Ray Webster); and (16) "Using Peer Assessment and Self-Assessment for the First Time" (Paul Roach). (Individual papers contain references.) (DB)
- Published
- 1999
44. Education in Transition: What Role for Research? SCRE Publication No. 102. A Collection of Papers To Mark the 10th Anniversary of the Founding of the Scottish Council for Research in Education.
- Author
-
Scottish Council for Research in Education., Brown, Sally, Wake, Rosemary, Brown, Sally, Wake, Rosemary, and Scottish Council for Research in Education.
- Abstract
This collection of papers by educational researchers in Scotland focuses on changes in educational systems and on transition points within systems (such as the transition from primary to secondary education). Chapters fall into four broad categories: Chapters 1 through 5 illustrate how particular facets of education have changed over relatively long periods of time. Chapters 6 through 10 center on reforms in Scottish education. Chapters 11 and 12 are concerned with transition in the sense of change for the individual that relates to moving from school to the labor market. Chapter 13 concentrates on research perspectives. (JAM)
- Published
- 1988
45. Pilot School Boards: First Impressions.
- Author
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Scottish Council for Research in Education., Munn, Pamela, and Brown, Sally
- Abstract
In September 1988, seven pilot school boards in Dumfries and Galloway Region, Scotland, met for the first time. The pilot scheme sought to learn about the functioning of school boards before they came into statutory existence in the 1989-90 school year. The seven schools represented a cross-section of Regional schools and ranged from a one-teacher elementary school to an academy with about 1,000 students. Board membership comprised parents, teachers, and co-opted members. Initial assessment procedures included questionnaires completed by 27 of 29 parent members, observation of 11 board meetings, interviews with parents, teachers, and administrators involved with school boards, and analysis of board meeting minutes and other relevant documents. Assessment focused on parent members' backgrounds, the experience of board membership to date, training, and election procedures. Major achievements of the pilot scheme's first four months were: (1) demonstrating community interest in the boards; (2) raising parental awareness of board activities through various communication strategies; (3) identification of training needs and dissemination of background information to board members by the Region; (4) establishment of regular patterns of meetings, with good attendance by all concerned; and (5) adaptation of Regional systems to provide the kinds of information that boards need. Problem areas included some parents' feelings that the boards were doing nothing and the absence of semiskilled and unskilled workers on the boards. (SV)
- Published
- 1989
46. The Knowledge Which Underpins the Craft of Teaching.
- Author
-
Brown, Sally
- Abstract
This research was concerned with teacher routines and with the ordinary things that experienced teachers do spontaneously in their classrooms in order to determine what these teachers do well, how they do the things they do well, and how they conceptualize their own classroom teaching. In deciding which teachers would comprise the research sample, pupils were invited to describe the strengths of their recent teachers. Pupil perceptions of exemplary teacher characteristics and a consensus of teachers identified as effective resulted in the selection of teachers with different strengths and different subject specialties from secondary school and feeder primaries. These teachers selected the aspects of their teaching which particularly pleased or satisfied them. It was noted that they initially referred to their pupils' activities or progress in pointing out elements what they consider successful teaching. An analysis of of data gathered from observation and taped reflections highlights variations among the teachers as well as generalizations on the many similarities on how the teachers evaluated their own teaching. A set of inter-connected concepts developed from intensive studies of teachers' interviews and responses to questions led to a theoretical framework of how exemplary teachers form standardized patterns of action or routines in order to maintain particular desired states in pupil activity or to promote specific kinds of progress. (JD)
- Published
- 1988
47. A Research Analysis of Pre-School Provision in the Market Place.
- Author
-
Brown, Sally, Stephen, Christine, and Low, Lesley
- Abstract
In 1996, a voucher scheme was introduced to promote educational provision for preschool children in Scotland. Qualitative and quantitative explorations of the views of parents and providers describe the workings of the educational "market" when one of the competing sectors (public sector) had a substantial monopoly power over the others (private and voluntary sectors). (Author/SV)
- Published
- 1998
48. Motivating Students. Staff and Educational Development Series.
- Author
-
Staff and Educational Development Association, Birmingham (England)., Brown, Sally, Armstrong, Steve, Thompson, Gail, Brown, Sally, Armstrong, Steve, Thompson, Gail, and Staff and Educational Development Association, Birmingham (England).
- Abstract
Twenty papers on motivating college students are grouped into four sections: (1) the impact of teaching on student motivation; (2) motivating diverse students; (3) the impact of university practices on motivation; and (4) the impact of assessment on motivation. After an introductory selection by Sally Brown, Steve Armstrong, and Gail Thompson, the papers are: "Interactivity as an Extrinsic Motivating Force in Learning" (Philip Barker); "Motivation and Approaches to Learning: Motivating and Conceptions of Teaching" (Noel Entwistle); "Intervention and Motivation: What Affects What?" (Ian Solomonides); "Understanding Motives in Learning: Mature Students and Learner Responsibility" (Ron Iphofen); "Teaching: Creating a Thirst for Learning?" (Phil Race); "Perspectives on Motivation: The Implications for Effective Learning in Higher Education" (Della Fazey and John Fazey); "Students' Motivation in Higher Education Contexts" (Kim Isroff and Teresa del Soldato); "Age, Gender and Course Differences in Approaches to Studying in First-Year Undergraduate Students" (Rhona Magee et al.); "Learner Autonomy Beyond the Curriculum: Students' Motivations and Institutional Community" (Gillian Winfield and Selena Bolingbroke); "Does Gender Affect Students' Approaches to Learning?" (Kay Greasley); "Layers of Motivation: Individual Orientations and Contextual Influences" (Linda France and Liz Beaty); "The Effect of Stressors on Student Motivation: A Report of Work in Progress at Sunderland Business School" (Gail Thompson); "Undergraduate Research Projects: Motivation and Skills Development" (Martin Luck); "Multidisciplinary Student Teams Motivated by Industrial Experience" (Paul Wellington); "Motivational Perspectives and Work-Based Learning" (Debbie Keeling et al.); "Learning as an Aesthetic Practice: Motivation through Beauty in Higher Education" (Alan Bleakley); "Motivating Student Learning through Facilitating Independence: Self and Peer Assessment of Reflective Practice--An Action Research Project" (Julie Mortimer); "Individual Differences in Student Motivation" (Stephen Newstead); and "Motivation in Assessment" (Linda Leach et al.). (Individual chapters contain references.) (DB)
- Published
- 1998
49. 500 Tips for Teachers.
- Author
-
Brown, Sally, Earlam, Carolyn, Race, Phil, Brown, Sally, Earlam, Carolyn, and Race, Phil
- Abstract
This book is designed to be a useful compendium of sound and practical ideas to help the classroom teacher, especially the teacher who is new to the profession. It is primarily aimed at secondary school teachers, although those who work with younger children may find elements of the book useful. The book is not intended to be read cover-to-cover, but rather is intended to be a reference. It contains 52 sets of 10 tips each, each of which is intended to be relatively complete in itself. The sets are grouped under the following main headings: (1) techniques for effective teaching and classroom management; (2) planning and assessment; (3) using teaching and learning resources well; (4) supporting pupils' learning; (5) providing personal and pastoral care; and (6) being an effective colleague. (SLD)
- Published
- 1997
50. 'But Is It Fair?': An Exploratory Study of Student Perceptions of the Consequential Validity of Assessment.
- Author
-
Sambell, Kay, Brown, Sally, and McDowell, Liz
- Abstract
The consequential validity of assessment was explored through a qualitative study of the impacts of assessment practices on student perceptions of learning and their learning behavior. Results from 13 case studies over two and a half academic years show that students experiencing a variety of types of alternative assessment did perceive many of the features educators considered beneficial. (SLD)
- Published
- 1997
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