The first part of the Handbook introduces in some detail the concept of qualitative research and its application to communication disorders, and describes the main qualitative research approaches. The contributions are forward-looking rather than merely giving an overview of their topic. The second part illustrates these approaches through a series of case studies of different communication disorders using qualitative methods of research.
This Handbook is an essential resource for senior undergraduate and graduate students, researchers and practitioners, in communication disorders and related fields.
Topics covered include:
* the role of context, culture and conversation in shaping and directing aphasia therapy
* the ethical issues that arise from the current tensions between market driven health care industries and the moral commitment to their client welfare
* the value of therapy. Contributors challenge the common notion of successful therapy as solely performance related.
* the potential and competent use of humour in aphasia therapy.
The identification of the strengths and limitations of clinical models and the focus on relevant directions for therapy will be of interest to practising clinicians as well as anyone involved in study or research in speech and language therapy.
Combining an examination of theory and research with practical case studies and real examples of teaching practice, this book shows trainee and early career teachers how to engage and motivate children to develop a range of primary English skills.
Chapters incorporate broader aspects of primary teaching such as active learning, self-regulation and assessment, and activities and discussion points explore how to apply important principles to your own teaching.
Drawing from international research and aware of policy developments in different countries, the book covers key topics on primary teacher education courses, including:
The foundations of reading, writing and oracy skills Planning, assessment and classroom organisation Using new technologies and social media as tools for learning Engaging with the literacy needs of diverse learners. This is essential reading for students on university-based and school-based courses preparing to teach in primary education, and early career teachers seeking to continue their professional learning.
Dr Gary Woolley is senior lecturer at the University of the Sunshine Coast, Australia.
Feedback in Higher and Professional Educationexplores what needs to be done to make feedback more effective. It examines the problem of feedback and suggests that there is a lack of clarity and shared meaning about what it is and what constitutes doing it well. It argues that new ways of thinking about feedback are needed.
There has been considerable development in research on feedback in recent years, but surprisingly little awareness of what needs to be done to improve it and good ideas are not translated into action. The book provides a multi-disciplinary and international account of the role of feedback in higher and professional education. It challenges three conventional assumptions about feedback in learning:
That feedback constitutes one-way flow of information from a knowledgeable person to a less knowledgeable person.
That the job of feedback is complete with the imparting of performance-related information.
That a generic model of best-practice feedback can be applied to all learners and all learning situations
It seeking a new approach to feedback, it proposes that it is necessary to recognise that learners need to be much more actively involved in seeking, generating and using feedback. Rather than it being something they are subjected to, it must be an activity that they drive.
Taking a broad contemporary view of higher education, this book explores key topics that all academics will need to engage with in order to survive and flourish in today’s increasingly complex higher education environment. Key topics include:
· connecting research and teaching in practice
· promoting critical approaches to the curriculum
· teaching for employability and understanding graduate identity
· responding to the internationalisation agenda
· engaging with the demands of the digital university
· enacting interdisciplinary approaches to teaching and scholarship
· enabling inclusive approaches to student engagement and student voice
Policy and practice debates informing these different areas are explored alongside practical guidance on how to implement and integrate key priorities into the different dimensions of their professional practice.
This is essential reading for higher education faculty undertaking professional development courses, such as the PG Certificate in Academic Practice (PGCAP), the PG Certificate in Teaching and Learning in Higher Education (PGCTLHE / PGHE) and related courses, and also for early career academics wishing to deepen their understanding of contemporary higher education.
Developing Learning Professionals: Integrating Experiences in University and Practice Settings explores how the integration of student experiences across university and practice settings might best be used to produce college graduates who are adept, critical practitioners. To do so, it draws on the findings of a series of projects in Australia that investigated diverse aspects of work-related learning. Through these projects, a range of scholars and researchers consider different aspects of this educational initiative within the same national higher education context. They address pedagogic and curriculum practices, institutional arrangements and partnerships of varying kinds, and a consolidated set of perspectives.
Genetic Hearing Loss branches into syndromic and nonsyndromic categorical directions in its coverage of the genetics behind hearing loss. Authored by 60 internationally recognized researchers, the book describes the normal development of the ear, updates the classification and epidemiology of hearing loss, and surveys the usage of audiometric tests and diagnostic medical examinations.