Papers by Jullian Elliott
This chapter presents results from the first phase of a research study funded by the Learning and... more This chapter presents results from the first phase of a research study funded by the Learning and Skills Development Agency (LSDA), which explores the delivery of interventions which aim to improve the thinking, and communication skills, of prisoners. We surveyed all 139 ...
Journal of Philosophy of Education, 2008
British Educational Research Journal, 2005
European Journal of Special Needs Education, 2015
Learning and Skills Development Agency, 2004
Abstract: In this report, the authors aim to review and advance knowledge of systematic ways of c... more Abstract: In this report, the authors aim to review and advance knowledge of systematic ways of classifying thinking skills. They concentrate on taxonomies and theory-based frameworks, in the belief that studying and using them will promote better understanding of how people think and learn at the age of 16 or above. Their overarching interest is in how that understanding can inform instructional design, course and lesson planning, teaching, learning and assessment. In particular, they aim to identify: key principles on which ...
British Educational Research Journal, 2005
British educational …, Jan 1, 2005
This article details findings from a systematic review and evaluation of frameworks and taxonomie... more This article details findings from a systematic review and evaluation of frameworks and taxonomies for understanding thinking, with particular reference to learning in post-16 contexts. It describes the means used to identify and evaluate 35 frameworks and identifies three that appear to be particularly useful in the context of lifelong learning. In the light of this analysis, a schematic integrated model of thinking is outlined and discussed.
This paper reports a survey of primary school teachers’ beliefs about working with poor readers. ... more This paper reports a survey of primary school teachers’ beliefs about working with poor readers. The primary research question was: ‘Does the way difficulties with reading are labelled affect the teachers’ beliefs about their ability to intervene effectively?’
An opportunity sample of teachers was surveyed using 2 questionnaires. One examined teachers’ efficacy beliefs. The second questionnaire assessed the extent to which teachers considered that difficulties with reading formed a clearly defined category with essentialist characteristics. There were two variants of both questionnaires. In variant A the word ‘dyslexia’ was used. In variant B that term was replaced by the phrase ‘reading difficulties’.
The findings indicated that labels were associated with differences in teachers’ efficacy beliefs. Responses to the ‘dyslexia’ variants suggested that teachers’ sense of efficacy was associated with beliefs that dyslexia was an immutable phenomenon that yields viable inferences, and that efficacy beliefs were not uniformly associated with experience. In contrast the ‘reading difficulty’ items evoked responses that indicated that all aspects of teachers’ efficacy beliefs about intervening were related to greater experience and only marginally related to essentialist beliefs about reading difficulties.
Keywords: labelling; dyslexia; teachers; efficacy; essentialism
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Papers by Jullian Elliott
An opportunity sample of teachers was surveyed using 2 questionnaires. One examined teachers’ efficacy beliefs. The second questionnaire assessed the extent to which teachers considered that difficulties with reading formed a clearly defined category with essentialist characteristics. There were two variants of both questionnaires. In variant A the word ‘dyslexia’ was used. In variant B that term was replaced by the phrase ‘reading difficulties’.
The findings indicated that labels were associated with differences in teachers’ efficacy beliefs. Responses to the ‘dyslexia’ variants suggested that teachers’ sense of efficacy was associated with beliefs that dyslexia was an immutable phenomenon that yields viable inferences, and that efficacy beliefs were not uniformly associated with experience. In contrast the ‘reading difficulty’ items evoked responses that indicated that all aspects of teachers’ efficacy beliefs about intervening were related to greater experience and only marginally related to essentialist beliefs about reading difficulties.
Keywords: labelling; dyslexia; teachers; efficacy; essentialism
An opportunity sample of teachers was surveyed using 2 questionnaires. One examined teachers’ efficacy beliefs. The second questionnaire assessed the extent to which teachers considered that difficulties with reading formed a clearly defined category with essentialist characteristics. There were two variants of both questionnaires. In variant A the word ‘dyslexia’ was used. In variant B that term was replaced by the phrase ‘reading difficulties’.
The findings indicated that labels were associated with differences in teachers’ efficacy beliefs. Responses to the ‘dyslexia’ variants suggested that teachers’ sense of efficacy was associated with beliefs that dyslexia was an immutable phenomenon that yields viable inferences, and that efficacy beliefs were not uniformly associated with experience. In contrast the ‘reading difficulty’ items evoked responses that indicated that all aspects of teachers’ efficacy beliefs about intervening were related to greater experience and only marginally related to essentialist beliefs about reading difficulties.
Keywords: labelling; dyslexia; teachers; efficacy; essentialism