Gordon O Ade‐Ojo
Datos Biográficos
| ID | 6327780 |
|---|---|
| NOMBRE | Gordon O Ade‐Ojo |
| NOMBRES | Gordon |
| APELLIDO | O Ade‐Ojo |
| FIRMA | OJO G O A |
| AFILIACIONES | University of Greenwich |
| ORCID | 0000-0002-1098-0765 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 6 |
| OBRAS COMO AUTOR | 8 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2006 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 1 |
A transformational approach to addressing the needs of a new generation of ‘left behinds
There are two parts to this paper. In the first part, the paper takes a preliminary look at an emerging dominant literacy, IT literacy, and its potential impact on some members of relevant communities. Drawing on the perception of literacy as social practice, the paper locates organisational processes within institutions as belonging to a specific social practice and explores the pattern of dominance of IT literacy that is beginning to emerge wit…
Trainee teachers' classroom assessment practices
This study investigated the extent to which trainee teachers' assessment competence and literacy prepare them for supporting students' learning and how trainee teachers’ previous experience impacts their assessment practices. Data collected through interviews and questionnaires were subjected to factor analysis and identified four areas that can illuminate how trainees promote assessment. It also revealed that combining both new and existing expe…
A systematic scoping review and textual narrative synthesis of physical and mixed‐reality simulation in pre‐service teacher training
Towards a pedagogy of complementary alternative adult literacy learning spaces (CALLS) in Esol and literacy learning
This article provides an argument for the recognition of complementary alternative literacy learning spaces (CALLS) as a strategy for operationalising the notion of multi-literacies in classroom practice. The paper draws empirical evidence from a small-case project to support the claim that scratch, functioning as a CALLS is a viable tool for ESOL/literacy teaching and learning. Empirical data was collected from students from two ESOL classes in …
Of cultural dissonance
The broad aim of this paper is to track the evolution of adult literacy policy in the UK across three decades, highlighting convergences between policy phases and the promotion of democratic learning spaces. It is anchored onto the argument that, although it is generally accepted that democratic learning spaces are perceived as beneficial to adult literacy learners, policy has often deterred its promotion and, therefore, implementation. The paper…
Practitioners’ perceptions of dyslexia and approaches towards teaching learners with dyslexia in adult literacy classes
Learners with dyslexia are likely to be over-represented in adult literacy classes because of the convergence in perceptions, causes and understanding of literacy problems and dyslexia. Given the great amount of apprehension about practitioners’ and policy makers’ understanding of dyslexia itself, it is important to carry out an exploration of the perceptions of literacy teachers, who increasingly have responsibility for teaching learners with dy…
Practitioners’ perception of the impact of the vision of policy‐makers on practice
This paper presents the perception of practitioners of the impact of the Moser Committee recommendations and the Skills for Life agenda it generated. The paper further explores areas of convergence and divergence between practitioners’ perceptions and the underpinning values of the Moser Committee recommendations. The study utilised a range of research tools including an online questionnaire, documentary analysis and elements of discourse analysi…
Dietary supplementation with 11trans- and 12trans-18
Although an increase in urinary 8-iso-PGF(2alpha) was observed and the effects of prolonged high (ie, >5.0 g/d) consumption of trans fat could be relevant to the development of disease, the mean intakes of 11trans- and 12trans-18:1 in Europeans are estimated to be significantly below the amounts administered in this study (ie, 6.0 g/d); such low intakes could minimize the possible risk of detrimental effects on human health.
Of cultural dissonance
The broad aim of this paper is to track the evolution of adult literacy policy in the UK across three decades, highlighting convergences between policy phases and the promotion of democratic learning spaces. It is anchored onto the argument that, although it is generally accepted that democratic learning spaces are perceived as beneficial to adult literacy learners, policy has often deterred its promotion and, therefore, implementation. The paper…
Practitioners’ perception of the impact of the vision of policy‐makers on practice
This paper presents the perception of practitioners of the impact of the Moser Committee recommendations and the Skills for Life agenda it generated. The paper further explores areas of convergence and divergence between practitioners’ perceptions and the underpinning values of the Moser Committee recommendations. The study utilised a range of research tools including an online questionnaire, documentary analysis and elements of discourse analysi…
Dietary supplementation with 11trans- and 12trans-18
Although an increase in urinary 8-iso-PGF(2alpha) was observed and the effects of prolonged high (ie, >5.0 g/d) consumption of trans fat could be relevant to the development of disease, the mean intakes of 11trans- and 12trans-18:1 in Europeans are estimated to be significantly below the amounts administered in this study (ie, 6.0 g/d); such low intakes could minimize the possible risk of detrimental effects on human health.
Practitioners’ perception of the impact of the vision of policy‐makers on practice
This paper presents the perception of practitioners of the impact of the Moser Committee recommendations and the Skills for Life agenda it generated. The paper further explores areas of convergence and divergence between practitioners’ perceptions and the underpinning values of the Moser Committee recommendations. The study utilised a range of research tools including an online questionnaire, documentary analysis and elements of discourse analysi…
Practitioners’ perceptions of dyslexia and approaches towards teaching learners with dyslexia in adult literacy classes
Learners with dyslexia are likely to be over-represented in adult literacy classes because of the convergence in perceptions, causes and understanding of literacy problems and dyslexia. Given the great amount of apprehension about practitioners’ and policy makers’ understanding of dyslexia itself, it is important to carry out an exploration of the perceptions of literacy teachers, who increasingly have responsibility for teaching learners with dy…
Of cultural dissonance
The broad aim of this paper is to track the evolution of adult literacy policy in the UK across three decades, highlighting convergences between policy phases and the promotion of democratic learning spaces. It is anchored onto the argument that, although it is generally accepted that democratic learning spaces are perceived as beneficial to adult literacy learners, policy has often deterred its promotion and, therefore, implementation. The paper…
Towards a pedagogy of complementary alternative adult literacy learning spaces (CALLS) in Esol and literacy learning
This article provides an argument for the recognition of complementary alternative literacy learning spaces (CALLS) as a strategy for operationalising the notion of multi-literacies in classroom practice. The paper draws empirical evidence from a small-case project to support the claim that scratch, functioning as a CALLS is a viable tool for ESOL/literacy teaching and learning. Empirical data was collected from students from two ESOL classes in …
A systematic scoping review and textual narrative synthesis of physical and mixed‐reality simulation in pre‐service teacher training
Trainee teachers' classroom assessment practices
This study investigated the extent to which trainee teachers' assessment competence and literacy prepare them for supporting students' learning and how trainee teachers’ previous experience impacts their assessment practices. Data collected through interviews and questionnaires were subjected to factor analysis and identified four areas that can illuminate how trainees promote assessment. It also revealed that combining both new and existing expe…
A transformational approach to addressing the needs of a new generation of ‘left behinds
There are two parts to this paper. In the first part, the paper takes a preliminary look at an emerging dominant literacy, IT literacy, and its potential impact on some members of relevant communities. Drawing on the perception of literacy as social practice, the paper locates organisational processes within institutions as belonging to a specific social practice and explores the pattern of dominance of IT literacy that is beginning to emerge wit…
Psychology (8 obras) · Pedagogy (6 obras) · Sociology (5 obras) · Computer Science (4 obras) · Literacy (4 obras) · Mathematics education (4 obras) · Political science (4 obras) · Medical education (3 obras) · Medicine (3 obras) · Social Psychology (3 obras)