A small-scale pilot study into language difficulties in children who offend     

Fran Games  Anita Curran  Sarah Porter 《Educational Psychology in Practice》2012,28(2):127-140

This small-scale pilot research project investigates the prevalence of Speech Language and Communication Difficulties in a sample of children attending a Youth Offending Service in the UK. Using the CELF-4, approximately 90% of the sample displayed some form of language difficulty and, overall, this population displayed mild to moderate difficulties in this area. Youth Offending Team staff questionnaires were also analysed and it was found that staff have little understanding of the difficulties presented by the children on their caseloads, despite reporting that they felt confident in this area. Implications for practice and potential roles for educational psychologists are discussed.  相似文献   

Transformation for adults in an Internet‐based learning environment—is it necessary to be self‐directed?     

Regina Juchun Chu  Anita Zichun Chu  Cathy Weng  Chin‐Chung Tsai  Chia‐chun Lin 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(2):205-216

This research explores the relationships between self‐directed learning readiness and transformative learning theory (TLT) reflected by the Constructivist Internet‐based Learning Environment Scale (CILES). A questionnaire survey about adult learner's perceptions of Internet‐based learning was administered to adults enrolled in classes in community colleges in Taiwan. A total of 593 valid questionnaires were used for the structural equation modeling analysis. The findings confirmed a second‐order hierarchical factor relationship of TLT (technical, dialectical and emancipatory learning interests) from CILES. Moreover, the three domains of learning interests of transformative learning were proved to have a developmental relationship, moderated by the readiness of self‐directed learning for adult learners in Internet‐based learning.  相似文献   

Conceptualizing climate change in the context of a climate system: implications for climate and environmental education     

Daniel P. Shepardson  Dev Niyogi  Anita Roychoudhury  Andrew Hirsch 《Environmental Education Research》2012,18(3):323-352

Today there is much interest in teaching secondary students about climate change. Much of this effort has focused directly on students’ understanding of climate change. We hypothesize, however, that in order for students to understand climate change they must first understand climate as a system and how changes to this system due to both natural and human influences result in climatic and environmental changes and feedbacks. The purpose of this article is to articulate a climate system framework for teaching about climate change and to stimulate discussion about what secondary students should know and understand about a climate system. We first provide an overview of the research on secondary students’ conceptions of climate and climate change. We then present a climate system framework for teaching about climate and climate change that builds on students’ conceptions and scientific perspectives. We conclude by articulating a draft conceptual progression based on students’ conceptions and our climate system framework as a means to inform curriculum development, instructional design, and future research in climate and environmental education.  相似文献   

Responding to students' needs in special schools in Ireland and England: findings from two schools     

Therese Day  Anita Prunty  Maeve Dupont 《Journal of Research in Special Educational Needs》2012,12(3):141-150

As more students with special educational needs attend mainstream schools, it is critical that the role and operation of special schools be examined. This article reports on two case studies, one special school in England and one in Ireland, which formed part of a national review of the role of special schools and special classes in Ireland. Two students, in each case study school, were shadowed and observed during two‐day visits by the research team. These students, and everyone belonging to them, were interviewed and relevant documents were analysed. Findings are discussed in terms of responding to students' needs through: organization of teaching and learning, curriculum, leadership, specialist staff, collaboration and links outside the special school. The implications are considered with reference to research, policy and practice and the authors conclude that the evidence provides support for maintaining the special school as an integral part of the continuum of educational provision for students with special educational needs.  相似文献   

Self‐Reflexivity and the Creative Voice: Issues of Transgression Identified with Participant Ethnographic Research in Art and Design Education     

Anita Reardon 《The International Journal of Art & Design Education》2012,31(2):127-139

This article shares my experience as a doctoral student researching within the domain of art and design education. This is a professional doctorate bringing together my experience as an educator and that of researcher where boundaries between education and social science research disciplines cross. My research paradigm is situated within critical theory. It is an interpretive hermeneutic study where I am cast as a participant ethnographer. At the time of writing I wanted to make known the issues and tensions that I encountered with research protocols, such as permissions mechanisms and ethical gatekeepers. These tensions I still perceive as confining, but more significantly, I realise that knowing and understanding research methodology is key to achieving creative and unpredictable research practice. This article is, therefore, focused on my journey to discover a research methodology that enables me to use a creative voice. By this I mean a method by which I can develop a writing style that articulates my practice that enables me in the construction and reporting of my research analysis to fully capitalise on my reflexive self. I have referenced papers produced by others at the time of writing their doctoral thesis and have found this enlightening. This is my contribution.  相似文献   

Building capacity: challenges and opportunities in large class pedagogy (LCP) in Sub-Saharan Africa     

Alan R. Foley  Joanna O. Masingila 《Higher Education》2014,67(6):797-808

Over the past 20 years most countries, particularly developing countries, have seen a large increase in the number of students seeking higher education. A consequence of this growth is increasing pressure on teaching staff and institutions, usually resulting in, among other effects, increased class size. Large classes of between 300 and 1,000, and even more, at the undergraduate level are not uncommon in a number of countries (Mulryan-Kyne in Teach High Educ 15(2):175–185, 2010). Large classes are often perceived as one of the major obstacles to the attainment of quality education. Despite the difficulties associated with teaching and learning in large classes, they remain a reality in many countries affecting learners across all levels of the education system and are often the only perceived option available to meet growing demand for higher education in Sub-Saharan Africa (Mohamedbhai in The effects of massification on higher education in Africa. Report from the Working Group on Higher Education of the Association for the Development of Education in Africa, 2008). We contend that the challenges of delivering large classes can be confronted, and in many ways diminished, through the use of current and emerging technologies and enhanced faculty development. In this expository paper, we present findings from project activities focused on higher education faculty development and capacity building. The findings include both formative and summative development activities, as well as data collected in faculty professional development workshops and the results of two surveys. We use these data to lay out issues, challenges (e.g., skills, resources, logistics—including poor campus infrastructure), and opportunities (e.g., mobile capacity, distance tools such as Moodle) of large class pedagogy using a design-based research framework.  相似文献   

Problem-based learning used in the context of cardiac rehabilitation: different scenes and different roles     

Lisa Hjelmfors  Madeleine Abrandt Dahlgren  Anita Kärner  Pia Tingström 《Studies in Continuing Education》2014,36(2):218-232

Several studies show that how patients have difficulties in changing lifestyle even though such changes are essential because they are suffering from a life-threatening disease. Coronary artery disease (CAD) patients met 13 times during a year and used problem-based learning (PBL) to improve their empowerment and self-efficacy in making lifestyle changes. District nurses functioned as tutors, helping patients to formulate issues and to state self-care goals. To identify and describe the enactment of PBL, an ethnographic approach was used, including, for example, participant observations and interviews, all derived from six sessions of the education programme. Five different enactments were found, metaphorically expressed as: ‘The study circle’, ‘The classroom’, ‘The expert consultation’, ‘The therapy session’ and ‘The coffee party’. The education programme did not always function as it was supposed to according to the model, but perhaps this should not be seen as a failure of the pedagogical intervention since these enactments as a whole seem to be a way for the patients to be able to make healthy lifestyle changes. The metaphors can broaden the understanding of what can happen when implementing problem-based learning in health care practice.  相似文献   

Longitudinal correlates of reading comprehension difficulties in Chinese children     

Juan Zhang  Catherine McBride-Chang  Anita M.-Y. Wong  Twila Tardif  Hua Shu  Yuping Zhang 《Reading and writing》2014,27(3):481-501

The present study explored the early predictors of reading comprehension difficulties in Chinese children. We originally recruited 290 Beijing and 154 Hong Kong children and further selected from each sample those (30 from Beijing and 22 from Hong Kong sample) in the lowest 25 % on reading comprehension tests across the last two consecutive testing years (Beijing: ages 9 and 10; Hong Kong: ages 8 and 9) as poor comprehenders. These groups were matched to a group of children from the same sample whose reading comprehension was above 30 % across the two final years and matched on mothers’ education levels, age, nonverbal reasoning at age 4, and Chinese word reading across the same final two consecutive years. We then examined early linguistic/cognitive skills at ages 5–9 that could distinguish the poor and typically developing groups in each city separately. Compared to the control group, poor comprehenders from both samples performed significantly and consistently worse on word reading at early ages, and generally worse on morphological compounding awareness, phonological awareness, and vocabulary knowledge from ages 6 and onwards. In addition, lexical tone sensitivity across ages and grammatical sensitivity (administered at age 5 only) failed to distinguish the two groups for the Beijing sample but did for Hong Kong children.  相似文献   

Portugal     

David C. Tyler  Joyce C. Melvin  Yang Xu  Marylou Epp  Anita M. Kreps 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(1-2):57-90

In the library literature, a great deal of interest in patron-driven collection development has recently been expressed, especially in those programs that link acquisitions with interlibrary loan. However, the implementation of such programs has been limited, at least in part because of concerns over the potential for wasteful spending. The authors will attempt to address this common concern by assessing whether monies spent via a patron-driven acquisitions program were more or less effective than monies spent via traditional modes of acquisition.  相似文献   

Broadcasting and Telecommunications     

Arthur Hezlet  W.M. Dalton  Anita Klever  Donald L. Guimary  John Blair  James W. Brown 《Communication Booknotes Quarterly》2013,44(5):58-61

Arthur Hezlet's Electronics and Sea Power (New York: Stein & Day, 1975—$15.00)

W.M. Dalton's The Story of Radio (London: Adam Hilger Ltd., 1975—about $9.00 for each of three volumes)

Anita Klever's Women in Television (Philadelphia: Westminster Press, 1975—$5.95)

Donald L. Guimary's Citizen's GrouRs and Broadcasting (New York: Praeger Special Studies, 1975—$14.00)

John Blair & Co.'s Statistical-Trends in Broadcasting 1975: 11th Edition (New York: John Blair & Co., 1975—$2.50, paper)

Natan Katzman's Public Television Program Content: 1974 (Washington: Corporation for Public Broadcasting, 1975—price not given, paper)

James W. Brown (ed.) Educational Media Yearbook: 1975-76 (New York: R.R. Bowker, 1975—$21.95)

Alan Bermingham et al. The Small TV Studio: Equipment and Facilities (New York: Hastings House, 1975—$7.95, paper)

John H. Barwick and Stewart Kranz's Profiles in Video: Who's Using Television and How (White Plains, N.Y.: Knowledge Industries Publications, 1975— $27.50)  相似文献