An interview with Professor Barbara Comber     

Barbara Comber 《Literacy》2023,57(2):88-93

As part of this special issue on ‘Literacy for social justice’, and at this moment of post-pandemic transitions in education, we invited Professor Barbara Comber to reflect on the needs for and trends in critical literacy education, both in her local context, in Australia, and internationally. In September 2022, we met with Barbara online to discuss her thoughts about what critical literacy educators need, how scholars and educators can work together to produce change, and where we can see hope in critical literacy and social justice education right now, as part of promising anti-racist, decolonizing, and intersectional literacy frameworks and practices.  相似文献   

Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach,Academic Achievement,and Satisfaction     

Gerardo Pellegrino  Nicole Casali  Chiara Meneghetti  Carla Tinti  Anna Maria Re  Barbara Sini  Maria Chiara Passolunghi  Antonella Valenti  Lorena Montesano  Barbara Carretti 《Learning disabilities research & practice》2023,38(4):274-284

In recent years, an increasing number of students with specific learning disabilities (SLDs) have enrolled in universities. The present exploratory study examined the frequency of use and appreciation of universal (open to every student) and specific services (offered to students with SLDs) and their relation to age, academic achievement, satisfaction, self-efficacy, and use of self-regulated learning (SRL) strategies. Participants were 147 Italian university students with SLD diagnoses (42 males; mean age: 22.49, SD = 3.29). Results showed that, overall, the frequency of use and appreciation of specific services were positively related to academic satisfaction, self-efficacy, and SRL strategies. Furthermore, frequency of use of compensatory tools and dispensatory measures was positively associated with academic achievement. These findings suggest that universities play an important role in supporting students with SLDs during their academic years by providing them with useful services and accommodations.  相似文献   

Postmodern Views on Reforming an Ancient Occupation     

Barbara Morgan-Fleming 《The Educational forum》2013,77(4):309-315

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Transforming formative assessment in lifelong learning     

Barbara M. Crossouard 《Assessment in Education: Principles, Policy & Practice》2013,20(2):240-246

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Leadership: The Key Ingredient     

Barbara E. Forker 《Quest (Human Kinetics)》2013,65(2):87-94

This essay argues that the transition from physical education to Kinesiology involved the development of the kinesiological sciences such that over the last 35 years, the discipline has come to be dominated by a scientific outlook. The incorporation of science is in itself a benefit for the discipline. However, the cost is that the scientizing of the discipline has led to the marginalization of the humanistic features of movement. Thus, the history, philosophy, and literature of sport and movement stand in need of development in the American academy. More importantly, there needs to be a reawakening to the humanistic import of movement itself. So-called “gym classes” are being slowly weeded out of many university programs. The claim is that these need to be retained and strengthened with a focus on the importance of movement in developing our humanity.  相似文献   

Generating Random Parallel Test Forms Using CTT in a Computer-Based Environment     

Wade M. Gibson  John A. Weiner 《Journal of Educational Measurement》1998,35(4):297-310

This paper describes a procedure for automated test forms assembly based on Classical Test Theory (CTT). The procedure uses stratified random content sampling and test form pre-equating to ensure both content and psychometric equivalence in generating virtually unlimited parallel forms. The procedure extends the usefulness of CTT in automated test form construction, yielding classical item statistics based on representative sample distributions and pre-equated test forms with known psychometric characteristics. A rationale for the procedure is presented followed by an example application and discussion of psychometric considerations related to its use.  相似文献   

Resistance as a Lens for Understanding the International Preschool Movement     

Barbara Beatty 《History of education quarterly》2009,49(2):156-158

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Sport: Kritik und Eigensinn — Der Sport der Gesellschaft     

Sven Güldenpfennig  Arno Müller  Barbara Ränsch-Trill 《Sportwissenschaft》2002,32(4):445-448

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Competing and Consensual Voices: The Theory and Practice of Argument Edited by Patrick J.M. Costello & Sally Mitchell     

Barbara Schneider 《Interchange》1997,28(4):399-402

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Growth in Precursor and Reading‐Related Skills: Do Low‐Achieving and IQ‐Discrepant Readers Develop Differently?     

Kimberly J. O&#x;Malley  David J. Francis  Barbara R. Foorman  Jack M. Fletcher  Paul R. Swank 《Learning disabilities research & practice》2002,17(1):19-34

Poor readers who met low achievement and IQ‐discrepancy definitions of reading disability were compared with nonimpaired readers on their development of eight precursor and reading‐related skills to evaluate developmental differences prior to students’ identification as reading disabled. Results indicated no evidence for differences between the two groups of poor readers in the development of the eight skills, with three exceptions. Students in the IQ‐discrepant group demonstrated greater growth in letter sound knowledge, greater mean performance in visual‐motor integration at the beginning of first grade, and greater deceleration in rapid naming of letters. When compared to the nonimpaired group, low‐achieving readers demonstrated poorer performance and development in all skills, while the IQ‐discrepant readers demonstrated poorer performance and development in phonemic awareness, rapid naming of letters and objects, spelling, and word reading. The largely null results for comparisons between the two groups of poor readers challenges the validity of the two‐group classification of reading disabilities based on IQ‐discrepancy.  相似文献