The impact of cognitive strategy instruction on deaf learners: an international comparative study     

Martin DS  Craft A  Sheng ZN 《American annals of the deaf》2001,146(4):366-378

Teacher cohorts in England and China received special training in techniques for teaching higher-level critical and creative cognitive strategies to deaf learners. Both cohorts implemented the strategies in the classroom at least twice weekly for 6 months. Measures included Raven's Standard Progressive Matrices (1959), a systematic observation checklist for cognitive behaviors (Martin & Craft, 1998), and critical and creative problem situations to which students had to respond. Results were compared with those from a study of similar learners in the United States (Martin & Jonas, 1985), and little difference was found. Students in all three countries improved in reasoning, devising real-world problem solutions involving critical thinking (but not creative thinking), using cognitive vocabulary in the classroom, and expressing others' viewpoints. Postintervention focus groups showed teachers in China used a more invariant sequence in teaching the cognitive strategies, but teachers in all three countries experienced similar expansion in cognitive terminology and self-perceptions as teachers of problem solving.  相似文献   

Children with head injuries     

A Craft 《Special education: forward trends》1974,1(3):11-12

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Enhancing the Popularity and the Relevance of Science Teaching in Portuguese Science Classes     

Cecília Galv?o  Pedro Reis  Sofia Freire  Paulo Almeida 《Research in Science Education》2011,41(5):651-666

PARSEL Project emerged from the urgent need to overcome the problem of lack of scientific literacy in the population, which should be a priority in a society where science occupies a central place. Indeed, nowadays for any citizen to participate in a responsible and informed way in society he has to be scientifically acknowledgeable. Nevertheless, not only are scientific levels low in the general population, but also there is an increasing number of students who avoid science and technology courses and related professions. Within this context, PARSEL aims at raising science and scientific courses’ popularity and relevancy as well as at enacting teachers’ professional development. In order to achieve these goals, the PARSEL group developed 54 pan-European modules, which were tested and evaluated by several teachers in several European countries and Israel. Teachers maintained a close relationship with the university, were highly encouraged to appropriate the modules and to adapt them to their local conditions and, also to discuss and share their experiences. In Portugal, modules were tested by a group of eight teachers, and their students. This paper presents data concerning teachers’ evaluation. Data was collected by means of interviews, observation and written documents and reveals that teachers positively evaluated PARSEL’s impact on their own professional development. Furthermore, they considered modules as well as the teaching-learning approach essential for making science learning relevant and popular for their students.  相似文献   

Comparability of WISC-R and WAIS IQ scores in educable mentally handicapped adolescents     

Nancy P. Craft  Earl J. Kronenberger 《Psychology in the schools》1979,16(4):502-504

The WISC-R and WAIS were administered to 30 16-year-old EMH students in a test-retest design to distribute practice effects. The average interval between administrations was approximately 37 days. Results from t-tests of significance of difference between the means were obtained for the total group and for two subgroups, one receiving the WISC-R first and one the WAIS first. Analysis of data revealed significantly higher WAIS scores on all levels of VIQ, PIQ, and FIQ for all groups.  相似文献   

Creative Science Teaching Labs: New dimensions in CPD     

Kerry Chappell  Anna Craft 《Thinking Skills and Creativity》2009,4(1):44-59

This paper offers analysis and evaluation of ‘Creative Science Teaching (CST) Labs III’, a unique and immersive approach to science teachers’ continuing professional development (CPD) designed and run by a London-based organisation, Performing Arts Labs (PAL), involving specialists from the arts, science and technology as integral. Articulating the key features of the experience and its perceived influences and by setting these in the wider context of the literatures in continuing professional development and creative teaching and learning, the paper seeks to demonstrate novel dimensions that this initiative has to offer CPD in creative teaching and the ensuing learning, highlighting key questions for further developing these new dimensions.  相似文献   

Student–teacher closeness and conflict in students with and without special educational needs     

Sofia Freire  Joana Pipa  Cecília Aguiar  Francisco Vaz da Silva  Sérgio Moreira 《British Educational Research Journal》2020,46(3):480-499

Teachers play a key role in creating effective conditions for students to succeed in school. The quality of student–teacher relationships is consistently associated with social, emotional, behavioural and academic adjustment, and this is even more relevant for students with special educational needs (SEN), considering these students’ emotional, social and learning vulnerabilities. This study aimed to examine the associations between students’ externalising and internalising behaviour, social skills and academic performance, and teachers’ perceptions of conflict and closeness in their relationships with students with and without SEN. Data regarding 360 students in Year 3, Year 5 and Year 7 (169 students with SEN) were collected. Teachers (n = 74) reported on the student–teacher relationship and students’ social skills, behaviour problems and academic performance. Special education teachers (n = 38) provided information regarding the diagnosis and profile of functioning of students with SEN. Results showed that teachers’ reports of students’ social skills and externalising problems were the strongest predictors of closeness and conflict. Internalising problems and SEN status also predicted decreased closeness, despite smaller effects. Taken together, findings support the importance of professional development opportunities focusing on facilitating teachers’ relationships with students with perceived challenging behaviour.  相似文献   

Evaluation of a Resource Discovery Service: FindIt@Bham     

Stephen Bull  Edward Craft  Andrew Dodds 《New Review of Academic Librarianship》2014,20(2):137-166

In autumn 2012, the University of Birmingham launched FindIt@Bham, a Primo-based Resource Discovery Service, after a series of focus groups with students and staff to help determine its initial configuration and customization. This article presents the results from a large-scale online survey and focus groups that were conducted to poll users’ attitudes to the service over twelve months later, adding to a small body of research on user satisfaction with established resource discovery services. From the survey the overall level of appreciation was high with 71.13% rating FindIt@Bham to be “Good” or “Very Good.” The level of appreciation was compared across undergraduates, postgraduates (taught and research), and academic staff which revealed that undergraduates are the group of users most happy with the service with academic staff being least satisfied. The reasons for this discrepancy are considered, along with users’ behavior and a discussion of their perceptions of individual functional areas. The survey results led to focus group activities tailored to extract deeper information on system usage and satisfaction. From these combined activities, future customizations and developments to FindIt@Bham such as tuning of result relevancy, improved online help, and additional functionality can be prioritized.  相似文献   

Neuro-linguistic Programming and learning theory     

Anna Craft 《Curriculum Journal》2013,24(1):125-136

This article explores relationships between Neuro-linguistic Programming - a growing school of thought and practice - and established learning theory, drawing a distinction between models, strategies and theories. Some evaluative comments are made about the coherence of Neuro-linguistic Programming as it currently stands, both in terms of its internal consistency, and in relation to established learning theories. In relation to its internal structure, questions are asked as to how far copying an expert's behaviour can really lead a learner to becoming an expert, and about the lack of attention within the theory given to the domain of application. Two other important areas are examined: the dissonance between the claim that Neuro-linguistic Programming caters to individuality in learning while also proposing a view that learning is best done experientially; and a specific aspect of the theory, named the ‘logical levels’, asking whether learners are really as predictable and as subject to cause/effect as this theory would suggest. Finally,the epistemological basis of Neurolinguistic Programming is questioned. It is argued that, though Neuro-linguistic Programming has begun to make an impact in education, it remains a set of strategies rather than a theory or a model, and these internal inconsistencies need to be addressed if it is to have a place among the dominant learning theories of our age.  相似文献   

Fake News as a Critical Incident in Journalism     

Edson C. Tandoc Jr.  Joy Jenkins  Stephanie Craft 《Journalism Practice》2019,13(6):673-689

This study examines how American newspapers made sense of the issue of fake news. By analysing newspaper editorials and considering the problem of fake news as a critical incident confronting journalism, this study found that news organizations in the US recognize fake news as a social problem while acknowledging the challenge in defining it. They generally considered fake news as a social media phenomenon thriving on political polarization driven by mostly ideological, but sometimes also financial, motivations. Therefore, they assigned blame for the rise of fake news to the current political environment, to technological platforms Google and Facebook, and to audiences.  相似文献   

Grass roots: Instructional television fixed service in Arizona     

Norman Wagner  Elizabeth H. Craft 《The American journal of distance education》2013,27(1):76-80

Böje Holmberg, Theory and Practice of Distance Education, 2nd edition, (London and New York: Routledge, 1995, 246 pp., $75.00).  相似文献