Phonemic—Morphemic dissociation in university students with dyslexia: an index of reading compensation?     

Eddy Cavalli  Lynne G. Duncan  Carsten Elbro  Abdessadek El Ahmadi  Pascale Colé 《Annals of dyslexia》2017,67(1):63-84

A phonological deficit constitutes a primary cause of developmental dyslexia, which persists into adulthood and can explain some aspects of their reading impairment. Nevertheless, some dyslexic adults successfully manage to study at university level, although very little is currently known about how they achieve this. The present study investigated at both the individual and group levels, whether the development of another oral language skill, namely, morphological knowledge, can be preserved and dissociated from the development of phonological knowledge. Reading, phonological, and morphological abilities were measured in 20 dyslexic and 20 non-dyslexic university students. The results confirmed the persistence of deficits in phonological but not morphological abilities, thereby revealing a dissociation in the development of these two skills. Moreover, the magnitude of the dissociation correlated with reading level. The outcome supports the claim that university students with dyslexia may compensate for phonological weaknesses by drawing on morphological knowledge in reading.  相似文献   

Senior management perspectives of mathematics and statistics support in higher education: moving to an ‘ecological’ approach     

Helen Mackenzie  Harry Tolley  Tony Croft  Duncan Lawson 《Journal of Higher Education Policy & Management》2016,38(5):550-561

This article explores the perspectives of three senior managers in higher education institutions in England regarding their mathematics and statistics support provision. It does so by means of a qualitative case study that draws upon the writing of Ronald Barnett about the identity of an ‘ecological’ university, along with metaphors associated with the notion of organisations as living ‘organisms’, suggested by Gareth Morgan. Using these ideas as a heuristic sheds light upon the view that whilst outwardly universities appear to represent a uniform landscape, mathematics and statistics support alternatively, can be seen as different ‘species’ within the higher education system. The study illustrates how three universities occupying contrasting ecological ‘niches’ are responding to the challenges they face by providing and planning different forms of learning support for mathematics and statistics. In conclusion, it is recommended that senior managers reflect upon the possibilities offered by the idea of ‘ecological’ identities in order to explore how they might respond strategically to a rapidly changing environment. This includes adapting various solutions and the further development of innovative ways of supporting students’ transitions throughout the academic lifecycle. In addition, an ecological approach could also aid the formation of the co-creational relationships and networks required for the future success of those developments.  相似文献   

Counseling Students' Decision Making Regarding Teaching Effectiveness: A Conjoint Analysis     

Dale Pietrzak  Kelly Duncan  James S. Korcuska 《Counselor Education & Supervision》2008,48(2):114-132

The authors examined the relative importance of 4 attributes of decision making for student evaluation of teaching effectiveness: perceived knowledge base of the professor, professor's delivery style, course organization, and course workload. Participants were 234 counseling graduate students from 6 midwestern universities in the United States. Data were analyzed with classic conjoint analysis using an additive model with full‐profile method. Results indicated that decisions about teaching effectiveness are complex and based on multiple attributes. There was sufficient variability in the decision‐making process to warrant caution in overgeneralizing results. Implications for faculty development and faculty hiring are considered.  相似文献   

Teachers’ emotions in the reconstruction of professional self-understanding     

Alexa Darby 《Teaching and Teacher Education》2008

This research study explores teachers’ specific emotions and the reconstruction of teachers’ professional self-understanding during a comprehensive school reform initiative. Through interviews and archival material, this study seeks to examine teachers’ specific emotions during critical incidents that occurred during the period of reform and to explore the reconstruction of their professional self-understanding. The findings illustrate that the teachers experienced fear and intimidation when their professional self-understandings were challenged. However, with the support of a literacy coach and university faculty they reconstructed these self-understandings, leading to improvements in student achievement and their own instructional practices. These positive changes led to emotions of pride and excitement. The study provides recommendations for state and local school administrators and highlights implications for future research.  相似文献   

Changes in Belief Orientations of Preservice Teachers and Their Relation to Inquiry Activities     

Vicky Pilitsis  Ravit Golan Duncan 《Journal of Science Teacher Education》2012,23(8):909-936

Research in science education suggests that teachers?? beliefs are linked to the use of inquiry-based instruction; teachers holding a constructivist belief are more likely to engage in student-centered activities in the classroom. However, there is currently little research on the ways in which teachers?? beliefs change over time, and in particular, the relationship between instructional activities in teacher education programs and their impact on teachers?? beliefs. We examined shifts in secondary preservice teachers?? belief orientations as they progressed through a science methods course. We found that overall many of the preservice teachers progressed in their orientation beliefs from a teacher-centered orientation to more student-centered orientation. We characterized four trajectories of change or clusters that describe how preservice teachers?? beliefs changed over the course of the semester (15?weeks). We also describe the different ways in which preservice teachers reacted to specific instructional activities, and how those activities influenced their belief orientation. In particular, we found that preservice teachers in a cluster that exhibited a particular trajectory (progression or regression toward/away from student-centered belief orientation) reacted differently to some activities compared to preservice teachers in some other clusters. We discuss these shifts as reflecting changes in priorities of beliefs within belief systems. We argue that teacher educators need to think carefully about the interplay of these beliefs when designing activities so that they can respond (i.e., to a reversal in beliefs) during the course rather than waiting until the end.  相似文献   

Performance gaps or “performance gripes”: The case for proactive needs assessing     

Charles S. Duncan 《Performance Improvement》2007,46(6):5-7

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How does phonological awareness relate to nonword reading skill amongst poor readers?     

Duncan  Lynne G.  Johnston  Rhona S. 《Reading and writing》1999,11(5-6):405-439

This study examined phonological awareness at the level of phonemes and rhyme and related this to nonword naming ability. Poor readers were compared with 11 year old chronological-age controls and 8 year old reading-age controls. The poor reader group was impaired for chronological age in all tasks, and impaired for reading age at nonword naming and phoneme deletion. The poor readers' rhyming skills, however, were commensurate with reading age. Individual variation was observed together with exceptions to the group findings; most poor readers performed within the range of the reading-age controls on the phonological tasks and in nonword naming. Dissociations in phonological skills were evident, including indications that intact awareness of rhyme may not be a prerequisite for the development of phoneme awareness. Furthermore, phoneme awareness correlated significantly with poor readers' word and nonword reading ability, whereas rhyming skill did not. Therefore, phoneme awareness may be more important than rhyming skill in understanding reading disorders.  相似文献   

The Via Media of American Museum Practice: Henry Watson Kent and the Metropolitan Museum of Art     

Sally Anne Duncan 《Curator: The Museum Journal》2005,48(3):301-316

Speculation about the character and purposes of American art museums has occasioned intense debate since their inception—never more so than today. Whether to be elitist or populist, object‐based or audience‐based forms the crux of many heated arguments. This article asserts that, in the midst of competing philosophies, the successful American art museum has in reality grown from an amalgam of ideas that form a via media or middle path, far more inclusive and pragmatic than is usually noted. This comprehensive philosophy is most effectively demonstrated in the work of Henry Watson Kent at the Metropolitan Museum of Art in New York during the first decades of the twentieth century. The work of Kent and his colleagues at the Metropolitan Museum is here examined as a paradigm for the via media museum practice that speaks to the aspirations of America's current art museum leadership.  相似文献   

Segmented sedentary time and physical activity patterns throughout the week from wrist-worn ActiGraph GT3X+ accelerometers among children 7-12 years old     

Gillian McLellan  Rosie Arthur  Samantha Donnelly  Duncan S.Buchan 《运动与健康科学(英文)》2020,9(2):179-188

Background:This study examined the volume and patterns of physical activity(PA) and sedentary time(ST) across different segments of the week among boys and girls.Methods:A total of 188 children aged 7-12 years wore a wrist-mounted ActiGraph GT3 X+accelerometer for 7 days.Time spent in PA and ST was calculated using ActiLife software.The mean number of minutes of light PA,moderate PA,vigorous PA,moderate-to-vigorous PA(MVPA),and ST were calculated per weekday(before school,during school,and after school) and per weekend day(morning and afternoon-evening).Results:After school represented the greatest accumulation of ST compared with before school and during school segments.Boys engaged in225.4 min/day of ST(95% confidence interval(CI):216-235),and girls engaged in 222.2 min/day of ST(95%CI:213-231).During school,boys engaged in significantly more MVPA than girls(46.1 min/day(95%CI:44-48) vs.40.7 min/day(95%CI:39-43)).Across the whole weekday,boys participated in significantly more MVPA than girls(103.9 min/day(95%CI:99-109) vs.95.7 min/day(95%CI:90-101)).The weekend afternoon—evening segment represented the larger accumulation of ST,where boys were significantly more sedentary than girls(367.5 min/day(95%CI:353-382) vs.339.8 min/day(95%CI:325-355),respectively).Conclusion:Our findings suggest that children are highly sedentary and spend little of their time in school in MVPA,especially girls.Routine breaks in school elicit increases in light PA and MVPA.Future work should consider the use of more active breaks within school time to encourage PA and reduce ST.  相似文献   

Comparing physical activity estimates in children from hip-worn Actigraph GT3X+ accelerometers using raw and counts based processing methods     

Duncan S. Buchan  Gillian McLellan 《Journal of sports sciences》2019,37(7):779-787

This study examined differences in physical activity (PA) estimates provided from raw and counts processing methods. One hundred and sixty-five children (87 girls) wore a hip-mounted ActiGraph GT3X+ accelerometer for 7 days. Data were available for 129 participants. Time in moderate PA (MPA), vigorous PA (VPA) and moderate-vigorous PA (MVPA) were calculated using R-package GGIR and ActiLife. Participants meeting the wear time criteria for both processing methods were included in the analysis. Time spent in MPA (?21.4 min.d^?1, 95%CI ?21 to ?20) and VPA (?36 min.d^?1, 95%CI ?40 to ?33) from count data were higher (P < 0.001) than raw data. Time spent in MVPA between the two processing methods revealed significant differences (All P < 0.001). Bland-Altman plots suggest that the mean bias for time spent in MPA, VPA and MVPA were large when comparing raw and count methods. Equivalence tests showed that estimates from raw and count processing methods across all activity intensities lacked equivalence. Lack of equivalence and poor agreement between raw and count processing methods suggest the two approaches to estimate PA are not comparable. Further work to facilitate the comparison of findings between studies that process and report raw and count physical activity data may be necessary.  相似文献