Introduction to Statistics in Human Performance. Dale P. Mood,University of Colorado at Boulder,and James R. Morrow Jr., University of North Texas at Denton     

Eddie T. C. Lam 《Measurement in physical education and exercise science》2013,17(2):99-100

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Extensive reading in Malawi: inadequate implementation or inappropriate innovation?     

Eddie Williams 《Journal of Research in Reading》2007,30(1):59-79

This article reports on the evaluation of an extensive reading programme in primary schools in Malawi, one of the poorest countries in Africa. The programme involved the delivery of book boxes at Years 4 and 5 to every Malawian primary school. Summative evaluation was achieved through baseline and project‐end testing, with observations and interviews employed for illuminative purposes. A time‐lapse design was employed, with testing in 1995 of Year 6 students (who had not had the programme in Years 4 and 5), and retesting in 1999 of Year 6 students in the same schools (who had had the programme in Years 4 and 5). Results unexpectedly showed a statistically significant decrease in mean score. The article explores deficiencies in programme implementation, but concludes that implementing educational innovations in Malawi requires sensitivity to the cultural‐educational context. Furthermore, there is merit in Malawians radically questioning the appropriacy of innovations.  相似文献   

The Role of Thinking and Feeling: Extending Assessment beyond Behaviour     

Eddie McNamara 《Pastoral Care in Education》1998,16(2):10-19

There has long been a potential tension between advocates of 'behavioural approaches' and advocates of 'counselling approaches', particularly in relation to work with pupils with special needs. The appeal of the cognitive behavioural approach described in this paper is that it integrates both the cognitive (counselling) and behavioural strategies. Thus the effectiveness of each approach can be used to enhance the effectiveness of the other. The writer argues that this leads to a more effective intervention than either approach used on its own. It also moves away from an almost total emphasis on the environmental determinants of behaviour towards a model which gives due weight to the feelings and thoughts of the pupils.  相似文献   

Autistic traits and self-conscious emotions in early childhood     

Shanna van Trigt  Cristina Colonnesi  Eddie Brummelman  Terrence D. Jorgensen  Milica Nikolić 《Child development》2023,94(4):e181-e196

Self-conscious emotions arise from evaluating the self through the eyes of others. Given that children with autistic traits may experience difficulties with understanding others' minds, they might show less attuned self-conscious emotions. Two-to-five-year-old children's (N = 98, M_age = 48.54 months, 50% girls, 92% White) self-conscious emotions (guilt, embarrassment, and shame-like avoidance) were observed after children “broke” the experimenter's favorite toy. Data were collected from March 2018 till June 2019. Children with more autistic traits showed less theory of mind (ToM), and more shame-like avoidance, but associations were not mediated by ToM. This provides initial evidence that children with more autistic traits may show disturbances in some but not all self-conscious emotions, which could hinder their social functioning.  相似文献   

Curriculum planning for the development of graphicacy capability: three case studies from Europe and the USA     

Xenia Danos  Renata Górska  Eddie Norman 《European Journal of Engineering Education》2014,39(6):666-684

Curriculum planning for the development of graphicacy capability has not been systematically included in general education to coincide with the graphicacy needs of human society. In higher education, graphicacy curricula have been developed to meet the needs of certain disciplines, for example medical and teacher training and engineering, among others. A framework for graphicacy curricula, anticipating the graphicacy needs in higher education, has yet to be strategically planned for general education. This is partly a result of lack of research effort in this area, but also a result of lack of systematic curriculum planning in general. This paper discusses these issues in the context of graphicacy curricula for engineering. The paper presents three broad individual case studies spanning Europe and the USA, brought together by the common denominator, graphicacy. The case studies are based on: an analysis of graphicacy within general education curricula, an analysis of graphicacy for engineering education in Europe and an analysis of graphicacy for engineering education in the USA. These three papers were originally presented in a plenary session at the American Society for Engineering Education, Engineering Design Graphics Division at the University of Limerick in November 2012. The case studies demonstrate the potential for strategic curriculum planning in regard to the development of graphicacy in general education and an overview of a methodology to achieve that. It also offers further evidence towards the importance of the systematic classification of graphics capabilities in Engineering and how the lack of a developed theoretical framework in this area undermines the case for the importance of graphics within engineering education.  相似文献