Reader response     

Erica DeFrain  April Hathcock  Turner Masland  Nicole Pagowsky  Annie Pho  Miriam Rigby 《College & Undergraduate Libraries》2016,23(2):217-220

  相似文献   

Early investment: the use of Action Research in developing the role of an educational psychologist in an early years setting     

Erica Douglas-Osborn 《Educational Psychology in Practice》2017,33(4):406-417

This research considers the role an educational psychologist could play within one early years setting over an academic year, using an Action Research and a Research and Development in Organisations framework. A model of practice was developed based on the needs of the setting that included being more frequently involved with casework and conducting work aimed at supporting early years practitioners and parents/carers. This research suggests there is a greater role for educational psychologists within early years, involving more than conducting casework, through providing a more holistic and intensive approach to supporting practitioners, parents/carers and children. This supports the existing literature as well as advocating a more extensive role within early intervention services.  相似文献   

Does speed matter? A comparison of the effectiveness of fluency and discrete trial training for teaching noun labels to children with autism     

Erica Holding  Melissa A. Bray  Thomas J. Kehle 《Psychology in the schools》2011,48(2):166-183

This study used an alternating‐treatment design to compare the efficacy of discrete trial training (DTT) with fluency training (FT) for the acquisition, stimulus generalization, and retention of noun labels in children with autism. Four elementary‐age students diagnosed with autism were taught to expressively label nouns using a DTT format and a FT format. A between‐treatments comparison of the total number of nouns retained at 6 weeks post intervention was also conducted to compare retention. The results of this study showed that FT was superior to DTT in all of these areas. © 2010 Wiley Periodicals, Inc.  相似文献   

Serving and supporting young children with a dual diagnosis of hearing loss and autism: the stories of four families     

Myck-Wayne J  Robinson S  Henson E 《American annals of the deaf》2011,156(4):379-390

The research on young children with a dual diagnosis of hearing loss and autism spectrum disorder (ASD) is meager and scattered. Pockets of research on this population of children suggest that it is difficult to make the diagnosis of ASD in children with hearing loss. A case study design was used to examine the diagnostic process for young children and their families. The study found that the diagnosis of hearing loss was made first and that obtaining an ASD diagnosis and the appropriate services was complicated. The findings provide insight into how to support and provide intervention to families with children who have a dual diagnosis.  相似文献   

Commentary on Susan Isaacs     

Erica Burman 《Gender and education》2011,23(2):211-213

  相似文献   

Strengthening the special educational needs element of initial teacher training and education     

Gill Golder  Nicky Jones  Erica Eaton Quinn 《British Journal of Special Education》2009,36(4):183-190

In the academic year 2006–2007, the Training and Development Agency (TDA) set up a development programme to enable Initial Teacher Training and Education (ITTE) placements in specialist special education provision. The goal of the programme was to enhance the knowledge, skills and understanding of inclusive practice for special educational needs and disability among those joining and those who are relatively new to the teaching workforce. This article, by Gill Golder, Nicky Jones and Erica Eaton Quinn, all Senior Lecturers at the College of St Mark and St John in Plymouth, outlines one project related to this TDA programme. The authors explore the outcomes of their work on a three‐year BEd (Honours) Secondary Physical Education course in the south‐west against the TDA's objectives for both trainee teachers and the special schools to which they were attached. Results confirm the importance of preparing trainee teachers for a future career in more inclusive schools.  相似文献   

Female Academics in a Knowledge Production Society     

Erica Halvorsen 《Higher Education Quarterly》2002,56(4):347-359

In the latter half of the twentieth century, the 'Professional Society' was, and continues to be, replaced by a 'Knowledge Society'. One of the characteristics of the 'Professional Society' was its masculine culture and hierarchies. This paper examines the effect that the shift from a 'Professional Society' to a 'Knowledge Society' has had on the careers of female academics. It considers the career paths of vice–chancellors and goes on to examine the effects of geographical mobility on promotions. In addition, the significance of high proportions of professors in highly–rated research departments, and the gender implications of that, is examined. In the concluding section it is argued that, while universities continue to support the hierarchies of the 'Professional Society', it is to the detriment both of women and of knowledge production.  相似文献   

Personal and clinical exercise-related attitudes and behaviors of freshmen U.S. medical students     

Frank E  Galuska DA  Elon LK  Wright EH 《Research quarterly for exercise and sport》2004,75(2):112-121

To determine personal and clinical exercise-related attitudes and behaviors of freshmen U.S. medical students, we surveyed 1,906 entering freshman medical students (response rate = 87%; average age = 24 years) in 17 U.S. medical schools. Students reported a median of 45 min/day of exercise, 80 min/week each of mild and moderate exercise, and 100 min/week of strenuous exercise. Nearly all students (97.6%) engaged in some moderate or vigorous exercise in a typical week. Sixty-four percent complied with U.S. Department of Health and Human Services exercise recommendations. Most freshmen (79%) believed it would be highly relevant to their future practices to counsel patients about exercise; predictors included intention to provide primary care, excellent health, prevention emphasis by their personal physician, and performing more strenuous exercise.  相似文献   

Teaching to be American: the quest for integrating the Italian-American child     

Erica Moretti 《History of education》2015,44(5):651-666

In the early years of the twentieth century, the great structural, social and cultural changes in American society included a growing number of immigrants arriving from the poorest regions of Europe. For the first time, the issues of immigration, assimilation and social integration became the most important problems facing American society. In the optimistic climate of the so-called progressive era, social reformers thought that these problems could be solved by the science of pedagogy, as applied to the educational needs of foreign immigrants. This essay centres on the pedagogical efforts of Italian-American educator Angelo Patri, who attempted to integrate Italian-American children into the fabric of American society through education. It starts by assessing Patri’s early writings, such as A Schoolmaster of the Great City, and his private and professional papers. In doing so, his work is situated in the debate on progressive education alongside pedagogue Maria Montessori, demonstrating his central role in the debate on integration through education. Within this analysis, particular attention is paid to the notion of learning by doing, and it is argued that both educators were influenced by this particular aspect of progressive education.  相似文献   

Hunting and gathering: new imperatives in mapping and collecting student learning data to assure quality outcomes     

Romy Lawson  Tracy Taylor  Erica French  Eveline Fallshaw  Cathy Hall  Shelley Kinash 《高等教育研究与发展》2015,34(3):581-595

Assurance of learning (AOL) is a quality enhancement and quality assurance process used in higher education. It involves a process of determining programme learning outcomes and standards, and systematically gathering evidence to measure students' performance on these. The systematic assessment of whole-of-programme outcomes provides a basis for curriculum development and management, continuous improvement, and accreditation. To better understand how AOL processes operate, a national study of university practices across one discipline area, business and management, was undertaken. To solicit data on AOL practice, interviews were undertaken with a sample of business school representatives (n?=?25). Two key processes emerged: (1) mapping of graduate attributes and (2) collection of assurance data. External drivers such as professional accreditation and government legislation were the primary reasons for undertaking AOL outcomes but intrinsic motivators in relation to continuous improvement were also evident. The facilitation of academic commitment was achieved through an embedded approach to AOL by the majority of universities in the study. A sustainable and inclusive process of AOL was seen to support wider stakeholder engagement in the development of higher education learning outcomes.  相似文献