Time,Space and Mobility in a Globalizing World: What's in it for young children?     

Joanne Ailwood 《Discourse: Studies in the Cultural Politics of Education》2000,21(1):105-111

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Pre-cooling moderately enhances visual discrimination during exercise in the heat     

Neil D. Clarke  Michael J. Duncan  Mike Smith  Joanne Hankey 《Journal of sports sciences》2017,35(4):355-360

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Can short-form WISC-R IQ tests identify children with high full scale IQ?     

Jean Dirks  Kathleen Wessels  Joanne Quarfoth  Betty Quenon 《Psychology in the schools》1980,17(1):40-46

Forty-seven talented fourth graders were assessed on different WISC-R short-form combinations in order to determine which short-form was the most effective predictor of high Full Scale WISC-R IQ. The short-form combinations of Similarities + Object Assembly + Vocabulary subtests (SI-OA-VO) or Similarities + Object Assembly subtests (SI-OA) were more effective in this regard than eight other WISC-R short-form combinations, the Slosson Intelligence Test, and school grades in Math, Language, and Reading combined. The findings are of relevance to gifted assessment.  相似文献   

Transforming engagement in literacy instruction: The role of student genuine interest and ability     

Joanne Marttila Pierson 《Annals of dyslexia》1999,49(1):307-329

In this case study paper, I describe my work with Bill, a first grade boy with dyslexia. My goals were to identify his interests and abilities and create contexts in which these interests and abilities supported his literacy learning. A theoretical foundation that merged current understandings of highly effective pedagogical practices for individuals with dyslexia with Dewey’s (1913) theory of genuine interest within a social-constructivist perspective (Vygotsky 1987, 1993) was utilized. A noticeable improvement in Bill’s willingness to engage in activities of reading, writing, and phonological awareness occurred when he was given a voice in the activities. Within contexts of literacy learning that allowed him to demonstrate his interests and talents, Bill became increasingly engaged in activities surrounding the reading and writing of text. Ultimately, this project was successful in creating a context, for this six-year-old boy with dyslexia, in which meaningful learning took place and motivation was provided for future literacy learning.  相似文献   

Kindergarten retention and transition classrooms: Their relationship to achievement     

Joanne M. Dennebaum  Janet M. Kulberg 《Psychology in the schools》1994,31(1):5-12

This study examined the relationship between extra-year programs and later school achievement. Ninety-five children were identified as being either retained in kindergarten, placed in a transition classroom, recommended for an extra-year program but went into first grade, or as being in a control group of children who went from kindergarten to first grade without reservation. Results indicated that children retained in kindergarten performed significantly lower on a standardized achievement test than did children in the other three groups. Despite an extra year of schooling, children placed in transition classrooms did not differ significantly in their performance from children who were recommended for an extra year but went onto first grade and children in the control group.  相似文献   

The Interplay Between Multisensory Associative Learning and IQ in Children     

Ayla Barutchu  Joanne M. Fifer  Mohit N. Shivdasani  Sheila G. Crewther  Antonio G. Paolini 《Child development》2020,91(2):620-637

This study assessed the developmental profile of unisensory and multisensory processes, and their contribution to children's intellectual abilities (8- and 11-year olds, N = 38, compared to adults, N = 19) using a simple audiovisual detection task and three incidental associative learning tasks with different sensory signals: visual-verbal with pseudowords, novel audiovisual, and visual-visual. The level of immaturity throughout childhood was dependent on both, the sensory signal type and the task. Associative learning was significantly enhanced with verbal sounds, compared to novel audiovisual and unisensory visual learning. Visual-verbal learning was also the best predictor of children's general intellectual abilities. The results demonstrate a separate developmental trajectory for visual and verbal multisensory processes and independent contributions to the development of cognitive abilities throughout childhood.  相似文献   

‘You have to be like everyone else’: Support for students with vision impairment in mainstream secondary schools          下载免费PDF全文

Jill Opie  Joanne Deppeler  Jane Southcott 《Support for Learning》2017,32(3):267-287

The experiences of seven Australian senior secondary school students with vision impairment attending mainstream schools in Victoria were explored to gain an understanding of the support mechanisms operating to allow them access to an inclusive education. This qualitative study primarily used the in‐depth interviews of students, augmented by brief interviews with Heads of Education Support, parents, aides and teachers. Students attributed difficulties to time available, accessing e‐print and large format materials, assistive technology and access, and exclusion from classes of science, mathematics, and physical education in particular. In Australia, there is an expectation that legally mandated adjustments for students with disabilities will enable equitable, quality, and inclusive education. This was not evident in the experiences of the students in this study. Having aide support did not prevent exclusionary practices. Educators and support staff need to understand the perspectives of students with vision impairments to better facilitate successful teaching and learning experiences.  相似文献   

Factors influencing Filipino children’s solutions to addition and subtraction word problems     

Debbie Bautista  Michael Mitchelmore  Joanne Mulligan 《教育心理学》2009,29(6):729-745

Young Filipino children are expected to solve mathematical word problems in English, which is not their mother tongue. Because of this, it is often assumed that Filipino children have difficulties in solving problems because they cannot read or comprehend what they have read. This study tested this assumption by determining whether presenting word problems in Filipino or reading them aloud to children in either language facilitated solution accuracy. Contrary to the initial hypothesis, reading word problems aloud did not seem to improve student performance (p > 0.10). In contrast, presenting word problems in Filipino significantly improved solution accuracy (p < 0.0001) and led to differences in error patterns – children were less likely to use an inappropriate arithmetic operation when problems were presented in Filipino. However, the language of the problem had minimal effects on the more difficult Compare problem type. Finally, the benefits of using Filipino were more pronounced for low‐achieving students who may have lower proficiency in English than their high‐achieving peers (p < 0.01).  相似文献   

Introduction to the special issue of reading and writing: “Lexical representations in reading and writing”     

Joanne Arciuli 《Reading and writing》2009,22(6):633-635

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Integrating Information Literacy and Evidence-Based Medicine Content within a New School of Medicine Curriculum: Process and Outcome     

Joanne M. Muellenbach  Kathryn M. Houk  Dana E. Thimons  Bredny Rodriguez 《Medical reference services quarterly》2018,37(2):198-206

This column describes a process for integrating information literacy (IL) and evidence-based medicine (EBM) content within a new school of medicine curriculum. The project was a collaborative effort among health sciences librarians, curriculum deans, directors, and faculty. The health sciences librarians became members of the curriculum committees, developed a successful proposal for IL and EBM content within the curriculum, and were invited to become course instructors for Analytics in Medicine. As course instructors, the librarians worked with the other faculty instructors to design and deliver active learning class sessions based on a flipped classroom approach using a proprietary Information Mastery curriculum. Results of this collaboration may add to the knowledge base of attitudes and skills needed to practice as full faculty partners in curricular design and instruction.  相似文献