Covid-19 pandemic and the prospects of education in South Africa     

Le Grange  Lesley 《Prospects》2021,51(1-3):425-436

PROSPECTS - The Covid-19 pandemic has caused havoc in the world, radically changing our lives and raising new and old questions, both existential and educational. This pandemic has revealed the...  相似文献   

电子包容:学习困难与数字技术研究新进展   总被引：1，自引：0，他引：1  

Chris Abbott  杨玉芹  焦建利 《远程教育杂志》2008,(3):4-11

本文首先对综述中用到的关键术语进行界定,讨论了本领域中研究的局限和优势;然后描述了学习困难目前和历史理解的一个更宽泛的情境,并解释为什么将学习困难的社会模型作为本综述的框架;接着对本领域中技术使用的范式进行了论述,共鉴别出三种应用类型:技术用于训练或练习、技术用于辅助学习、技术用来产生学习;最后对本领域的研究给出了一个总体看法.同时为开发者、政策制定者、研究者和实践者展望了未来技术发展的方向.  相似文献   

Effective Antenatal Education: Strategies Recommended by Expectant and New Parents          下载免费PDF全文

Jane Svensson  Lesley Barclay  Margaret Cooke 《The Journal of perinatal education》2008,17(4):33-42

Antenatal education is a crucial component of antenatal care, yet practice and research demonstrate that women and men now seek far more than the traditional approach of a birth and parenting program attended in the final weeks of pregnancy. Indeed, women and men participating in this study recommended a range of strategies to be provided during the childbearing year, comparable to a “menu in a restaurant.” Their strategies included three program types: “Hearing Detail and Asking Questions,” “Learning and Discussing,” and “Sharing and Supporting Each Other.” The characteristics of each type of program are identified in this article. The actual learning methods the study participants recommended to be incorporated into the programs were “Time to Catch Up and Focus,” “Seeing and Hearing the Real Experience,” “Practicing,” and “Discovering.”  相似文献   

Scale dimensionality and population heterogeneity: Potential problems in the interpretation of attitude data     

Leonie J. Rennie  Lesley H. Parker 《科学教学研究杂志》1987,24(6):567-577

This paper examines problems in the interpretation of attitude data which may arise when the dimensionality of the instrument and sources of heterogeneity in the population are ignored. As a specific example, the paper describes the development and analysis of an instrument designed to measure primary school children's liking of science-related activities. Careful analysis of the patterns of response to the questionnaire created some disquiet about the conventional methods used to collapse data from attitude scales. The results demonstrate that conclusions drawn from attitude measurement can be misleading when proper attention is not given to the structure of the instrument nor to the structure of the population from which the measurements are made.  相似文献   

Using the Quality of Literacy Implementation Checklist to Improve Preschool Literacy Instruction     

Constance C. Beecher  Mary I. Abbott  Sarah Petersen  Charles R. Greenwood 《Early Childhood Education Journal》2017,45(5):595-602

Despite much progress in improving the quality of preschool programs, there is still an uneven quality of instruction in early childhood settings. Providing support and professional development (PD) for teachers that is practical, systematic and sustainable is one potential avenue to increase classroom quality in preschool, including quality of literacy instruction. Preschool educators who want to focus on increasing the quality of literacy instruction need simple-to-use tools that can be implemented quickly and provide a means to assess progress towards the goal of improving literacy instruction. The Quality of Literacy Implementation checklist measures how well the teaching staff include intentional, instruction in literacy/oral language. Rather than focusing on a specific curriculum or intervention, quality of implementation focuses on the teacher’s delivery of key procedural features of evidence-based instruction. As is the case with fidelity of implementation, a quality of implementation checklist not only measures implementation but also provides a roadmap about how instruction might be modified to ensure that critical and essential skills are emphasized across the preschool day.  相似文献   

Literacy's verb: Exploring what literacy is and what literacy does     

Lesley Bartlett 《International Journal of Educational Development》2008

This article considers contemporary policy claims about “what literacy is” and “what literacy does.” First, the article reviews in-depth the ways in which development discourses define literacy, and the claims made in development discourses about the “consequences” of literacy for economic and political development. I then draw on 24 months of ethnographic research in Brazil with 41 highly impoverished literacy students from four literacy programs in two cities in order to demonstrate that there is no predictable “impact” of literacy on development. Instead, I show that the opportunities afforded by literacy depend greatly on the types of literacy and the types of literacy programs made available to students, as well as students’ cultural understandings of literacy and the social, political, and economic contexts within which they attempt to assert new literacy practices. The article concludes that we should not consider literacy as an actor with some “impact”; instead, we should examine how people use literacy in ways that are conditioned by social and cultural forces.  相似文献   

Undergraduates’ perception and engagement in Facebook learning groups     

Yvonne Hong  Lesley Gardner 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1831-1845

This study presents and evaluates the educational potentials that Social Network Services (SNS) offer to students in the higher education context. The first aim of this study is to explore students’ perceptions of Facebook Learning Groups (ie, Facebook Groups that were created for learning purposes), and the learning and affective benefits that SNS offer to students. This study further explores the influence of four identified factors (ie, self-efficacy, privacy, trust and presence of teaching members) in moderating students’ perception and learning engagements on SNS. Findings from an online survey demonstrate the usefulness of these learning groups. Trust and presence of teaching members were also indicated to have significant influences in affecting students’ perception and engagement in Facebook Learning Groups.  相似文献   

Violence in School: Risk,safety and fear of crime     

John Noaks  Lesley Noaks 《Educational Psychology in Practice》2000,16(1):69-73

There has been an increase in recent years in the number of violent incidents affecting schools in the UK. This article considers the influence of these events and suggests such traumas have a wide impact on school pupils generally. The results of a survey of Year 9 comprehensive school pupils is reported. This focused on fear of crime while travelling to, and when in, school, levels of bullying and measures taken to avoid potential victimisation. Implications for pupil behaviour are considered with respect to school attendance, adjustment and measures taken to protect themselves, including the carrying of weapons.  相似文献   

Evidence in seconds? Format and design considerations in the provision of reliable information to support evidence‐based practice     

Alison Lesley Weightman  Mala Kanthi Mann 《Health information and libraries journal》2000,17(2):63-70

Evidence‐based practice is gaining support amongst health professionals. However, the major barrier remains the lack of time to read the literature. There are also problems with the take‐up and use of evidence‐based information sources such as Cochrane reviews and Effective Health Care bulletins. If such evidence is to be incorporated into local guidelines and used in day‐to‐day practice, practitioners request that these and other reliable publications be further summarized in short packages and available within seconds. The Health Evidence Bulletins Wales offer a model for this approach. The Bulletins have gone through several developmental stages leading to a novel two‐column format. In the first column, brief statements summarize the best available evidence within a topic area. In the second, full details are provided of the supporting publications (and the evidence type, or research design) with links to the full text of documents, where possible from the electronic versions of each Bulletin. Results from a questionnaire study using a random sample and unsolicited feedback suggest that this ‘two‐tier’ approach to information provision is valued by users and has implications for information services currently under development to support clinical governance.  相似文献   

It’s never too late to remediate: Teaching word recognition to students with reading disabilities in grades 4–7     

Sylvia P. Abbott  Virginia W. Berninger 《Annals of dyslexia》1999,49(1):221-250

Twenty children in fourth through seventh grade participated in 16 one-hour individual tutorials over a four-month period. Half of the children received structural analysis and alphabet principle training; half received only alphabetic principle training; all received training in orthographic and phonological skills, practice in oral reading of connected text, and monitoring strategies for comprehension. Results showed that the children improved reliably in reading and related measures. Treatment condition did not predict rate of growth. Only rapid automatic naming of letters predicted response to intervention and only on rate of real word reading. Results of this study indicate that upper elementary and middle school students who have not yet mastered accuracy and automaticity of word recognition should be given explicit instruction in word recognition, especially in the alphabetic principle. The benefits of structural analysis training were evident only in trends for individual students on hierarchical linear modeling (HLM) growth analyses. This dissertation research by the first author, and supervised by the second, was supported by Grant No. HD-33812 and Grant No. HD-25858-09 from the National Institute of Child Health and Human Development.  相似文献