Written expression performance in adolescents with attention-deficit/hyperactivity disorder (ADHD)     

Tony DeBono  Armita Hosseini  Cassandra Cairo  Karen Ghelani  Rosemary Tannock  Maggie E. Toplak 《Reading and writing》2012,25(6):1403-1426

We examined written expression performance in a sample of adolescents with ADHD and subthreshold ADHD using two different strategies: examining performance on standardized measures of written expression and using other indicators of written expression developed in this study. We examined associations between standardized measures of written expression, cognitive processing measures (working memory, processing speed, language, fine motor ability, and reading efficiency) and behavioral ratings of ADHD by parents and teachers. We also developed a coding scheme for a writing sample to measure productivity and the ratio of self-corrections to errors. The results indicated that written expression performance was most consistently associated with cognitive processing measures and not behavioral ratings of ADHD, based on correlational and simultaneous regression analyses. These results were consistent in the analyses with both the standardized measures and the coding scheme measures of written expression. Findings generally remained robust, regardless of whether participants who met criteria for a learning disability were included or excluded in the analyses. The current results suggest that written expression difficulties in adolescents with ADHD are attributable to processing difficulties that may be associated with ADHD, not to ADHD reported symptoms. Implications for assessment and intervention are discussed.  相似文献   

Towards a new emphasis in monitoring     

Sue Cole  Maggie Coats  Helen Lentell 《Open Learning》2013,28(3):13-18

In the Open University, a sample of each tutors marked assignments is monitored to assess the quality of teaching and grading. Sue Cole and Maggie Coats, Assistant Staff Tutors in Social Science in the East Midlands Region and Helen Lentell, Assistant Director, Regional Academic Services respectively, focus on the tutor‐monitor dimension, and present the case for viewing monitoring in terms of performance improvement, not just performance appraisal. The views of readers on this controversial subject are welcome.  相似文献   

The offence of theory     

Maggie MacLure 《教育政策杂志》2013,28(2):277-286

Theory frequently offends. The paper argues that this is its strength: the value of theory lies in its power to get in the way. Theory is needed to block the reproduction of banality, and thereby, hopefully, open new possibilities for thinking and doing. However, I also note that theory has become somewhat disengaged from its objects, diminishing its power of productive interference. I argue for ‘exemplary’ practices, in which theory proliferates from examples. Caught in the minutiae of the example, yet also open to unexpected connections, theory might develop more productive ways of offending. Or to put it differently, of producing wonder.  相似文献   

An Innovative Approach to Involving Parents in the Education of their Early Years Children     

Maggie Robson  Kathy Hunt 《International Journal of Early Years Education》1999,7(2):185-193

This paper describes and evaluates a project undertaken with parents from an inner city primary school in Hartlepool, UK, devised to help realise children's potential and raise standards. In order to achieve this, it was necessary to create a partnership between parents, school and the child in an environment characterised by the ‘core conditions’ (Rogers, 1957). It was hoped to increase the self‐esteem of the parents and to give them an understanding of the preschool curriculum in order to develop their skills, knowledge and confidence. It was also the intention of the project to involve these, and other parents, in school life and to enable them to take ownership of their own children's education. The multimedia approach involved video, photographs, word processing and press and radio interviews. The process encouraged the fulfilment of the objectives described above. The paper concludes by describing the successful outcomes of the project and indicates some possible developments.  相似文献   

Reading and Comprehension: a longitudinal study of ex‐Reading Recovery students     

Maggie Moore  Barrie Wade 《Educational studies》1998,24(2):195-203

The paper reports the results of a longitudinal case study conducted in Australia and New Zealand. The study compares the reading and comprehension age of children in their fifth and sixth years in school. Reading and comprehension ages of 121 children who had Reading Recovery intervention at age 6 were compared with those of a Comparison group of 121 children, drawn from the same classes who, at age 6 years, had been better performers in literacy. Reading and comprehension assessment was conducted with the use of the Neale Analysis of Reading and analysed by means of a t‐test. Results show that the mean reading age of ex‐Reading Recovery children was nearly 12 months superior to that of the Comparison group and that the mean comprehension age was nearly 13 months superior at very highly significant levels. The results strongly suggest that Reading Recovery tuition at age 6 years enabled the 121 ex‐Reading Recovery children to make greater progress in literacy than children in the Comparison group.  相似文献   

The 'Quiet' Child     

Barrie Wade  Maggie Moore 《English in Education》1984,18(3):25-32

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Language and Discourse: the embrace of uncertainty     

Maggie Maclure 《British Journal of Sociology of Education》1994,15(2):283-300

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The Case for a New Kind of LEA Support Team     

Ray Chatwin  Paul McGowan  Maggie Turner  Trisha Wick 《Cambridge Journal of Education》1990,20(2):135-153

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Eccentric subject,impossible object: A 1 poststructural reading of Hannah Cullwick     

Maggie Maclure 《International journal of qualitative studies in education》2013,26(3):315-332

The paper explores poststructural figures of identity via a reading of a collection of texts by and about a Victorian maidservant, Hannah Cullwick. Drawing on Donna Haraway's figure of the trickster or shape changer and on the theorizing of the ''subaltern'' subject in postcolonial writing, the paper challenges readings of Hannah and her life that offer her up as an exemplary figure of suffering or heroic womanhood. Instead, it is proposed that Hannah can be seen as an ambivalent and transgressive figure of difference and in - between - ness . The paper gestures towards some implications for the handling of first-person narratives in qualitative research. The ''Hannah Cullwick'' texts include her diaries and those of her secret lover and, later, husband, an eminent barrister, together with the commentaries of their respective editors. Reference is also made to a photographic essay and to contemporary scholarly works about Hannah and her life.  相似文献   

The effect of an instructional intervention on middle school english learners' science and english reading achievement     

Rafael Lara‐Alecio  Fuhui Tong  Beverly J. Irby  Cindy Guerrero  Maggie Huerta  Yinan Fan 《科学教学研究杂志》2012,49(8):987-1011

This study examined the effect of a quasi‐experimental project on fifth grade English learners' achievement in state‐mandated standards‐based science and English reading assessment. A total of 166 treatment students and 80 comparison students from four randomized intermediate schools participated in the current project. The intervention consisted of on‐going professional development and specific instructional science lessons with inquiry‐based learning, direct and explicit vocabulary instruction, integration of reading and writing, and enrichment components including integration of technology, take‐home science activities, and university scientists mentoring. Results suggested a significant and positive intervention effect in favor of the treatment students as reflected in higher performance in district‐wide curriculum‐based tests of science and reading and standardized tests of oral reading fluency. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 987–1011, 2012  相似文献