Educational placements and National Curriculum Key Stage 2 test outcomes of children with a history of specific language impairment     

Gina Conti-Ramsden  Emma Knox  Nicola Botting  & Zoë Simkin 《British Journal of Special Education》2002,29(2):76-82

As part of their longitudinal investigations of a large cohort with a history of specific language impairment (SLI), Professor Gina Conti-Ramsden and her research team based at the School of Education, University of Manchester, Dr Emma Knox, Dr Nicola Botting and Dr Zoë Simkin report on the changing educational placements and National Curriculum assessment outcomes of 200 children at 11 years. Teacher questionnaires reporting on the Year 6 primary education placements of the sample reveal details about the long-term educational needs of children with SLI.
Furthermore, in exploring the experiences of the sample in the National Curriculum Key Stage 2 tests the present study found that children with SLI perform poorly relative to national expectations of levels of achievement across all tests. At present there are no guidelines for supporting children with SLI in relation to National Curriculum tests and the present data suggests there is an obvious need for these to be developed.  相似文献   

Gender,dialogue and discursive psychology: a pilot sexuality intervention with South African High-School learners     

Nicola Jearey-Graham  Catriona Ida Macleod 《Sex education》2017,17(5):555-570

Good-quality sexuality education can be effective in reducing sexual health risks, but may also be disconnected from the lived realities of learners’ lives and reinforce gendered stereotypes. In line with the trend towards ‘empowerment’ in and through sexuality education, we implemented a pilot sexuality intervention with Grade 10 participants following a rigorous consultation process. Nine weekly group dialogues were held with 11 participants, with 2 follow-up sessions the next year. Freirian principles of critical consciousness and dialogical pedagogy, infused with discursive psychological understandings, were used to foreground gendered/sexual norms and to provide recognition for participants in a variety of gendered and sexual subject positions. Sessions were recorded, the facilitator kept a diary, and participants were asked to evaluate the intervention. The dialogical format of the group generated curiosity and engagement, and some participants took up a ‘responsible’ sexual subject position in a reflexive manner. A partial normalisation of some ‘hidden’ aspects of sex was enabled, and critical consciousness around some gendered inequities was promoted. We argue, first, that it is not so much sexuality education that young people need, but sexuality dialogues, and second, that a discursive psychology framework provides a nuanced and fruitful dimension to Freirean inspired ‘empowerment’ sexuality interventions.  相似文献   

BOOK REVIEWS     

Nicola Dunham  Marian Court  Damian Ruth 《高等教育研究与发展》2011,30(6):823-829

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Epistemic beliefs in action: Spontaneous reflections about knowledge and knowing during online information searching and their influence on learning     

Lucia Mason  Nicola AriasiAngela Boldrin 《Learning and Instruction》2011,21(1):137-151

In the present study it was investigated whether high school students are spontaneously able to reflect epistemologically during online searching for information about a controversial topic. In addition, we examined whether activating epistemic beliefs is related to individual characteristics, such as prior knowledge of the topic and argumentative reasoning skill; also whether learning from the Web is influenced by epistemic beliefs in action and the ability to detect fallacies in arguments. The participants (N = 64) were students of Grade 13, who were asked to think aloud during navigation. Qualitative and quantitative analyses were performed. Findings reveal that most participants spontaneously activated beliefs about all four dimensions identified in the literature, that is, about the simplicity/complexity, certainty/uncertainty, justification, and source of knowledge, at different levels of sophistication. Most epistemic reflections were about the source of knowledge. Two patterns of contextualized epistemic beliefs emerged and significantly influenced learning from the Web, which was also affected by participants' ability to identify argumentative fallacies.  相似文献   

Interest in an expository text: How does it flow from reading to writing?   总被引：1，自引：0，他引：1  

Pietro Boscolo  Nicola AriasiLaura Del Favero  Chiara Ballarin 《Learning and Instruction》2011,21(3):467-480

This study investigated the flow of interest in a reading-to-write activity. It was hypothesized that (a) different contents in a text would stimulate different types of interest and (b) different writing tasks would impact differently students’ use of interesting text segments. Participants were 247 11th- and 12th-grade students, who were divided into 6 groups according to a 2 (interesting vs. uninteresting topic) × 3 (type of writing task) design. While reading, students rated novelty, curiosity, impressiveness, importance, and willingness to reflect on each text segment. Participants were then assigned to one of three writing tasks, namely argumentation, text designing, and composition. Results showed that concepts were regarded as important, events/activities as impressive, and evaluations as most worthy of reflection. Topic interest was explicitly expressed mainly in the argumentation condition, where increased topic interest scores after reading and writing were also found.  相似文献   

Reading information about a scientific phenomenon on webpages varying for reliability: an eye-movement analysis     

Lucia Mason  Patrik Pluchino  Nicola Ariasi 《Educational technology research and development : ETR & D》2014,62(6):663-685

Students search the Web frequently for many purposes, one of which is to search information for academic assignments. Given the huge amount of easily accessible online information, they are required to develop new reading skills and become more able to effectively evaluate the reliability of web sources. This study investigates the distribution of their visual attention while reading webpages using eye-tracking methodology. The aim was to examine whether information received differential attention depending on the reliability of the source and whether the individual characteristics of topic-specific prior knowledge and epistemic beliefs moderated their visual behavior during reading. Factual knowledge after reading was also examined. Forty-nine university students read four webpages providing verbal and graphical information about the universal validity of the central dogma of molecular biology, which varied for reliability. Indices of first-pass and second-pass reading or inspection were used to trace the processing of information within each page. Findings revealed that readers made an implicit source evaluation as they spent a longer time inspecting the pictures about the more and less familiar information within the most reliable source during the immediate, more automatic, processing. In addition, topic-specific epistemic beliefs moderated this processing as readers with more availing convictions about knowledge attended more the information provided in pages that required more discernment. Moreover, readers increased their factual knowledge of the topic after reading. Educational implications are outlined.  相似文献   

Effect of template shape on metal nanoimprinting: a dislocation dynamics study     

Yun-he Zhang  Lucia Nicola 《浙江大学学报(A卷英文版)》2010,11(10):722-726

Dislocation dynamics simulations are performed to investigate the effect of template shape on the nanoimprinting of metal layers. To this end, metal thin films are imprinted by a rigid template made of an array of equispaced indenters of various shapes, i.e., rectangular, wedge, and circular. The geometry of the indenters is chosen such that the contact area is approximately the same at the final imprinting depth. Results show that, for all template shapes, the final patterns strongly depend on the dislocation activity, and that each imprint differs from the neighboring ones. Large material pile ups appear between the imprints, such that polishing of the metal layer is suggested for application of the patterns in electronics. Rectangular indenters require the lowest imprinting force and achieve the deepest retained imprints.  相似文献   

Aligning digital and social inclusion: A study of disadvantaged students and computer access     

Nicola Yelland  Greg Neal 《Education and Information Technologies》2013,18(2):133-149

In this paper we discuss the notion of the digital divide and link it with recent policy designed to promote social inclusion in a project that addressed both issues. Families in low socio economic areas of Australia were given computers and Internet access as part of a project that had as its primary aim to support the participation of disadvantaged families in digital activities at home and in schools. The authors collected data over a period of 3 years that included, pre and post surveys with parents and students, interviews with program facilitators, and focus groups with parents. This paper focuses on selected themes that emerged from the interview and focus group data with the parents and explores the ways in which they perceived having the computer had impacted on their lives and those of their school aged children. This data (surveys, interviews and focus groups) reveals that all family members felt that the ownership of a computer enabled them to feel more confident about their active participation in everyday educational, social and community activities. Parents, teachers and students also reported that owning a computer was important to their lives yet they were not naïve to the fact that they still had a lot to learn in terms of using all the options available to them on the computer. Students noted the increased ease with which they could complete school work and communicate with friends in online contexts and outlined some of the ways in which they used the computer for leisure activities. Parents highlighted the increase in their own digital skill levels and described the ways in which their lives had benefitted from having a computer in the home. Problems associated with connectivity at the beginning of the project, the quality of the machines and inadequate initial training were listed as drawbacks to greater participation. The project represents one attempt to address the digital divide and illustrates how going beyond the dichotomy of a ‘haves’ v ‘have nots’ view of the digital divide is necessary if we want to promote social inclusion.  相似文献   

Social Outcomes Associated With Media Viewing Habits of Low-Income Preschool Children     

Nicola A. Conners-Burrow  Lorraine M. McKelvey  Jill J. Fussell 《Early education and development》2013,24(2):256-273

Research Findings: The purpose of this study was to examine the relationship between preschool children's social outcomes in the classroom (including hyperactivity, aggression, and social skills) and their media viewing habits (including the amount of television they watch and whether they watch videos/movies that are rated as inappropriate for young children). The participants were 92 low-income pre-kindergarten-age children for whom we obtained parent reports of media viewing habits and teacher reports of classroom behavior. The results suggested that viewing of inappropriate content was associated with higher hyperactivity and aggression scores and a lower social skills rating, whereas the amount of viewing was not related to these classroom outcomes. Policy: There has been a great deal of focus on how both the amount and content of television viewed affects social development in middle and later childhood. These studies have helped influence the development of guidelines for parents of young children to limit media viewing. The findings from the present study suggest that school personnel and others should monitor the content of what preschoolers are watching and should educate parents about the potential impact of media viewing on children's classroom behavior.  相似文献   

Conservation of stained glass windows with protective glazing: Main results from the European VIDRIO research programme     

Adriana Bernardi  Francesca Becherini  Marco Verità  Patrick Ausset  Maura Bellio  Ulrike Brinkmann  Helene Cachier  Anne Chabas  Felix Deutsch  Marie-Pierre Etcheverry  Franco Geotti Bianchini  Ricardo H.M. Godoi  Velichka Kontozova-Deutsch  Roger Lefèvre  Tiziana Lombardo  Peter Mottner  Chiara Nicola  Isabelle Pallot-Frossard  René Van Grieken 《Journal of Cultural Heritage》2013,14(6):527-536

The methodology of protecting the European stained glass windows against environmental risk (e.g. meteorological factors, air pollution, microorganisms) by means of an external glazing is not new. In spite of many scientific studies carried out in the last 20 years, some questions were still up for discussion. The European VIDRIO (2002–2005) project gave an answer to these questions. The research carried out by the different project partners established a new multidisciplinary approach aimed at evaluating the efficiency of the protective glazing systems and their effects on stained glass windows conservation, and finally at assessing the most appropriate strategy to preserve stained glass windows. Scientific results showed that the so-called isothermal glazing (i.e. ventilation by the air coming from the inside of the building) protected efficiently the ancient stained glass window from environmental attack (i.e. rain, pollutants, condensation, thermal shocks) with very limited secondary effects. The scientific research highlighted that its efficiency was strongly related to the technical design of the protective system. In particular, the ventilation and the size of the interspace had to be carefully considered. The research developed within the VIDRIO project was turned into general recommendations to the owners and practitioners on the best practice for the stained glass windows future conservation.  相似文献