Subtest scatter and Kaufman regroupings on the WISC-R in non-learning-disabled and learning-disabled children     

Teresa Smith  Billy Smith  Nancy Matthews  Sandy Kennedy 《Psychology in the schools》1993,30(1):24-28

The present study was undertaken to examine scatter analysis and Kaufman regroupings of WISC-R scores. Thirty-one non-learning-disabled children (NLD) and 29 learning-disabled children (LD) determined by individual IQ and achievement scores served as subjects. Scatter indices were computed within the Verbal and Performance subtests as well as between the Verbal and Performance IQ scales. Also, the regrouping categories proposed by Kaufman (1979) were examined. A significant difference in Verbal and Performance IQs was found between the LD and NLD group. Significantly more students in the LD group exhibited the Kaufman regrouping pattern than in the NLD group (p < .01). These results suggest that Kaufman regroupings and Verbal-Performance scatter analysis may be used to assist in diagnosing LD children.  相似文献   

WHITESTREAM FEMINISM AND THE COLONIALIST PROJECT: A REVIEW OF CONTEMPORARY FEMINIST PEDAGOGY AND PRAXIS     

Sandy Grande 《Educational theory》2003,53(3):329-346

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Beyond 'voice' in poetry     

Richard Andrews 《English in Education》1989,23(3):21-27

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Editorial     

Richard Andrews 《English in Education》1992,26(2):1-3

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高尔夫球车：选择电力驱动还是汽油动力？     

Keith R. Andrews 《中国高尔夫管理》2007,(4):14-19

选择电力驱动还是汽油动力高尔夫球车，这对球会管理者来说确实是一个不小的问题，对高尔夫球车生产企业来说，这更是一个亟需面对的问题。环顾市场，电动高尔夫球车已经占据压倒性优势。这是否意昧着汽油动力已不合时宜？作为一个精明的管理者，在决定购买何种球车之前，还是先详细了解他们的特性吧。[编者按]  相似文献   

THE KARMEL REPORT AND SPECIAL EDUCATION IN AUSTRALIA     

R. J. Andrews 《International Journal of Disability, Development & Education》1973,20(3):154-159

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Exploring the Utility and Student Perceptions of Synthetic Cadavers in an Undergraduate Human Anatomy Course     

Nicolette S. Richardson  Derek Zwambag  Kristen McFall  David M. Andrews  Diane E. Gregory 《Anatomical sciences education》2021,14(5):605-614

The synthetic cadaver is a high-fidelity model intended to replace or supplement other anatomy learning modalities. Academic attainment and student perceptions were examined in an undergraduate human anatomy course using a combination of plastic models and synthetic cadavers to learn lower body anatomy (“Experimental group”), compared to a Historical group who used only plastic models. Grades on an upper body test, for which both groups used only plastic models, were compared to ensure that no academic differences existed between groups (P = 0.7653). Students in the Experimental group performed better on the lower body test for which they used both plastic models and synthetic cadavers (median = 73.8% (95% CI: 72.0%-75.0%) compared to the Historical group (70.1% (95% CI: 68.3%-70.7%), P < 0.0001); however, less than half of students (49%) attributed this to the synthetic cadavers. Students' perception of laboratory resources (P < 0.0001) and learning experience (P < 0.0001) both improved with the addition of synthetic cadavers compared to using only plastic models, and 60% of students in the Experimental group agreed that the synthetic cadavers would be a key reason that they would choose that institution for undergraduate studies. This investigation showed improved student grades when plastic models and synthetic cadavers were combined, in addition to improved student perceptions of the learning experience. Results of the student questionnaires also suggested that although synthetic cadavers carry a notable up-front cost, they may be a useful recruitment tool for institutions.  相似文献   

Friendship and the Public Stage: Revisiting Hannah Arendt's Resistance to “Political Education”          下载免费PDF全文

Aaron Schutz  Marie G. Sandy 《Educational theory》2015,65(1):21-38

Hannah Arendt's essays about the 1957 crisis over efforts of a group of youth, the “Little Rock Nine,” to desegregate a high school in Little Rock, Arkansas, reveal a tension in her vision of the “public.” In this article Aaron Schutz and Marie Sandy look closely at the experiences of the youth desegregating the school, especially those of Elizabeth Eckford, drawing upon them to trace a continuum of forms of public engagement in Arendt's work. This ranges from arenas of “deliberative friendship,” where unique individuals collaborate on common efforts, to a more conflictual “public stage,” where groups act in solidarity to change aspects of the public world. While Arendt famously asserted in her essay “The Crisis in Education” that political capacities should not be taught in schools, it makes more sense to see this argument as focused on what she sometimes called the conflictual “public stage,” reflecting the experience of the Little Rock Nine. In contrast, Schutz and Sandy argue that Arendt's own work implies that “deliberative friendship,” as described in her essay “Philosophy and Politics” and elsewhere, should be part of everyday practices in classrooms and schools.  相似文献   

Information Communication Technology planning in developing countries     

Sandy Malapile  Jared Keengwe 《Education and Information Technologies》2014,19(4):691-701

This article explores major issues related to Information Communication Technology (ICT) in education and technology planning. Using the diffusion of innovation theory, the authors examine technology planning opportunities and challenges in Developing countries (DCs,) technology planning trends in schools, and existing technology planning models in schools districts in Dcs. Ideally, this article is intended to advance the discussion grounded on the premise that teaching is not effective without the appropriate use of information and communication technologies resources to facilitate student learning.  相似文献   

Where Next in Research on ICT and Literacies?     

Richard Andrews 《English in Education》2003,37(3):28-41

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