The sage encyclopedia of action research     

Cathy Sharp 《Action Learning: Research and Practice》2016,13(2):190-192

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The value of standards in grading examination papers     

L. A. Sharp 《Peabody Journal of Education》2013,88(1):38-45

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Book Review     

N. C. Craig Sharp 《Journal of sports sciences》2013,31(9):1067-1069

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The Origin and Early Development of Local Education Authority Scholarships     

P. R. Sharp 《History of education》2013,42(1):36-50

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An animated dictionary for hearing‐impaired students in Thailand     

Santichai Wicha  Bernadette Sharp  Pradorn Sureephong  Nopasit Chakpitak  Anthony Atkins 《Journal of Research in Special Educational Needs》2012,12(4):234-244

As English increasingly becomes the international language, many ministerial and educational organisations have identified the need to improve the competence of Thai students in speaking English. While there is significant research devoted to developing software tools to support the teaching of English as a second language, they are mostly concerned with adult learners. This project focuses on addressing the need to improve the teaching of English as a second language to primary school children with hearing impairments. This paper presents the development of an educational software tool referred to as the Total Communication with Animation Dictionary (TCAD), which supports learners in the acquisition and retention of new English lexical knowledge and is based on the theoretical approaches of Total Communication and situated learning. A series of experiments was undertaken to evaluate the effectiveness of the TCAD in improving vocabulary acquisition and retention. Early results are promising with increased learner engagement and performance compared with traditional approaches.  相似文献   

A progress report on the development of an instrument to measure communication apprehension in employment interviews     

Joe Ayres  Debbie M. Ayres  Diane Sharp 《Communication Research Reports》2013,30(1):85-94

The purpose of this study was to develop an instrument designed to measure communication apprehension in employment interviews. The Personal Report of Communication Apprehension in Employment Interviews (PRCAEI) consists of 5 items. Factor analysis revealed that all 5 items loaded on a single factor with a reliability of 89. The instrument showed reasonable overlap and divergence from the Personal Report of Communication Apprehension. As expected, the PRCAEI was inversely correlated with willingness to communicate and self‐perceived communication competence; Those with relatively high PRCAEI scores also reported entertaining more negative thoughts in imagined interviews than those with relatively low PRCAEI scores. Implications of these findings are discussed at the conclusion of this report.  相似文献   

Editorial: Learning and Teaching Object Technology     

Jürgen Börstler  Helen Sharp 《Computer Science Education》2013,23(4):243-247

Non-determinism is one of the most important, yet abstract, recurring concepts of Computer Science. It plays an important role in Computer Science areas such as formal language theory, computability theory, distributed computing, and operating systems. We conducted a series of studies on the perception of non-determinism. In the current research, we studied and analyzed undergraduate Computer Science students' solutions to assignments in a course on automata and formal languages. Our findings shed some light on students' perceptions of non-determinism, their tendency to use non-determinism, and the characteristics of their non-deterministic solutions. This paper describes the current research and its results, and suggests several teaching applications.  相似文献   

Evolving Pedagogical Patterns: The Work of the Pedagogical Patterns Project   总被引：1，自引：0，他引：1  

Helen Sharp  Mary Lynn Manns  Jutta Eckstein 《Computer Science Education》2013,23(4):315-330

This paper is a summary of the pedagogical patterns project. The project started in 1996 with the aim of collecting and disseminating experiences of teaching and learning about object technology. We adopted a pattern format early on, although the specific format has evolved over time. In this paper we give an overall view of the project: where it started, how the material we have collected has evolved and matured, and where we need to go from here. More material from the project is available from our website www.pedagogicalpatterns.org, and our publications.  相似文献   

Developing a Web 2.0-based system with user-authored content for community use and teacher education     

Lauren Cifuentes  Amy Sharp  Sanser Bulu  Mike Benz  Laura M. Stough 《Educational technology research and development : ETR & D》2010,58(4):377-398

We report on an investigation into the design, development, implementation, and evaluation of an informational and instructional Website in order to generate guidelines for instructional designers of read/write Web environments. We describe the process of design and development research, the problem addressed, the theory-based solution, and the evaluation and testing of that solution. Based on our experience, we then identify sixteen guidelines for future designers and developers of read/write Web-based learning environments. The study demonstrates how read/write Web technologies can be used to address general problems that have intrinsic societal importance; examines implementation of a read/write technology in a real-life context, thereby testing distributed cognitions learning theory; informs the design of similar environments; and provides grounded theory for the design and development of read/write Web learning environments.  相似文献   

Mothers' Antenatal Depression and Their Children's Antisocial Outcomes     

Dale F. Hay  Susan Pawlby  Cerith S. Waters  Oliver Perra  Deborah Sharp 《Child development》2010,81(1):149-165

Interviews of 120 British adolescents and their parents (80% of a random sample of antenatal patients drawn from a representative urban population and followed longitudinally) revealed that 40 (33%) had been arrested and/or had a diagnosis of DSM–IV conduct disorder by 16 years of age; of those, 18 (45%) had committed violent acts. Depression in pregnancy significantly predicted violence in adolescence, even after controlling for the family environment, the child's later exposure to maternal depression, the mother's smoking and drinking during pregnancy, and parents' antisocial behavior. Mothers with a history of conduct problems were at elevated risk to become depressed in pregnancy, and the offspring of depressed women had a greater chance of becoming violent by age 16.  相似文献