In need of review: Developing Sensory Provision in Northern Ireland’s Mainstream Primary classrooms     

Gillian J. Beck  Una O’Connor-Bones  Jackie Gracey  Greg Kelly  Glenda Walsh 《Journal of Research in Special Educational Needs》2021,21(3):268-279

The impact of Sensory Processing Difficulties across a range of Special Educational Needs is well researched. More recently, the impact on children’s mental health and well-being, linked with anxiety, depression and self-injurious behaviours, have redirected international research to consider the holistic benefits of sensory provision, for those with special educational provision and the wider classroom population. A SMART SURVEY was designed to collate empirical evidence regarding current sensory awareness and provision in mainstream primary schools throughout Northern Ireland, in a time efficient manner. Out of 809 schools, 164 (20.27%) fully completed the online survey. Findings indicate that Special Educational Needs Coordinator confidence in developing practice, supporting staff and children was limited and impaired by insufficient and inconsistent training opportunities. While healthcare research recommends provision by trained professionals, Occupational Therapy input was limited (n = 34; 24.8%), resulting in practice that could be detrimental rather than beneficial to children’s progress. Respondents identified a need for sensory training for teachers (n = 124; 93.94%) to ensure that the impact of Sensory Processing Difficulties on the holistic development of all children is understood. Pupil voice was undervalued (n = 5; 3.6%). Active involvement of children in the process of evaluation and intervention is recommended to enhance pupil autonomy and well-being.  相似文献   

"What’s your science teacher like?": Using students to appraise teaching and teachers     

Mr. Max Walsh 《Research in Science Education》1990,20(1):282-291

The evaluations of teacher performance as carried out in most schools are brief, superficial affairs involving a few moments of classroom observation, followed by the completion of an evaluation report form which is read and signed by all interested parties, filed away and never referred to again. Such cursory processes do very little to promote the professional development of teachers, and yet the use of alternative schemes for appraising teaching or providing feedback to teachers is still not widespread in Australian schools. Students can play a role in providing feedback to teachers, yet whether this feedback is valid and welcomed is still a contested issue. Some published research shows that it can be a valid and valuable exercise. This paper reports some work-in-progress in which students in secondary science classes in Tasmania were interviewed, with some very insightful responses being provided. Broader issues associated with "Teacher Appraisal" are also discussed. Specializations: Science teacher education, teacher appraisal, classroom practice, environmental education.  相似文献   

Teacher Attitudes Regarding Barriers to Meaningfully Implementing iPads in a Primary School Setting     

Valerie Walsh  Margaret Farren 《学校用计算机》2018,35(2):152-170

The purpose of this study was to examine the barriers to implementing iPads in a primary school setting. The participants in this study included four subject specialist teachers and an ICT coordinator. To gather their views on the use of iPads as instructional tools in the classroom, semi-structured interviews were conducted and teachers' diaries were analyzed. The themes that emerged from the analysis of the teachers' diaries included the positive impact of iPad use in education, the potential disadvantages of iPad use in education, and technical issues. An issue that strongly emerged from the diaries was the need for more training on the features of an iPad and apps along with how to use them appropriately in lessons. It was also revealed that what was initially seen as major barriers to iPad use in lessons could be easily resolved with the presence of the correct knowledge and support.  相似文献   

Visualising Famagusta: interdisciplinary approaches to the study of the Orthodox Cathedral of Saint George of the Greeks in Famagusta,Cyprus     

Sven J Norris  Michael JK Walsh  Thomas A Kaffenberger 《档案与原稿》2014,42(1):48-60

This paper explores a recent interdisciplinary project which brought together a visualization expert, an art historian, and an architectural historian, to study the ruins of Saint George of the Greeks Cathedral in Famagusta, eastern Cyprus, then create a virtual three-dimensional reconstruction of it. The motivation for this work, funded by Nanyang Technological University in Singapore, was to apply existing knowledge and expertise to a difficult, and very particular, heritage question on this Eastern Mediterranean Island. The creation of such a model could, it was felt, not only reiterate the academic value of thorough archival work married to state of the art technology, but also have very practical reverberations in terms of future heritage welfare and education via this ‘borderless’ domain.  相似文献   

Choosing a University: A conjoint analysis of the impact of higher fees on students applying for university in 2012     

Dunnett  Andrew  Moorhouse  Jan  Walsh  Caroline  Barry  Cornelius 《Tertiary Education and Management》2012,18(3):199-220

Tertiary Education and Management - In the light of the forthcoming policy shift to full-cost fees for English undergraduates, this study examines the impact of fee changes on how students weigh up...  相似文献   

Benefits of multisensory structured language instruction for at-risk foreign language learners: A comparison study of high school Spanish students     

Richard L. Sparks  Marjorie Artzer  Jon Patton  Leonore Ganschow  Karen Miller  Dorothy J. Hordubay  Geri Walsh 《Annals of dyslexia》1998,48(1):239-270

In this study, the benefits of multisensory structured language (MSL) instruction in Spanish were examined. Participants were students in high-school-level Spanish attending girls’ preparatory schools. Of the 55 participants, 39 qualified as at-risk for foreign language learning difficulties and 16 were deemed not-at-risk. The at-risk students were assigned to one of three conditions: (1) MSL—multisensory Spanish instruction in self-contained classrooms (n=14); (2) SC—traditional Spanish instruction provided in self-contained classrooms (n=11); and (3) NSC—traditional Spanish instruction in regular (not self-contained) Spanish classes (n=14). Not-at-risk students (n=16) received traditional Spanish instruction in regular classes similar to the instruction provided to the NSC group. All three at-risk groups made significant gains over time on some native language skills regardless of teaching method. The MSL group also made significant gains on a foreign language aptitude measure. The MSL group and the not-at-risk group made greater gains than the two other at-risk groups on foreign language aptitude and native language measures of reading comprehension, word recognition, and pseudoword reading. Although most at-risk learners achieved an “expected” level of foreign language proficiency after two years of instruction, significant group differences were found. On measures of oral and written foreign language proficiency, the MSL and not-at-risk groups scored significantly higher than the at-risk groups instructed using traditional methods. After two years of Spanish instruction, no differences in foreign language proficiency were found between the MSL group and the not-at-risk group.  相似文献   

Cluster score performance of learning disabled students on the Woodcock-Johnson psycho-educational battery     

Patricia C. Walsh  Barbara Lowenthal  Glen Thompson 《Psychology in the schools》1989,26(1):19-27

Research suggests that the Woodcock-Johnson may be ineffective in its ability to identify learning disabled students, to depict their aptitude accurately, and to highlight processing strengths and deficits. Seventy-one previously identified learning disabled students were given the WJPEB, and their cluster score performance was evaluated. Using three different methods of obtaining discrepancies, only slightly more than half of the LD students were identified. Memory deficits were apparent. Support is given for cautious use of the WJPEB in LD diagnosis.  相似文献