What verbal protocols reveal about the reading strategies of deaf students: a replication study     

Schirmer BR  Bailey J  Lockman AS 《American annals of the deaf》2004,149(1):5-16

Deaf students' reading strategies were identified by investigating these students' self-reported thinking during reading. In an earlier study (Schirmer, 2003), 10 elementary-level students attending a state school for the deaf had constructed meaning, monitored comprehension and activated strategies to improve comprehension, and evaluated comprehension, but had not demonstrated each of the reading strategies within these three overarching activities, all observed in previous studies of hearing skilled readers. Also, the students used a considerably greater variety of reading strategies for constructing meaning than for the other two activities. The replication study used the same procedure. Six elementary-level students attending a site-based public school classroom for deaf students thought aloud after reading each page of a short story. Analysis of these verbal reports indicated the participants performed similarly to those in the first study, thus supporting the reliability of results regarding reading strategies of readers who are deaf.  相似文献   

Assessing the impact of a study skills programme on the academic development of nursing diploma students at Northumbria University, UK     

Bailey P  Derbyshire J  Harding A  Middleton A  Rayson K  Syson L 《Health information and libraries journal》2007,24(Z1):77-85

Background: The Government's nursing recruitment campaign has widened access for those wishing to enter the profession, resulting in some students entering university with clinical experience but little experience of academic writing or using libraries. For these students, the library and study advice staff have an important role to play in helping them acquire appropriate information literacy and study skills. Objective: To evaluate the impact of workshops supplementing online instruction in study skills on students’ study and writing skills, and level of information literacy. Methods: A small group of pre‐registration nursing students identified as needing support with information literacy and study skills participated in focus groups to identify areas of concern, and were offered four remedial workshops. A follow‐up focus group explored whether the students’ needs had been addressed. Further evaluation of the workshops’ impact was completed by diagnostic testing within the University's information literacy programme, Skills Plus. Outcomes: The results showed that all students who attended at least one workshop improved their academic grade in their next assignment. Qualitative data indicated that the students’ confidence level and information literacy, including referencing skills, had improved. Conclusion: Evaluating the impact of this intervention has provided the evidence to demonstrate the value of this additional support.  相似文献   

Learning disabilities and difficulties: an Australian conspectus--introduction to the special series     

Graham L  Bailey J 《Journal of learning disabilities》2007,40(5):386-391

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Validity and sensitivity of the phonics screening check: implications for practice          下载免费PDF全文

Fiona J. Duff  Silvana E. Mengoni  Alison M. Bailey  Margaret J. Snowling 《Journal of Research in Reading》2015,38(2):109-123

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Managing schools and training school managers: some concepts     

Patrick Bailey 《School Leadership & Management》2013,33(1):23-30

The role of theory is to tell us the way things are rather than how they ought to be or how we would like them to be. (Thomas Barr Greenfield, 1980)  相似文献   

The composition and baking value of the different sized particles of flour     

J.A. LeClerc  H.L. Wessling  L.H. Bailey  W.O. Gordon 《Journal of The Franklin Institute》1919,188(4):565-566

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The quantitative determination of unsaponifiable matter in wheat flour,alimentary pastes,and eggs     

Raymond Hertwig  L.H. Bailey 《Journal of The Franklin Institute》1926,201(4):506

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Academic Uses of Facebook: Endless Possibilities or Endless Perils?     

Tim Green  Baynard Bailey 《TechTrends》2010,54(3):20-22

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Sport,physical activity and educational achievement – towards an explanatory model     

Richard Bailey 《Sport in Society》2017,20(7):768-788

Sport and other forms of physical activities have traditionally held an ambiguous place within schooling, often being pushed to the margins. At the same time, there is a consensus that such activities are necessary for the healthy development of young people. This was proven during the second half of the last century, representing a revolution in the understanding of health. Recent developments in neurology, psychology and related sciences hint at a second revolution in which a strict distinction between mind and body has become redundant. This article examines the case that sport and physical activity can make distinctive contributions to educational achievement, and a host of wider benefits. Focusing on cognitive functioning, psychosocial development, school engagement and general educational attainment, the article reviews the available evidence and concludes that there is sufficient reason to believe that sports and physical activity can make useful contributions to educational achievement.  相似文献   

The Effects of a Monetary Incentive System on Work Performance of Mental Health Counselors     

Kenneth I. Wagner  Jon S. Bailey 《Performance Improvement Quarterly》1998,11(3):64-78

Improving the productivity of mental health counselors was investigated with the use of an incentive system. Ten Masters-level mental health clinicians (5 females, 5 males) with a range of 1.5 to 17 years experience participated in the study. Single-case and between-group methodologies were used to assess the effects of the incentive on the number of direct client contact sessions conducted per day. Incentive payments were provided to clinicians above a minimum number per two-week pay period. The number of session credits improved from a baseline of 73.6 to a mean of 85.9 during the program.  相似文献