Literacy for All: Findings from an Australian study     

Christina E. Van Kraayenoord  John Elkins  Carolyn Palmer  Field W. Rickards 《International Journal of Disability, Development & Education》2001,48(4):445-456

This article summarises some of the major findings of a study published in 2000 for the Commonwealth government of Australia. It argues that school systems in Australia are moving towards the goal of literacy for all and suggests some of the factors that are and may be contributing to its achievement.  相似文献   

Guidance and counseling in Pakistan     

Farah A. Ibrahim  Iffat Almas 《International journal for the advancement of counseling》1983,6(2):93-98

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Separating genuine cases of reading disability from reading deficits caused by predominantly inattentive ADHD behavior     

Aaron PG  Joshi RM  Palmer H  Smith N  Kirby E 《Journal of learning disabilities》2002,35(5):425-35, 447

Conventional methods of differentiating reading disability (RD) caused by deficits in decoding skills or comprehension from poor reading performance caused by inconsistent attention associated with attention-deficit/hyperactivity disorder (ADHD) have produced equivocal results. This study presents a model of differential diagnosis of attentional problems and RD that differs from these conventional approaches. The new diagnostic procedure uses intraindividual differences seen in the performance of at-risk learners on tasks related to reading that vary in their sensitivity to the sustained attention required for successful performance. The hypothesis is that children with inconsistent attention would perform more poorly on tests that require sustained attention, such as listening comprehension, than on tests that are more tolerant of inattention, such as reading comprehension. Such differences would not be seen in the test scores of children who have only RD, because their performance is determined more by the difficulty level of the reading tests than by the degree of sensitivity of the task to attention. The validity of this new model was evaluated by determining the capability of the differences seen in the scores of tests that differ in their sensitivity to sustained attention to predict the degree of inconsistency in sustained attention as measured by a continuous performance test. The data obtained from 39 children who are at risk for RD suggest that this is a viable model.  相似文献   

The effect of the direction of motion on students' conceptions of forces     

Dr David Palmer 《Research in Science Education》1994,24(1):253-260

The ability to generalise principles to a range of situations is generally considered to be important in science education. However, several studies have found that students do not consistently apply their conceptions in the study of mechanics, and that they respond to irrelevant contextual features of the question, such as the type of object in motion. The present study was designed to investigate whether the direction of the motion (i.e. vertical or horizontal) was a contextual feature which influenced students' ideas about the forces involved in motion. The results indicated that 14% of the university science teaching students studied and 25% of the Year 10 students were influenced by the direction of the motion. Some of these students described a ‘motion force’ in one direction (usually vertical) but not the other, while others described forces opposing the motion in one direction (which was always vertical) but not the other. Specialization: science education  相似文献   

Effects of food deprivation on learning and expression of flavor preferences conditioned by saccharin or sucrose     

Elizabeth D. Capaldi  Jacqueline Owens  Katherine A. Palmer 《Learning & behavior》1994,22(2):173-180

In four experiments, food deprivation was varied during conditioning and testing of conditioning of flavor preferences by sweeteners. Conditioned preferences for a flavor associated with a more concentrated solution were enhanced by increased deprivation in training whether sucrose or saccharin was used when rats consumed solutions freely during training. When consumption of solutions was controlled and higher deprivation levels were used, preference for the higher concentration of sucrose was still enhanced by increased deprivation in training, but this did not occur with saccharin. We suggest that deprivation may enhance the reinforcing value of sweetness only when calories increase along with sweetness. We also suggest that deprivation can enhance flavor preference learning by increasing consumption and thereby increasing exposure to the flavored solutions.  相似文献   

Students' application of a biological concept: Factors affecting consistency     

David Palmer 《Research in Science Education》1996,26(4):409-419

This study investigated factors affecting students' ability to apply consistently the concept of adaptations (i.e., characteristics which suit an organism to its environment). Individual interviews were carried out with 74 Year 10 students, of whom only 47% showed an understanding of the concept. These students were asked to indicate on a list of living and non-living items which ones whould have adaptations. It was found that they were more likely to apply the concept to vertebrates than to other types of living things. In addition, many students appeared to be unable to separate consistently the idea of “adaptations as characteristics” from the other everyday and scientific meanings of the terms “adapt” and “adaptation”.  相似文献   

Legal implications of divorce and custody battles for day care administrators     

Nora Palmer Gould 《Early Childhood Education Journal》1987,15(2):14-17

The moment is tense ... and somewhat confusing. I am in my office with a small group of five-year-olds reading a story when Mrs. Wilson arrives. She is young, pretty, and looking very serious. “Billy says that his father visited here today!”  相似文献   

Gold mining in papua new guinea: A curricular omission?     

W. P. Palmer 《Research in Science Education》1989,19(1):210-219

Conclusion The topic of gold/gold mining contains an admixture of ideas from a variety of disciplines which with further curriculum development can lead to a fully integrated course for year 10 or 11 in P.N.G. high schools. The politics of mining at the present time in P.N.G. might well encourage many companies to help in that curriculum development by providing booklets and other curriculum materials to schools, such as those the mining industry in Australia has already provided for Australian schools (Note 2).  相似文献   

Does the discussion help? The impact of a formally assessed online discussion on final student results   总被引：1，自引：0，他引：1  

Stuart Palmer  Dale Holt  Sharyn Bray 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(5):847-858

While there is agreement that participation in online asynchronous discussions can enhance student learning, it has also been identified that there is a need to investigate the impact of participation in online discussions on student course performance. This paper presents a case study based on an undergraduate engineering management unit employing a formally assessed online discussion area. It was observed that while many students read a significant number of discussion postings, generally, the posting of new and reply messages occurred at the minimum level required to qualify for the assignment marks. Based on correlation and multiple regression analysis, it was observed that two variables were significantly related to a student's final unit mark—prior academic ability and the number of new postings made to the online discussion. Each new posting contributed three times as much to the final unit mark as its nominal assessment value, suggesting that the work in preparing their new discussion postings assisted students in the completion of a range of assessable tasks for the unit. The number of postings read was not significantly correlated with the final unit mark, suggesting that passive lurking in this online discussion did not significantly contribute to student learning outcomes.  相似文献   

Yet more evidence … evidence in practice     

Judy Palmer 《Health information and libraries journal》1998,15(2):138-139

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