The blog phenomenon and the book publishing industry     

Meredith Nelson 《Publishing Research Quarterly》2006,22(2):3-26

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SpecialNet: instant information/communication     

L K Gibbs  K Nash 《American annals of the deaf》1983,128(5):631-635

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An Outline of a New Model of Personal Education     

Nash Popovic 《Pastoral Care in Education》2002,20(3):12-20

In this paper the writer argues that there is a need for greater attention to the personal side of education, so that young people can develop a greater understanding of themselves. It is suggested that the main approaches to PSHE are currently not systematic or inclusive enough and that a comprehensive and systematic approach is necessary. Current National Curriculum provision is seen as short term and unlikely to appeal to young people. An alternative model is presented which aims not to solve potential or existing problems for students, but to empower them to deal with the challenges of life on their own. Popovic argues for a focus on self–control and self–power. This model is complex and it offers significant ideas in relation to the creation of effective PSHE, in particular the suggestion of a set of fundamental principles which should provide a framework for its development.  相似文献   

IQ,and Class Differences in Education: what about genetics?     

Roy Nash 《British Journal of Sociology of Education》1988,9(2):237-243

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Examining instructional practices in Core-Plus lessons: implications for professional development     

Fran Arbaugh  John Lannin  Dustin L. Jones  Meredith Park-Rogers 《Journal of Mathematics Teacher Education》2006,9(6):517-550

In the research reported in this article, we sought to understand the instructional practices of 26 secondary teachers from one district who use a problems-based mathematics textbook series (Core-Plus). Further, we wanted to examine beliefs that may be associated with their instructional practices. After analyzing data from classroom observations, our findings indicated that the teachers’ instructional practices fell along a wide continuum of lesson implementation. Analysis of interview data suggested that teachers’ beliefs with regard to students’ ability to do mathematics were associated with their level of lesson implementation. Teachers also differed, by level of instructional practices, in their beliefs about appropriateness of the textbook series for all students. Results strongly support the need for professional development for teachers implementing a problems-based, reform mathematics curriculum. Further, findings indicate that the professional development be designed to meet the diverse nature of teacher needs.  相似文献   

An evaluation of the effectiveness of a computer‐assisted reading intervention          下载免费PDF全文

David Messer  Gilly Nash 《Journal of Research in Reading》2018,41(1):140-158

Background

A cost‐effective method to address reading delays is to use computer‐assisted learning, but these techniques are not always effective.

Methods

We evaluated a commercially available computer system that uses visual mnemonics, in a randomised controlled trial with 78 English‐speaking children (mean age 7 years) who their schools identified as needing reading support. School‐based individual tutorials usually took place 2–3 times/week. Only the experimental group received the intervention in the first 10 months; thereafter, both the experimental and control groups received the intervention for 6 months.

Results

After 10 months, the experimental group had significantly higher standardised scores than the waiting list control group of decoding, phonological awareness, naming speed, phonological short‐term memory and executive loaded working memory.

Conclusions

The computer‐assisted intervention was effective, and this suggests that this medium can be used for reading interventions with English‐speaking children. What is already known about this topic

• There are comparatively few randomised controlled trial evaluations of computer‐based reading interventions.
• Meta‐analyses report small positive effect sizes for such interventions with English‐speaking children.
• The use of visual mnemonics to improve reading has rarely been investigated.

What this paper adds

• The findings suggest that computer‐based interventions for English‐speaking, struggling readers can be effective.
• The effects extended beyond the targeted abilities, and a longer intervention was more effective than a shorter one.
• Apart from spelling, the mean reading and reading related standardised scores for children at the end of the intervention were above or just below 100.

Implications for theory, policy or practice

• Computer‐based interventions can be used to support English‐speaking, struggling readers, and their effects can go beyond targeted abilities.
• The use of visual mnemonics and the development of the intervention programme over a number of years could have contributed to this success.
• The role of visual mnemonics as a help for struggling readers deserves further investigation.

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Prosodic awareness is related to reading ability in children with autism spectrum disorders     

Renae Nash  Joanne Arciuli 《Journal of Research in Reading》2016,39(1):72-87

Prosodic awareness has been linked with reading accuracy in typically developing children. Although children with autism spectrum disorders (ASD) often have difficulty processing prosody and often have trouble learning to read, no previous study has looked at the link between explicit prosodic awareness and reading in ASD. In the current study, 29 early readers with ASD (5–11 years) completed word and nonword reading accuracy tasks and two measures of prosodic awareness. Tasks relating to phonological awareness, oral language, vocabulary, letter knowledge and nonverbal intelligence were also administered. A key finding was that there was a relationship between prosodic awareness and both word and nonword reading accuracy.  相似文献   

Three pathways to support the professional and career development of casual academics     

Gail Crimmins  Florin Oprescu  Greg Nash 《International Journal for Academic Development》2017,22(2):144-156

Almost half of current academic staff will need to be replaced within three years in the Australian academic workforce. Literature suggests that casual academics are a potential solution, yet they are frequently excluded from the career development opportunities that would allow them to fulfil an ongoing academic role. Most academic development programmes designed for and delivered to casual academics are constructed by academic developers with little or no input from casual academics themselves. This paper documents what casual academics determine to be their academic development needs and how they could be addressed using three pathways of professional and career development.  相似文献   

Book reviews     

Wolfgang Vollmann  Denis Kallen  R. Murray Thomas  Jeannie L. Steele  Kurtis S. Meredith  Jindra Kulich  Kenzo Mochida 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1996,42(5):531-541

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Do rats and pigeons readily acquire instrumental responses for food in the presence of free food?     

Robert L. Welker  Meredith A. Weidenman 《Learning & behavior》1978,6(3):366-367

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