Shared book reading behaviours of children with Down Syndrome before and after participation in the MultiLit reading tutor program: an exploratory study     

Lisa Lim  Joanne Arciuli  Natalie Munro 《Australian Journal of Learning Difficulties》2018,23(1):31-51

This exploratory study compares the shared book reading behaviours of five school aged children with DS (aged 11 years 6 months to 15 years 6 months) before and after participation in an intervention which included selected components of the MultiLit Reading Tutor Program. The program was delivered 1:1 to participants each week over a 12 week period. Analysis of the average performance across the group revealed that the proportion of reading errors relative to the number of words read from preintervention to postintervention were significantly reduced. Significant improvement was also seen in shared book reading fluency following intervention. Individual case study data is also presented. Postintervention, reading errors per minute were reduced for two participants (P4 and P5). Reading dysfluencies per minute decreased for two participants (P1 and P5) while all participants improved in shared book reading fluency. Preliminary results suggest that children with DS can generalise skills taught in the MultiLit Reading Tutor Program to shared book reading, although variability regarding changes in literacy abilities postintervention was observed.  相似文献   

One-to-One Technology in K–12 Classrooms: A Review of the Literature From 2004 Through 2014     

Ben Harper  Natalie B. Milman 《Journal of Research on Technology in Education》2016,48(2):129-142

This literature review examined empirical research conducted between 2004 and 2014 regarding 1:1 technologies in K–12 educational settings. Our overarching research question was: What does research tell us about 1:1 technology in K–12 classrooms? We used the constant-comparative method to analyze, code, and induce themes from 46 relevant articles. Findings showed that the studies selected for analyses primarily concentrated on the following themes: effects on student achievement, changes to the classroom environment, classroom uses, effects on learner motivation and engagement, and challenges to classroom integration. In this article, we define each of these themes, describe the implications of the use of technologies on a 1:1 basis in classrooms, and offer suggestions for future research.  相似文献   

Detrimental effects of immediate explanation feedback     

Julian Roelle  Natalie Rahimkhani-Sagvand  Kirsten Berthold 《European Journal of Psychology of Education - EJPE》2017,32(3):367-384

Adjunct questions are a common means to foster learning from instructional explanations. As the benefit of adjunct questions is mitigated if learner performance on them is low, it is also common to provide feedback as an add-on if learners fail to correctly respond to them. However, if adjunct questions are highly demanding, feedback might not only beneficially affect learning because it helps learners revise their comprehension difficulties; at the same time, it could also detrimentally affect learning by causing learners to invest less time in responding to subsequent adjunct questions, which lowers learner performance on these questions. This, in turn, could reduce learning outcomes. To address these potential detrimental effects of feedback, we experimentally varied whether N?=?59 students received immediate feedback after they responded to highly demanding adjunct questions. We found that the feedback did indeed have detrimental effects: At least for the learners who perceived the task of responding to the adjunct questions as highly demanding, the feedback decreased both the time the learners invested in responding to the adjunct questions and their performance on them. This detrimental effect on the performance on the adjunct questions, in turn, entailed a detrimental effect on learning outcomes. We conclude that immediate feedback is not necessarily a beneficial add-on to adjunct questions in all situations.  相似文献   

Counselor Selection: A Critical Event in Program Management and Development     

Mitchell Salim  Natalie J. Leonard  L. William Heinrich 《Counselor Education & Supervision》1971,10(4):337-342

A coordinated process for selection of school counselors is presented. Responsibility for counselor selection is shared by central office and school building administrators. District personnel developed a selection instrument which is used to assess strengths and limitations of counselor candidates. Counselor profiles are then evaluated by the selection committee in light of district needs.  相似文献   

Encouraging E‐Textbook Adoption: Merging Two Models          下载免费PDF全文

Natalie Gerhart  Daniel Peak  Victor R. Prybutok 《Decision Sciences Journal of Innovative Education》2017,15(2):191-218

This research builds a new model by drawing upon e‐textbook adoption models developed in two recent publications, which share similarities but have different findings. Although they both achieve positive results, these two prior e‐textbook studies employ different methods and background theories. This research bridges these earlier models and develops a third, parsimonious, blended model for e‐textbook adoption. Using a survey of undergraduate students, the authors first assess each model independently. Broadening the diversity of the sample population yields results that are similar, yet slightly different from those found in the prior two studies. Next, this study develops a single blended, parsimonious model that explains a higher proportion of the variance than the prior studies with just three constructs: perceived usefulness, hedonic motivation, and habit. In addition to developing and testing a new parsimonious model, this research provides theoretical and practical guidance for e‐textbook usage.  相似文献   

Practical considerations informing teachers’ technology integration decisions: the case of tablet PCs     

Natalie Pareja Roblin  Jo Tondeur  Joke Voogt  Bram Bruggeman  Griet Mathieu  Johan van Braak 《Technology, Pedagogy and Education》2018,27(2):165-181

The unique characteristics of tablet PCs promise important benefits for education. Yet, little is known about the rationale underlying teachers’ decisions concerning their educational uses within the constraints of daily classroom practice. The current multiple case study investigated the practical considerations informing nine secondary school teachers’ decision-making processes regarding the use of tablet PCs. Stimulated recall interviews revealed 10 criteria underpinning teachers’ instructional decisions. Four criteria influenced the degree of congruence with teachers’ previous practices: familiarity, alignment with course content, opportunities to achieve (new) instructional goals efficiently, and compatibility with established pedagogical beliefs. Costs and benefits of tablet PCs were determined in terms of educational added value, lesson preparation requirements and potential disruptions to the learning environment. Finally, access to a solid technology infrastructure, supportive school policies and knowledge of how to effectively integrate tablet PCs with course content were identified as important pre-conditions for sustainable implementation. Overall, the results suggest that practical concerns constitute a critical element in teachers’ decision making, influencing not only teachers’ intention to adopt tablet PCs, but also the ways in which they use this technology to support instruction.  相似文献   

Public Libraries and the Internet 2012: Key Findings,Recent Trends,and Future Challenges     

John Carlo Bertot  Ursula Gorham  Natalie Greene Taylor 《Public Library Quarterly》2013,32(4):303-325

Since 1994, 14 reliable national studies have provided longitudinal data revealing and analyzing trends in the public access computing, Internet access, and technology assistance and training that public libraries make available to the communities they serve. This article provides an overview of selected data from the 2012 study; examines major issues that have emerged from the data in the most recent studies; identifies key trends and changes in Internet-enabled services and resources provided by public libraries to their communities over the course of the 18 years of conducting the national surveys; and discusses selected future issues and challenges regarding public library Internet-enabled services.  相似文献   

From Pride to Smugness and the Nationalism Between: Olympic Media Consumption Effects on Nationalism Across the Globe     

Andrew C. Billings  Natalie A. Brown  Kenon A. Brown  Guoqing  Mark A. Leeman  Simon Ličen 《Mass Communication and Society》2013,16(6):910-932

To measure relationships between Olympic media viewing and nation-based attitudes, 6 nations (Australia, Bulgaria, China, the Netherlands, Slovenia, and the United States) were surveyed in the 5 days immediately after the 2012 London Olympics. A total of 1,025 respondents answered questions pertaining to four measures of nationalism: patriotism, nationalism, internationalism, and smugness. The amount of Olympic viewing resulted in significantly higher scores for patriotism, nationalism, and smugness, but not internationalism. In addition, differences by nation are reported, revealing considerable differences in nationalism measures among the 6 nations studied; for instance, the United States was the lowest of the 6 nations regarding internationalism yet highest of the 6 nations regarding smugness. Conclusions related to theory and the role of Olympic media content are offered.  相似文献   

Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation     

Karin Hebbecker  Natalie Förster  Elmar Souvignier 《Scientific Studies of Reading》2013,17(5):419-436

ABSTRACT

Research on reading achievement and reading motivation has rarely addressed the question if and how they affect each other over time. In our study, we investigate the reciprocal effects between reading achievement and both intrinsic and extrinsic reading motivation during elementary school. We measured reading achievement and intrinsic and extrinsic reading motivation in 966 students at 3 points of measurement during 3rd and 4th grade. Consistent with previous research, cross-lagged panel analyses revealed positive reciprocal effects between reading achievement and intrinsic reading motivation. Effects of reading achievement on intrinsic reading motivation were found during Grades 3 and 4, whereas effects of intrinsic motivation were limited to Grade 3. No reciprocal effects between reading achievement and extrinsic reading motivation were found. We discuss the implications of our results for daily teaching practices and effective reading instruction.  相似文献   

Activity profiles of the Australian female netball team players during international competition: Implications for training practice     

Aaron Fox  Michael Spittle  Leonie Otago  Natalie Saunders 《Journal of sports sciences》2013,31(14):1588-1595

Abstract

In elite sport, to remain competitive at the international level, it is critical to understand the game demands on players to ensure sport specific training programmes are designed for optimal athlete preparation and conditioning. In netball, recent research examining the activity patterns of players at the elite level is lacking, with only one study undertaken on this level of competition in the past 30 years. Therefore, the aim of this study was to provide coaches with up to date knowledge of player activity patterns as a basis for the design of optimal sport specific training programmes. The Australian female netball team were analysed using video footage of three international test matches. Player activity was categorised into five movement and eight game-based activities; and further classified as work or rest. Results suggest that differences in the current game exist when compared to the previous analysis. Positional differences were also found with regard to player activity confirming the need for an individualised component of training based on player position.  相似文献