Do the housebound need to be housebound?     

Steve Gleadhill 《Health information and libraries journal》1989,6(2):115-116

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Classroom studies into cognitive style in mathematics for pupils with dyslexia in special education in the Netherlands, Ireland and the UK     

Steve Chinn  Donna McDonagh  Rob van Elswijk  Hans Harmsen  Julie Kay  Therese McPhillips  Angela Power  & Les Skidmore 《British Journal of Special Education》2001,28(2):80-85

The project reported here was designed to explore the cognitive style used by pupils with dyslexia when answering a range of mathematical questions. The research involved 132 pupils aged between 9 and 13 years, including 66 pupils in mainstream and 66 pupils in specialist schools, in three countries in Europe.
Detailed studies of the methods used by pupils attempting the given questions on a test of cognitive style suggested that they fell into two main categories. These pupils were observed when completing the test and their responses were categorised accordingly. The resulting numerical data were then analysed for differences between pupils within each country and between their non-dyslexic counterparts.
The results showed significant differences in the balance of cognitive styles employed by pupils with dyslexia as opposed to their non-dyslexic counterparts. Also there were interesting differences occurring between the pupils with dyslexia within the three countries on initial testing. Further differences were established after a six-month intervention period, suggesting that the characteristics of different curriculum models do have an impact upon pupils' flexibility as learners.  相似文献   

Animals to be patented in Europe     

Connor S 《New scientist (1971)》1988,120(1634):26

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Developing a model for e‐prints and open access journal content in UK further and higher education     

Alma Swan  Paul Needham  Steve Probets  Adrienne Muir  Charles Oppenheim  Ann O'Brien  Rachel Hardy  Fytton Rowland  Sheridan Brown 《Learned Publishing》2005,18(1):25-40

A study carried out for the UK Joint Information Systems Committee examined models for the provision of access to material in institutional and subject‐based archives and in open access journals. Their relative merits were considered, addressing not only technical concerns but also how e‐print provision (by authors) can be achieved – an essential factor for an effective e‐print delivery service (for users). A ‘harvesting’ model is recommended, where the metadata of articles deposited in distributed archives are harvested, stored and enhanced by a national service. This model has major advantages over the alternatives of a national centralized service or a completely decentralized one. Options for the implementation of a service based on the harvesting model are presented.  相似文献   

Editorial     

Steve  Ferrara Editor 《Educational Measurement》2006,25(3):1-3

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Hearts and minds     

Cassandra Pinnick  William J. McKinney  Steve Fuller 《Metascience》1998,7(1):7-39

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A case study of the development of WebPA: An online peer-moderated marking tool     

Steve Loddington  Keith Pond  Nicola Wilkinson  Peter Willmot 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(2):329-341

Peer moderation of group work in higher education is rapidly advancing through the use of technological developments and is increasingly being informed by pedagogical research. The highly successful WebPA online assessment system has gone through a number of development phases over its 15-year history and has now evolved into a relatively mature and flexible tool for facilitating group work. This paper presents a case study of the approaches that have been used in the system's development from the technical perspective, and describes how the scope of the project has massively expanded and that the development has been continually backed by a sound and wide-ranging pedagogy. The benefits of using the online system are shown to be underpinned throughout by examples of good practice in the supervision of academic group work. A critical evaluation of the tool and surrounding pedagogical practices highlight future areas for technical expansion.  相似文献   

Editorial     

Paul Kantor  Steve Robertson 《Information Retrieval》1999,1(1-2):5-5

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Part and whole practice: chunking and online control in the acquisition of a serial motor task     

Hansen S  Tremblay L  Elliott D 《Research quarterly for exercise and sport》2005,76(1):60-66

A four-component aiming movement was used to examine the relative effectiveness of part and whole practice. Following a pretest, participants were assigned to one of three practice groups. Participants in a "Whole" group practiced the four components together as a unit. A "No Overlap" group practiced the first two and last two components of the task, alternating every fifth trial. An "Overlap" group practiced the transition between the second and third components on every trial by alternating practice of the first three and last three components every five trials. Participants in all groups improved significantly from pretest to immediate posttest and maintained their performance over a 24-hr delay. Contrary to the "chunking hypothesis," participants in the No Overlap group improved as much as those in the other two groups. Kinematic data indicated that participants in all three groups learned to use response-produced feedback earlier in the individual movement trajectories. Moreover, participants appeared to acquire a general ability to make transitions between movement components rather than specific transitions. The results suggest that segmented or segmented "overlap" practice regimes may benefit learning movement sequences of short duration.  相似文献   

RoMEO studies 4: an analysis of journal publishers' copyright agreements     

Elizabeth Gadd  Charles Oppenheim  Steve Probets 《Learned Publishing》2003,16(4):293-308

This article is the fourth in a series of six emanating from the UK JISC‐funded RoMEO Project (Rights Metadata for Open archiving). It describes an analysis of 80 scholarly journal publishers' copyright agreements with a particular view to their effect on author self‐archiving: 90% of agreements asked for copyright transfer and 69% asked for it prior to refereeing the paper; 75% asked authors to warrant that their work had not been previously published although only two explicitly stated that they viewed self‐archiving as prior publication; 28.5% of agreements provided authors with no usage rights over their own paper. Although 42.5% allowed self‐archiving in some format, there was no consensus on the conditions under which self‐archiving could take place. The article concludes that author–publisher copyright agreements should be reconsidered by a working party representing the needs of both parties.  相似文献