SeeWord—a personal word processing environment for dyslexic computer users     

Peter Gregor  Anna Dickinson  Alison Macaffer  Peter Andreasen 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(3):341-355

SeeWord is a highly configurable word processing environment, which assists dyslexic users when producing and reading text. The software was developed using a user-centred development cycle where user feedback contributed to each revision. Evaluations showed that users were able to find individualised combinations of settings using the specialised software, which they used in preference to the black-on-white text that is usually displayed on computer monitors. Three separate prototypes of the software were developed and evaluated. The third prototype was used in an experimental study with 6 dyslexic school pupils. The research showed that 5 out of the 6 dyslexic users aged 14–16 years benefited from the use of specialised software when reading text from a computer screen. Participants were able to read standard texts from a screen significantly more accurately with the aid of SeeWord. All participants reported that they felt they could read text from the screen better using the software. The results suggest that a larger scale evaluation of the software would provide valuable information about problems associated with computer use by people with dyslexia. A further study into the visual processes involved in dyslexia would also be of great value.  相似文献   

Genetic and environmental influences in adolescent peer socialization: evidence from two genetically sensitive designs     

Iervolino AC  Pike A  Manke B  Reiss D  Hetherington EM  Plomin R 《Child development》2002,73(1):162-174

Harris argues that peer relationships are the chief determinants of personality development. Harris's thesis makes the behavioral genetic investigation of peer groups particularly timely. The present study examined genetic and environmental contribution to self-reported peer-group characteristics in two samples of adolescent siblings: 180 adoptive and nonadoptive sibling pairs from the Colorado Adoption Project, and 386 sibling pairs from the Nonshared Environment and Adolescent Development Study. Substantial genetic influence emerged for college orientation, with the remaining variance accounted for by nonshared environment. For delinquency, however, the majority of the variance was explained by nonshared environment. Although genetic influence was implicated for peer popularity in twin analyses, genetic factors were not important in explaining individual differences in nontwin siblings. These results suggest that although some dimensions of peers are somewhat mediated by genetic factors, nonshared environmental influence is substantial.  相似文献   

Deal‐making and rule‐breaking: behind the façade of equity in academia     

Sue‐Ellen Kjeldal  Jennifer Rindfleish  Alison Sheridan 《Gender and education》2005,17(4):431-447

A glass ceiling for women still exists in academia after two decades of equal employment opportunity (EEO) legislation in Australia. There are complex factors that when combined make gender inequity in the higher education sector highly resistant to change. Using personal histories as a reflexive device, the paper makes explicit the embedded male patterns of behaviour in academia that operate beneath the façade of policies and rules put into place to counter inequity. In particular, the paper focuses on the cognitive dissonance individuals experience due to the disparity between formal organizational policies promoting equity, such as workload allocations, and perceptions of the unequal opportunities for women and men. Using social identity theory and the leader member exchange (LMX) framework, the daily experiences of three academic women are interpreted, the impediments to equality identified, and suggestions made for more fundamental change to gendered organizational structures within academia. The analysis of such behaviours shows that the traditional emphasis of EEO legislation on formal policies and procedures to bring about gender equity in academia needs to be accompanied by cultural change programs that make explicit and challenge behaviours that reproduce and reinforce male hegemony in academia.  相似文献   

Using the theory of planned behaviour framework to understand Tasmanian dairy farmer engagement with extension activities to inform future delivery     

Alison Hall  Lydia Turner  Sue Kilpatrick 《The Journal of Agricultural Education and Extension》2019,25(3):195-210

Purpose: To identify and understand factors influencing farmers’ decisions to engage with extension activities. To understand farmer segments and how these factors vary in order to develop recommendations for future extension delivery.

Methodology: Qualitative data was obtained through semi-structured interviews with 30 Tasmanian dairy farmers. The Theory of Planned Behaviour (TPB) framework was used to identify and explore factors influencing farmer engagement intentions and behaviour.

Findings: There was a negative effect of social influence on experienced farmers’ intention to re-engage with extension, due to the belief extension activities were targeted to less experienced, younger farmers. Perceived control factors limiting engagement included lack of confidence about existing knowledge, resulting in farmers perceiving extension activities as confronting.

Practical implications: Key factors influencing intention to engage and continued engagement with extension were identified. These findings will inform future design and targeting of extension activities to improve initial and continued engagement. Subsequent recommendations are presented.

Theoretical implications: Previous TPB studies on adoption as an outcome of extension have typically focused on quantifying adoption predictions, rather than exploring how social factors interact and influence intentions and behaviours. This paper demonstrates how the TPB can be qualitatively applied to better understand farmer decision making, in this instance with respect to their initial and continued engagement with extension.

Originality/value: This paper demonstrates how the TPB can provide an evidence-based framework to qualitatively explore farmer intentions and behaviour. This approach has led to new insights into farmer decision making that will inform improvements in future extension development.  相似文献   

人类天生可识别骗子     

Alison McCook 《海外英语》2003,(1):16

People appear to have an innate (先天的,天生的) ability to determine when someone is cheating them out of a deal, US researchers suggest. In one recent report, a group of investigators demonstrate that humans from widely different cultures-US college students  相似文献   

Preparing preservice teachers to use technology: Survey results     

Lori Whetstone  Alison A. Carr-Chellman 《TechTrends》2001,45(4):11-17

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Book Review: Thomas P. Carpenter,Megan Loef Franke and Linda Levi (2003). <Emphasis Type="Italic"> Thinking mathematically: Integrating arithmetic and algebra in the elementary school.</Emphasis> Portsmouth,NH: Heinemann. ISBN 0-325-00565-6.     

Alison Price 《Journal of Mathematics Teacher Education》2004,7(4):383-391

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Outside History? Stevie Smith,Women Poets and the National Voice     

Alison Light 《Changing English: An International Journal of English Teaching》1994,1(2):46-63

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Seizing the Moment: Reflections on Play Opportunities for Disabled Children in the Early Years     

Alison Bishop  John Swain  & Hazel Bines 《British Journal of Educational Studies》1999,47(2):170-183

Current policy in relation to special needs prioritises early intervention and inclusive education, at least as 'good intentions' This article argues for a paradigmatic shift away from individualist models of learning and disability. The social context of play is emphasised as the crucial arena for realising such good intentions, as long as it is geared to responding to, and developing, the self-determination, control, and identity of young disabled children becoming disabled adults in a disabling society.  相似文献   

I have a problem!     

Alison A. Carr-Chellman 《TechTrends》1999,43(6):15-19

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