The Reading–Spelling Connection: Developing and Evaluating a Beginning Spelling Intervention for Children at Risk of Reading Disability     

Lana Edwards Santoro  Michael D. Coyne  Deborah C. Simmons 《Learning disabilities research & practice》2006,21(2):122-133

Abstract In this article, we describe the development and evaluation of a beginning spelling intervention for young children at risk of reading disability. We first summarize the literature that supports beginning spelling as an ideal method for strategically integrating the beginning reading big ideas of phonemic awareness and alphabetic understanding. We then summarize the literature on effective instructional principles for students at risk of reading disability. Next, we describe how instructional design was applied to the development of an intervention for young children at risk of reading disability, then summarize the findings of an experimental study supporting the effectiveness of this intervention. Finally, we provide selected examples from the spelling intervention to illustrate the findings' translation into instructional practice.  相似文献   

New Approaches to Staff Recruitment in Higher Education     

Ken Edwards 《Higher Education in Europe》2006,31(3):289-293

This paper describes briefly the academic tenure and its legislative terms in the UK, over the last twenty years. The author refers to the current wider situation/trends in the international higher education arena of two categories of academic staff – “established” staff (on permanent contract) and fixed‐term staff – and to how their levels of protection can have an impact on the overall health of the universities and their academic freedom.  相似文献   

Editorial     

John S Edwards 《知识管理研究与实践》2006,4(4):259-260

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On the application of gunpowder as an instrument of engineering operations,exemplified by its use in blasting marl rocks in the River Severn     

George Edwards 《Journal of The Franklin Institute》1847,43(5):353-359

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Introduction     

Allen J. Edwards 《Contemporary educational psychology》1980,5(2):138-139

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Boyd F. McCandless     

Allen J Edwards 《Contemporary educational psychology》1976,1(2):99

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Discrepancies in accelerometer-measured physical activity in children due to cut-point non-equivalence and placement site     

AC Routen  D Upton  MG Edwards  DM Peters 《Journal of sports sciences》2012,30(12):1303-1310

Abstract This study examined dissonance in physical activity (PA) between two youth-specific hip-derived intensity cut-points for the Actiwatch (AW), and compared PA between hip and wrist placements using site-specific cut-points. Twenty-four children aged 11.2?±?0.5 years wore the AW on the right hip and non-dominant wrist during a typical school day. Minutes of sedentary behaviour and vigorous activity were greater using Puyau et al. (2002) cut-points, but light, moderate, and moderate-to-vigorous (MVPA) were greater when derived using Puyau et al. (2004) cut-points (P?相似文献   

Fault reconstruction using a LPV sliding mode observer for a class of LPV systems     

Halim Alwi  Christopher Edwards  Andrés Marcos 《Journal of The Franklin Institute》2012,349(2):510-530

This paper proposes a new sliding mode observer for fault reconstruction, applicable for a class of linear parameter varying (LPV) systems. Observer schemes for actuator and sensor fault reconstruction are presented. For the actuator fault reconstruction scheme, a virtual system comprising the system matrix and a fixed input distribution matrix is used for the design of the observer. The fixed input distribution matrix is instrumental in simplifying the synthesis procedure to create the observer gains to ensure a stable closed-loop reduced order sliding motion. The ‘output error injection signals’ from the observer are used as the basis for reconstructing the fault signals. For the sensor fault observer design, augmenting the LPV system with a filtered version of the faulty measurements allows the sensor fault reconstruction problem to be posed as an actuator fault reconstruction scenario. Simulation tests based on a high-fidelity nonlinear model of a transport aircraft have been used to demonstrate the proposed actuator and sensor FDI schemes. The simulation results show their efficacy.  相似文献   

The reliability and validity of the pupil behaviour questionnaire: a child classroom behaviour assessment tool     

Matt Allwood  Kate Allen  Anna Price  Rachel Hayes  Vanessa Edwards  Susan Ball 《Emotional and Behavioural Difficulties》2013,18(4):361-371

ABSTRACT

This paper assesses the reliability and validity of the teacher-completed Pupil Behaviour Questionnaire (PBQ), by comparing it to the already extensively validated teacher-completed Strengths and Difficulties Questionnaire (SDQ). Participants included 2074 primary school children participating in a universal school-based trial and 41 vulnerable children who were taking part in a study exploring the impact of exclusion from school. Exploratory factor analysis results (first factor accounts for 80.8% of the variation in the items) and the high Cronbach’s alpha value of 0.85 indicate that the PBQ consists of one substantive factor/dimension. Strong correlations between the total PBQ score and the conduct sub-scale (Spearman’s correlation coefficient (r_s) = 0.67) and total difficulties score (r_s = 0.59) of the SDQ indicate convergent validity. This study suggests that the PBQ is a reliable measure, and provides some evidence of validity. Further work is needed to test the PBQ in an older, more diverse populations and to measure sensitivity to change.  相似文献   

The Effect of Clickers in University Science Courses     

Autumn L. Sutherlin  Gordon R. Sutherlin  Usenime M. Akpanudo 《Journal of Science Education and Technology》2013,22(5):651-666

In four studies on the use of student response systems, clickers, we sought to understand whether the use of clickers would impact students’ attitudes toward the use of technology for instruction and achievement on examinations. While the results varied some by study, overall, the results revealed no significant changes in the already positive student attitude toward the use of instructional technology. In all four studies, the majority of the students reported that they learned more when clickers were used in class. The use of clickers did not serve as useful predictor of student achievement in science classes. The findings of this study are similar to others which suggest that some classroom technologies (like clickers) may not necessarily have a direct connection with student achievement, despite positive student feedback regarding their experience using these technologies. Further studies are needed to better understand the true nature of the relationship between these technologies and classroom outcomes.  相似文献