The role of persistence at preschool age in academic skills at kindergarten     

Irina L. Mokrova  Marion O’Brien  Susan D. Calkins  Esther M. Leerkes  Stuart Marcovitch 《European Journal of Psychology of Education - EJPE》2013,28(4):1495-1503

The current study examined the role of preschoolers’ motivation, operationalized as persistence, in the formation of language and math skills at kindergarten. The participants were 263 children from diverse ethnic and socio-economic backgrounds. Demographic information, child persistence, and early cognitive-linguistic skills were assessed at age 3; children’s academic skills were assessed at kindergarten. Results indicated that preschooler’s persistence was related to their academic skills two years later over and above demographic factors and early cognitive-linguistic skills. The findings are discussed in terms of the importance of early childhood motivation for later school achievement.  相似文献   

Do dyslexics misread a ROWS for a ROSE?     

Beth A. O’Brien  Guy C. Van Orden  Bruce F. Pennington 《Reading and writing》2013,26(3):381-402

Insufficient knowledge of the subtle relations between words’ spellings and their phonology is widely held to be the primary limitation in developmental dyslexia. In the present study the influence of phonology on a semantic-based reading task was compared for groups of readers with and without dyslexia. As many studies have shown, skilled readers make phonology-based false-positive errors to homophones and pseudohomophones in the semantic categorization task. The basic finding was extended to children, teens, and adults with dyslexia from familial and clinically-referred samples. Dyslexics showed the same overall pattern of phonology errors and the results were consistent across dyslexia samples, across age groups, and across experimental conditions using word and nonword homophone foils. The dyslexic groups differed from chronological-age matched controls by having elevated false-positive homophone error rates overall, and weaker effects of baseword frequency. Children with dyslexia also made more false-positive errors to spelling control foils. These findings suggest that individuals with dyslexia make use of phonology when making semantic decisions both to word homophone and non-word pseudohomophone foils and that dyslexics lack adequate knowledge of actual word spellings, compared to chronological-age and reading-level matched control participants.  相似文献   

Pre-service versus in-service mathematics teachers’ opinions of mathematics reform in post-primary schools in Ireland     

Eabhnat Ní Fhloinn  Brien C. Nolan  Giulio Hoehne Candido  Shannon M. Guerrero 《Irish Educational Studies》2013,32(4):431-452

A new approach to the teaching and learning of mathematics has been introduced on a phased basis in post-primary education in Ireland. As part of the OECD PISA 2012, a survey was undertaken of in-service mathematics teachers in Ireland, with the aim of gathering data on the opinions of teachers about this reform. Here, a modified version of the survey was distributed to pre-service teachers immediately before and after a four-month teaching placement to ascertain if there were differences in the views expressed by pre-service and in-service teachers in relation to the teaching and learning of mathematics, and also if there were differences expressed by the pre-service teachers before and after their placement in post-primary schools. Analysis of the results showed considerable levels of agreement between all groups, with some exceptions in relation to confidence in teaching the reformed curriculum, emphasis on various teaching and learning activities, and usage of ICT in the classroom.  相似文献   

Primary school teachers’ experiences of external providers in Ireland: learning lessons from physical education     

Déirdre Ní Chróinín  Niamh O’Brien 《Irish Educational Studies》2013,32(3):327-341

There is an increasing trend towards the use of external providers in primary schools. The added value of external providers in enhancing aspects of children’s learning is supported in the physical education literature. Less is known, however, about the experiences of classroom teachers working with these external providers. To address this gap and guided by the question ‘What are primary school teachers experiences of external providers?’ we conducted qualitative semi-structured interviews with primary school classroom teachers who had used external physical education providers (n?=?10). A thematic analysis of the data involved systematic coding from which themes were constructed. Findings alert to the limited partnership between classroom teachers and external providers currently. Teachers’ perceptions of external providers as having greater expertise resulted in classroom teachers engaging minimally in communicating with external providers and taking little part in lessons taught by the external provider. Overall findings indicate communication and involvement in pedagogical decision making as areas to address in reconceptualising the relationship between classroom teachers and external providers.  相似文献   

Learning from older citizens’ research groups     

Carol Munn-Giddings  Andy McVicar  Melanie Boyce  Niamh O’Brien 《Educational gerontology》2013,39(1):58-69

ABSTRACT

This article adds to an ongoing conversation in gerontology about the importance of training and involving older people in research. Currently, the literature rarely distinguishes between the one-off involvement of older citizens in research projects and the development of research groups led by older people that sustain over time as well as the nature of educational initiatives that support their development. This article presents a case-study based on evaluative data from the WhyNot! Older Citizens’ Research Group that has been running independently for nearly eight years. Members’ evaluations of, and reflections on, the impact of the training program explore from their perspective: Why older people want to get involved in research training and research groups, what they value most in the training, and the types of impact their involvement has had. Creating an educational environment where participants were able to contribute their knowledge in a new context as well learn new skills through group-work based experiential learning were key. Regular role-modeling provided by inputs from successful established citizen research groups was also important. Of the many benefits members gained from being part of a research group, emphasis was given to the relational aspects of the experience. Likewise the benefits members’ accorded to taking part in training and research transcended individual benefits encompassing benefits to the collective and the wider community. Linking health, social care and educational policies is important in providing coherence and opportunity for older people’s voices to shape research, policy, and practice.  相似文献   

Review of Current Periodical Literature     

Thomas V. O’Brien  Thelma J. Roberson 《The Educational forum》2013,77(3):356-359

This article examines the connections between No Child Left Behind (NCLB) and the Effective Schools Research Movement. Using historical methodology, the authors argue that although both were premised on building capacity, over time the reform that became NCLB evolved to focus on accountability. This shift disconnected the reform from its research base, resulting in its failure to bring about equity. To save NCLB, policymakers and scholars should reconnect reform efforts with research and adopt policies that favor inspection.  相似文献   

The information behaviors and preferences of undergraduate students   总被引：1，自引：0，他引：1  

Heather L. O’Brien  Sonya Symons 《Research Strategies》2005,20(4):409-423

  相似文献   

“Openness through Sound”: Dualcasting on Irish LGBT Radio     

Páraic Kerrigan  Anne O’Brien 《Journal of Radio & Audio Media》2018,25(2):224-239

This article explores how Ireland’s first LGBT radio station, Open FM, attempted to offer LGBT radio in a heteronormative media landscape. It uses semi-structured interviews with two of the stations founders as well as posts from online LGBT message bulletin boards to argue how Open FM ultimately became ambivalent about its LGBT status and adopted a dualcasting strategy. Despite its ambitions to be a community-led radio station for Ireland's LGBT community, the dualcasting strategy of the station framed many of its endeavors between the mainstream standards of radio broadcasting and the community of interest that their licence claimed to serve.  相似文献   

Fundamental movement skill proficiency amongst adolescent youth     

Wesley O’ Brien  Sarahjane Belton  Johann Issartel 《Physical Education & Sport Pedagogy》2016,21(6):557-571

Background: Literature suggests that physical education programmes ought to provide intense instruction towards basic movement skills needed to enjoy a variety of physical activities. Fundamental movement skills (FMS) are basic observable patterns of behaviour present from childhood to adulthood (e.g. run, skip and kick). Recent evidence indicates that children have the developmental potential to master most FMS by 6 years of age during physical education, physical activity (PA) and sport.

Purpose: With a noticeable absence in the literature relating to adolescent movement patterns, the present study assessed the performance of 9 FMS during physical education class amongst 12- to 13-year olds. The study further assessed the range of FMS at the behavioural component level with a view to identifying weaknesses within performance across individual skills.

Participants and setting: Baseline data were collected in 2010 as part of a larger longitudinal study evaluating the effectiveness of a prescribed adolescent physical education intervention. Participants included all (N?=?242) first-year post-primary youth in a specific geographical area of Ireland.

Data collection: The following 9 FMS were assessed during an 80-minute physical education lesson time period using a reliable instrument protocol; run, skip, horizontal jump, vertical jump, kick, catch, overhand throw, strike and stationary dribble. Each of the nine FMS was assessed in conjunction with the behavioural components from three established instruments, namely the Test of Gross Motor Development (TGMD), TGMD-2 and the Victorian Fundamental Motor Skills manual. To ensure participant consistency, no feedback from any of the trained field staff was given during skill performance.

Data analysis: Prior to data analysis, the trained field staff were required to reach a minimum of 95% inter-observer agreement for all nine skills on a pre-coded data set to ensure that all testers were competent. The FMS data set was analysed using SPSS version 17.0 for Windows using appropriate statistical analysis.

Findings: Overall, 11% was scored as either mastery or near mastery for all nine FMS. There was a significant difference in the overall mean composite FMS score (object control and locomotor) between genders, with adolescent males scoring higher (p?=?.015). There were marked differences in the number of participants who failed to obtain mastery level across the range of the nine FMS (e.g. vertical jump 87% and run 13%) and their associated behavioural components.

Conclusions: It is alarming that adolescents aged between 12 and 13 years entering their first year of post-primary physical education do not display proficiency across nine basic movement patterns. This finding indicates that adolescents may have a difficult time in making the successful transition towards more advanced skills within the sport-specific stage. Implications from this study potentially indicate that targeting the weakest skill components during physical education and outside of school hours may prove a valuable strategy in increasing the current FMS levels and the subsequent PA levels amongst adolescent youth.  相似文献   

The phonological awareness relation to early reading in English for three groups of simultaneous bilingual children     

O’Brien  Beth A.  Mohamed  Malikka Begum Habib  Yussof  Nurul Taqiah  Ng  Siew Chin 《Reading and writing》2019,32(4):909-937

Reading and Writing - Phonological awareness is critical for early reading acquisition across alphabetic as well as non-alphabetic languages. The grain size of phonological awareness varies with...  相似文献