Training reading and phoneme awareness skills in children with Down syndrome     

Kristina Goetz  Charles Hulme  Sophie Brigstocke  Julia M. Carroll  Louise Nasir  M. Snowling 《Reading and writing》2008,21(4):395-412

The authors report a short-term reading intervention study involving 15 children with Down syndrome (DS) who attended mainstream schools. The intervention programme taught children phoneme segmentation and blending skills in the context of learning letter-sounds and working with words in books. The children were taught by their learning support assistants, who received special training for this purpose. Compared to a waiting group, a group of eight children with DS improved significantly on measures of early literacy skills (letter-sound knowledge, Early Word Recognition) following eight weeks of intervention. The waiting group started to make progress once they received the intervention. Both groups maintained progress on the literacy measures five months after the intervention had finished. The results suggest that children with DS can benefit from structured, phonics-based reading intervention.  相似文献   

在企业培训中克服E-Learning障碍     

Julia Geisman  林秀钦 《中国远程教育(综合版)》2003,(10):75-76

E-Learning的时代到来了,教室将要永远消失了！每个人都将热火朝天地使用我们的网站学习门户网站和学习管理系统进行学习。虚拟教室,桌面会议系统,2417(①)等都将纷纷来临……”关于E-Learning的错误看法到处都是！  相似文献   

Use of grade-based norms versus age-based norms in psychoeducational assessment for a college population     

Giovingo LK  Proctor BE  Prevatt F 《Journal of learning disabilities》2005,38(1):79-85

Considerable discussion has occurred about the most appropriate methods for diagnosing learning disabilities (LD) in postsecondary students. Two of the many areas of controversy that have emerged include the appropriate diagnostic criteria to use and the appropriate referent group. A review of previous court cases demonstrates that the issue of whether to compare an individual to the general population or to a smaller referent population has not been adequately clarified. Furthermore, few empirical studies have examined the impact of choosing different referent groups on the likelihood that one will be diagnosed with LD. Therefore, this correlational study described the levels of agreement between three diagnostic models of LD, using both age- and grade-based norms to represent two referent groups for each of the three models. The sample included 155 postsecondary students referred for testing due to academic difficulties. The findings indicated that in two of the three models tested, comparing individuals to their grade-matched peers (i.e., using grade-based norms) resulted in more LD diagnoses than comparing individuals to their age-matched peers (i.e., age-based norms).  相似文献   

Negotiating status hierarchies in middle school inquiry science: implications for marginal non-participation     

Adams-Wiggins  Karlyn R.  Myers  Michelle N.  Dancis  Julia S. 《Instructional Science》2020,48(4):427-451

Instructional Science - While previous classroom studies of status hierarchies tell us who has low status and how to increase those learners’ participation in small group contexts via...  相似文献   

Description of Environmental Factors in Schools: Lessons from a Study in North–West Spain     

Julia Crespo Comesa?a  Margarita Pino Juste 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,24(1):205-218

The objective of this study is to offer a view on the different environmental factors that affect health (sound, light, colour, temperature) in the design, planning and organization of school premises. To achieve this, the authors first outline the problems leading to unhealthy situations. They subsequently analyse all the building and planning factors behind those problems based on a study carried out in the Autonomous Community of Galicia, in the north west of Spain. The study took as its subject all secondary-level education centres built in Galicia since the Spanish Basic Act on the Educational System (LOGSE) was passed by the Spanish Parliament in 1990. To conclude, the article offers a number of guidelines to be taken into account when designing a school environment.  相似文献   

Towards graduate employment: exploring student identity through a university-wide employability project     

Sally Smith  Colin Smith  Ella Taylor-Smith  Julia Fotheringham 《Journal of Further & Higher Education》2019,43(5):628-640

Students have expectations of their university education leading to graduate careers, with universities investing considerable resources in institution-wide initiatives designed to enhance opportunities for student work placements and work-related learning. However, there are large variations between courses and disciplines in student uptake of these opportunities, with limited evidence explaining why this might be the case. Recognising recent approaches which consider student identity in transitions, this study explored student attitudes to work-related learning across a range of subject disciplines. The first phase of the study used in-class surveys (N = 199) to focus on students’ self-identification and perceptions of employability initiatives. Follow-up interviews were conducted to further explore themes emerging in the survey data. The study found that, while some students drew on resources for identity work in their recognition of and approach to work-related learning, access was limited, and university resources were not always recognised or effective. The findings have implications for the design of effective graduate employability initiatives.  相似文献   

Naming new realities: supporting trans youth in education     

Julia Sinclair-Palm  Jen Gilbert 《Sex education》2018,18(4):321-327

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The narrative framework ofThe Borrowers: Mary Norton and Emily Bronte     

Julia Davenport 《Children‘s Literature in Education》1983,14(2):75-79

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Three-Dimensional Display Technologies for Anatomical Education: A Literature Review     

Matthew Hackett  Michael Proctor 《Journal of Science Education and Technology》2016,25(4):641-654

Anatomy is a foundational component of biological sciences and medical education and is important for a variety of clinical tasks. To augment current curriculum and improve students’ spatial knowledge of anatomy, many educators, anatomists, and researchers use three-dimensional (3D) visualization technologies. This article reviews 3D display technologies and their associated assessments for anatomical education. In the first segment, the review covers the general function of displays employing 3D techniques. The second segment of the review highlights the use and assessment of 3D technology in anatomical education, focusing on factors such as knowledge gains, student perceptions, and cognitive load. The review found 32 articles on the use of 3D displays in anatomical education and another 38 articles on the assessment of 3D displays. The review shows that the majority (74 %) of studies indicate that the use of 3D is beneficial for many tasks in anatomical education, and that student perceptions are positive toward the technology.  相似文献   

Exploring the social inclusion of deaf young people in mainstream schools,using their lived experience     

Suzanne Edmondson  Julia Howe 《Educational Psychology in Practice》2019,35(2):216-228

Research suggests that children with hearing loss face a number of difficulties in the education system, including socially. Although there has been much research with the severe to profound deaf population there has been little research into the life experiences of children with moderate hearing loss who attend mainstream secondary schools. This research sought to examine the experiences of social inclusion for five young people with moderate hearing loss. Data were gathered through semi-structured interviews in the young person’s school setting and were analysed using Interpretative Phenomenological Analysis (IPA). Although each participant had distinctive experiences, there were a number of common themes that emerged indicating the factors that support social inclusion and those which create barriers for deaf children in schools. Implications for educational psychologists are considered and the limitations of the research are outlined.  相似文献