Visual input enhancement via essay coding results in deaf learners' long-term retention of improved English grammatical knowledge     

Berent GP  Kelly RR  Schmitz KL  Kenney P 《Journal of deaf studies and deaf education》2009,14(2):190-204

This study explored the efficacy of visual input enhancement, specifically essay enhancement, for facilitating deaf college students' improvement in English grammatical knowledge. Results documented students' significant improvement immediately after a 10-week instructional intervention, a replication of recent research. Additionally, the results of delayed assessment documented students' significant retention of that improvement five and a half months beyond the instructional intervention period. Essay enhancement served to highlight, via a coding procedure, students' successful and unsuccessful production of discourse-required target grammatical structures. The procedure converted students' written communicative output into enhanced input for inducing noticing of grammatical form and, through essay revision, establishing form-meaning connections leading to acquisition. With its optimal design characteristics supported by theoretical and empirical research, essay enhancement is a highly effective methodology that can be easily implemented as primary or supplementary English instruction for deaf students. The results of this study hold great promise for facilitating deaf students' English language and literacy development and have broad implications for second-language research, teaching, and learning.  相似文献   

Science at the Center: An Emergent, Standards-Based, Child-Centered Framework for Early Learners     

Joni L. Baldwin  Shauna M. Adams  Mary Kay Kelly 《Early Childhood Education Journal》2009,37(1):71-77

This article will describe an approach to planning and assessment that is designed to support an emergent, play-based curriculum while helping teachers make informed instructional decisions. Using assessment that supports curriculum allows early childhood professionals to infuse early learning content standards into meaningful, relevant and connected topics of study. Through a combined effort among teachers, administrators and university faculty, one demonstration school developed a method of integrating and evaluating content standards and developmental skills into an emergent curriculum model. While this remains a work in progress, it does show promise for being an effective way to address state standards while maintaining recommended developmentally appropriate practices.  相似文献   

Overcoming Hurdles to Chinese Students' Learning of English Lexis     

Qing Ma  Peter Kelly 《Changing English: An International Journal of English Teaching》2009,16(4):405-412

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Globalisation and education: a review of conflicting perspectives and their effect on policy and professional practice in the UK     

Anthony Kelly 《Globalisation, Societies & Education》2009,7(1):51-68

Many disparate groups have written about the effects of globalisation on education. Some have promoted its benefits; others have warned against its ill‐effects. This paper is an attempt at coalescing and juxtaposing the respective arguments as they relate to schooling policy and practice in the UK. The growing international pressures of globalisation affect practitioners in unpredictable and different ways, so the development of national policy is tied to the process of translating global trends to local contexts. The current political environment has enabled policy‐makers to drive education in large measure using economic imperatives and to devolve liability for ineffective schooling outcomes to a supplicant teaching profession. Whether or not these approaches are justified, there has been precious little debate around the core issues: what is the purpose of education, what is the role of schooling in safeguarding democracy and what obligation does the state have to the individual beyond encouraging economic well‐being? This paper seeks to illuminate the background to such a debate in a non‐judgmental way; to examine why the skirmishes between opposing factions have instead been had on the periphery – in areas like value‐added measurement and performance‐related pay – and why the teaching profession has so often been a spectator incapable of challenging or mediating the emerging hegemony.  相似文献   

The Numeracies of Boatbuilding: New Numeracies Shaped by Workplace Technologies     

Robyn Zevenbergen  Kelly Zevenbergen 《International Journal of Science and Mathematics Education》2009,7(1):183-206

Within increasing pressure on young people to perform successfully in work, there is a growing concern regarding their levels of numeracy (and literacy). Whether such concerns are founded is the basis of this paper. This paper reports on the numeracy practices undertaken by three young boatbuilders who were nearing the completion of their 4-year apprenticeship. Using a method of stimulated recall and supplemented with interview data, the numeracy practices enacted by the boatbuilders was documented. It was found that the employees were highly competent in a number of areas—estimation, problem solving, holistic thinking and measuring (formal and informal). These skills are at variance with the basic skills being called for by public and government. It is proposed that the numeracy skills used by the employees may represent significant changes in workplaces being brought about through new technologies, and thus creating new and different numeracy demands from those of previous generations.  相似文献   

Time Limitations Enhance Reading Comprehension   总被引：1，自引：0，他引：1  

Walczyk JJ  Kelly KE  Meche SD  Braud H 《Contemporary educational psychology》1999,24(2):156-165

Few studies in the domain of reading have explored the relation between time limitations and reading comprehension. Time limitations may enhance reading comprehension by promoting mindfulness in students, a construct which involves exertion of more effort and motivation. This study explored the effects of time constraints on reading comprehension in adult readers. Mild time constraints should create greater mindfulness in readers, resulting in enhanced comprehension. College students read passages under no time pressure, under mild time pressure, or under severe time pressure. Reading comprehension was assessed in each condition. The best reading comprehension was observed under mild time pressure. Implications are discussed. Copyright 1999 Academic Press.  相似文献   

Increasing the Value of Your Company Despite Difficult Times     

Neil Kelly 《Publishing Research Quarterly》2009,25(2):59-66

In tough economic times, growing a business may seem like a daunting prospect. However, it is possible for entities to grow the value of their businesses while navigating a difficult economic period. This article examines the processes used to value a business enterprise and the factors which contribute to an entity’s value. It then suggests ways for a publishing company to increase its value.  相似文献   

Educational Truth Telling in a More Reflexive Modernity     

Peter Kelly  Christopher Hickey  Richard Tinning 《British Journal of Sociology of Education》2000,21(1):111-122

Postmodernist and poststructuralist discourses have, in the process of problematising what intellectual work looks like, opened up new spaces in which an examination of the processes of intellectual knowledge production can be located. Our intent in this article is to explore the problems and possibilities which emerge for particular forms of educational truth-telling under these conditions. While we examine these processes at a general level, our discussion is also grounded in an analysis of various attempts to tell particular truths about 'good' pedagogy in Physical Education (PE) in the transformed intellectual spaces of the contemporary university. There has been a long-running debate between various forms of expertise claiming to tell the truth about what constitutes good pedagogy in PE. This paper revisits this debate via a mobilisation of Hall's theorisation of articulation, and the reflexive modernisation thesis of Beck, Giddens and Lash. We argue that a more reflexive modernity profoundly problematises all forms of truth-telling in education.  相似文献   

Digital Expressions: Media Literacy and English Language Arts     

Kelly Edmonds 《Interchange》2005,36(4):463-465

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Biosafety committees come under scrutiny     

Field K 《The Chronicle of higher education》2005,51(34):A22-A23

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