Creating Personas on Which to Build Services for Latinx Users: A Proof of Concept     

Denice Adkins  Heather Moulaison Sandy 《Public Library Quarterly》2019,38(1):50-71

The current article presents a proof of concept wherein personas were created that could support library services and collections for Latinx community members in the Midwestern United States. Personas are first described and their use in the library literature is explored. The reproducible method employed in creating the personas is then presented in detail, followed by a short discussion of the results of the persona creation. Next, a high-level discussion of the project is presented, as well as reflections on how librarians can adapt this process in efforts to design products and services to meet the needs of specific groups.  相似文献   

Dyslexia and the Studio: Bridging the Gap between Theory and Practice     

Sandy Alden  Venda Louise Pollock 《The International Journal of Art & Design Education》2011,30(1):81-89

It is generally accepted that art and design related disciplines attract a higher proportion of students with dyslexia than traditional academic counterparts. Combined with this is a prevalent perception that dyslexia predominantly affects students’ writing and linguistic ability and it is this, as well as an increased visual‐spatial sensibility, that attracts students to art and design disciplines. This article examines these ideas through the experience of fine art students on a degree course with a mandatory written element. Drawing on focus groups and interviews with students, it argues that the studio component, in terms of its learning environment and teaching methods, presents an equally challenging context for students with dyslexia and that the written element or lecture‐based studies can provide students with a valuable counterpoint to their studio practice.  相似文献   

The relationship between language dominance and pre-reading skills in young bilingual children in Egypt     

Sandy Tahan  Tony Cline  Souhila Messaoud-Galusi 《Reading and writing》2011,24(9):1061-1087

This study explored the relationship among pre-reading skills, language proficiency, and visual perceptual abilities in 150 children who had been exposed to both English and Arabic (mean age 70 months). Information regarding language proficiency was gathered indirectly through reports from teachers and parents and directly through children’s test performance. Consequently, the children were divided into three language dominance groups: stronger in Arabic, stronger in English, or equally strong in both English and Arabic. The main aim of this study was to determine whether the pre-literacy skills (visual processing skills, phonological processes, and orthographic knowledge) differed across the three groups and were correlated with langauge dominance. No significant relationships were found between language dominance and tasks that pertained to phonological awareness skills, which may support the notion of the transfer of phonological processing skills between languages. Visual processing and visual memory skills did not differ across language groups, a finding which was expected, as these functions do not directly pertain to language dominance. However, overall the groups did better on the English orthographic task than on the Arabic orthography, perhaps because they found Arabic print more visually confusing and demanding than English.  相似文献   

Getting Grandma Online: Are Tablets the Answer for Increasing Digital Inclusion for Older Adults in the U.S.?     

Hsin-yi Sandy Tsai  Ruth Shillair  Shelia R. Cotten  Vicki Winstead  Elizabeth Yost 《Educational gerontology》2015,41(10):695-709

Using information and communication technologies (ICTs) can improve older adults’ quality of life. ICT use is associated with decreased feelings of loneliness and depression, along with increased feelings of independence and personal growth. However, limited access and low technological self-efficacy are key reasons why some groups, especially older adults, are excluded from being fully engaged in the digital world. In this study, we focus on older adults’ technological self-efficacy, which is related to their actual use of technology and the second level digital divide. Specifically, we examine: (a) how older adults decide to use a new technology, tablet computers; (b) how they conquer the barrier of technological self-efficacy through using tablets; and (c) the impacts of using this new technology in their lives. Twenty-one in-depth interviews were conducted with older adults residing in independent living communities in a medium-sized city in the Deep South region of the United States. Observational and enactive learning played important roles for older adults in using tablets. Seeing others use tablets, getting recommendations from family members, or having tablets given to them were the primary reasons they started to use tablet computers. The ease of use feature of tablets helped solve the problem of lacking technological self-efficacy. Using tablets helped increase a sense of connectedness. Tablet computers may be one way to increase digital inclusion among older adults.  相似文献   

‘Computer games can get your brain working’: student experience and perceptions of digital games in the classroom     

Catherine Beavis  Sandy Muspratt  Roberta Thompson 《Learning, Media and Technology》2015,40(1):21-42

There is considerable enthusiasm in many quarters for the incorporation of digital games into the classroom, and the capacity of games to engage and challenge players, present complex representations and experiences, foster collaborative learning, and promote deep learning. But while there is increasing research documenting the progress and outcomes of game-based learning, relatively little attention is paid to student perceptions and voice. In order to effectively target game-based learning pedagogy, it is important to understand students' previous experience, if any, of the use of games in the classroom, and what they made of these. In this paper, we present findings from a survey of 270 primary and secondary school students in Year Levels 4–9 (aged 9–14) in 6 Queensland schools at the start of a 3-year Australian Research Council project researching the use of digital games in school to promote literacy and learning.  相似文献   

Erratum to: Two teacher quality measures and the role of context: evidence from Chile     

Maria Veronica Santelices  Edgar Valencia  Jorge Gonzalez  Sandy Taut 《Educational Assessment, Evaluation and Accountability》2017,29(2):147-153

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Guiding children's behavior: The issue of compliance     

Sandy Bailey  Sandy Osborne 《Early Childhood Education Journal》1993,21(2):4-8

Parents and teachers need to be aware of the principles of development in order to guide children appropriately. The process of guidance begins with attempts to baby-proof the environment, such as arranging the nursery in anticipation of the arrival of the infant. During the infant-toddler stage, adults may view their acts of altering the child's physical environment as their responsibility, not connecting such actions to the development of a discipline plan. In fact, the adults are beginning to develop a positive atmosphere so that the child has a healthy environment in which to grow. Sandy Bailey is Program Coordinator for the Montana Resource and Referral Netword, a statewide program based  相似文献   

Professional development for iPad integration in general education: Staying ahead of the curve     

Dmitri Psiropoulos  Sandy Barr  Claire Eriksson  Shauna Fletcher  Jace Hargis  Cathy Cavanaugh 《Education and Information Technologies》2016,21(1):209-228

This faculty development case study focuses on a team of 16 General Education faculty at an urban women’s college during the initial 6 months of the college’s comprehensive implementation of an iPad teaching and learning environment. This article traces the effectiveness of an iPad professional development program through analyses of critical feedback, and makes recommendations for learner-centered faculty development for iPads in Higher Education. We present our conceptual framework, guiding principles and iPad professional development program. The effects of the program were measured using thematic and content analysis of post-session interviews, participant observation, one-to-one interviews and an online discussion forum. The predominant themes were anxiety, having individual needs considered, time considerations, and fundamental questions about expectations in the mobile learning environment. The key recommendation are to attend to collaborative planning, intervention, facilitating authentic professional learning communities and timing of faculty development that is intended to result in integration of new learning tools and environments.  相似文献   

HOW EARLY CHILDHOOD EDUCATORS ARE ADVOCATES: IMPLICATIONS FOR TEACHER EDUCATORS     

Sandy Alber 《Journal of Early Childhood Teacher Education》2013,34(3):265-274

The aim of the present study was to examine prospective early childhood educators' attitudes towards teaching multicultural classes using the planned behavior theoretical framework. One hundred and forty-eight undergraduate students voluntarily participated in the study. Participants were divided into two groups. The first group comprised students who attended courses on multicultural education, whereas the second group comprised students who did not attend those courses. A specifically designed questionnaire was administered to assess attitudes toward teaching multicultural classes, subjective norms, perceived behavioral control, and self-assessed knowledge. Results showed that the planned behavior model can be applied to the multicultural domain. Self-assessed knowledge significantly increased the predictability of the prospective students' intentions only for the first group (R ² = .61). It was concluded that prospective early educators' participation in courses regarding cultural diversity facilitated their attitudes towards teaching children from various cultural backgrounds.  相似文献   

Validation of a National Teacher Assessment and Improvement System     

Sandy Taut  María Verónica Santelices  Brian Stecher 《Educational Assessment》2013,18(4):163-199

The task of validating a teacher assessment and improvement system is similar whether the system operates in the United States or in another country. Chile has a national teacher evaluation system (NTES) that is standards based, uses multiple instruments, and is intended to serve both formative and summative purposes. For the past 6 years the authors have performed validation research on NTES using a variety of methods and data sources. This article describes our validation research agenda, the results of major validation studies, and an integration of the existing evidence, and it offers the authors' preliminary judgment about NTES's validity. The article also offers a critical reflection regarding the decisions taken while driving the long and winding validation road, and the lessons we learned during this politically and methodologically complex journey.  相似文献