What IS News?     

Donnalyn Pompper  Lindsay Hoffman 《Mass Communication and Society》2018,21(5):662-664

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Empire’s Tracks: Indigenous Nations,Chinese Workers,and the Transcontinental Railroad     

Lindsay Schakenbach Regele 《Journal of Cultural Economy》2020,13(2):250-252

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A Middle Path     

Thomas K. Lindsay 《Academic Questions》2014,27(3):320-324

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Building Future Directions for Teacher Learning in Science Education     

Kathy Smith  Simon Lindsay 《Research in Science Education》2016,46(2):243-261

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Rapid Prototyping a Collections-based Mobile Wayfinding Application     

Jim Hahn  Alaina Morales 《The Journal of Academic Librarianship》2011,37(5):416-422

This research presents the results of a project that investigated how students use a library developed mobile app to locate books in the library. The study employed a methodology of formative evaluation so that the development of the mobile app would be informed by user preferences for next generation wayfinding systems. A key finding is the importance of gathering ongoing user feedback for designing useful and used mobile academic library applications. Elements and data points to include in future mobile interfaces are discussed.  相似文献   

Using Play to Build the Social Competence of Young Children with Language Delays: Practical Guidelines for Teachers     

Lindsay R. Dennis  Nancy Stockall 《Early Childhood Education Journal》2015,43(1):1-7

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Implicit Knowledge of Word Stress and Derivational Morphology Guides Skilled Readers’ Decoding of Multisyllabic Words     

Lesly Wade-Woolley  Lindsay Heggie 《Scientific Studies of Reading》2015,19(1):21-30

In oral language, morphologically conditioned regularities around stress assignment can be found in two classes of derivational suffixes, one that causes lexical stress to shift to the syllable immediately preceding the suffix (ACtive – acTIVity) and one that has no effect on stress (SILLy – SILLiness). In this study, adults listening to spoken “derived” nonwords judged as preferable those wherein the stress placement was consistent with morphological regularities of English. When reading nonwords and a set of nonwords derived from them, readers reliably assigned stress to the syllable predicted by the morphology. This effect was significantly associated with scores on standardized measures of word reading after controlling for nonword reading ability, showing that the relationship was not merely an artifact of decoding skill. These findings support the importance of the interface between morphology and suprasegmental phonology as a key factor in the way English-speaking readers approach multisyllabic, morphologically complex words.  相似文献   

A lamp for Diogenes: Leadership giftedness and moral education     

Bryan Lindsay 《Roeper Review》2013,35(4):4-7

Science education for the gifted should be modeled upon the professional scientist's approach to solving problems.  相似文献   

Meeting the needs of children with specific speech and language difficulties     

Julie Dockrell  Geoff Lindsay 《欧洲特需教育杂志》2013,28(1):24-41

Clinical and diagnostic approaches to special educational needs do not translate easily into educational models. In some cases, these approaches can serve to limit understanding of children's wider needs. Children with specific speech and language difficulties (SSLD) are a case in point. Clear criteria exist for identification, but identification mechanisms may not relate to the child's wider educational needs. This paper addresses the ways that children with SSLD present in mainstream educational settings. The study aimed to identify all Year 3 children with SSLD in two English local education authorities. One hundred and thirty-three children (95 boys and 37 girls were identified). Sixty-five per cent of the children were in mainstream schools, 14.3 per cent in mainstream schools with designated units and the remainder in special schools. Half were at stage 5 of the Code of Practice, with most of the remaining participants at stage 3. Children experienced a wide range of difficulties, in addition to their primary speech and language problems. Patterns of difficulties varied across children, and associations existed between particular forms of language problems and learning and relationship problems. Professionals (teachers, educational psychologists and speech and language therapists) varied in their understanding of the children's needs. The data highlight the range and diversity of the needs of children with specific speech and language difficulties and the need for a multi-professional approach to these children. It is argued that ‘best practice’ for these children must consider the impact of speech and language problems on children's access to the curriculum and their social and behavioural needs. Narrow diagnostic models do not provide the appropriate information to inform educational practice and support inclusive policies.  相似文献   

Assessment in special schools: national early assessment procedures and pupils attending special schools in England     

Ann Lewis  Geoff Lindsay  Emma Phillips 《欧洲特需教育杂志》2013,28(2):141-153

An implicit assumption that fostering inclusion means having shared systems encompassing the needs of all children is evident in many aspects of policy development over the past decade. Reflecting this, the implementation of ‘baseline assessment’ schemes (i.e. testing at around age 5 years) is a statutory requirement on all state-maintained special and mainstream schools in England since 1998. Our argument is that the enthusiasm for commonality has obscured the need to question the value and validity of baseline assessment schemes for children with special educational needs (and possibly some others such as children having English as an additional language). We illustrate this position with reference to data from our recent study on baseline assessment in England. The study encompassed survey data from a national sample of 982 schools, of which 107 were special schools. Between them, these special schools used 42 different baseline assessment schemes. Comparisons between our mainstream and special school respondents indicated that there were similarities in the nature and perceived value of the schemes used. However, special schools were less satisfied with their schemes. We suggest that a reappraisal of the nature and purpose of baseline assessment for pupils with special educational needs warrants greater critical debate. Without this, there is a danger that a stress on commonality, veiling an inclusion orthodoxy, will ultimately be counterproductive.  相似文献