“I wish we could do whatever we want!”: Children subverting scaffolding in the preschool classroom     

Maria C. Sargent  Kathy Barker 《Journal of Early Childhood Teacher Education》2013,34(4):349-355

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Meanings within meanings: skilled readers activate irrelevant meanings of radicals in Chinese     

Wang  Tianlin  Borkenhagen  Matt Cooper  Barker  Madison  Seidenberg  Mark S. 《Reading and writing》2022,35(6):1381-1399

Reading and Writing - Many characters in written Chinese incorporate components (radicals) that provide cues to meaning. These cues are often partial, and some are misleading because they are...  相似文献   

Birth order and parental and sibling involvement in sex education. A nationally-representative analysis     

Lotte Elton  Melissa Palmer  Wendy Macdowall 《Sex education》2019,19(2):162-179

This analysis set out to identify associations between birth order and sexual health outcomes, focusing on family involvement in sex education and early sexual experiences. The third National Survey of Sexual Attitudes and Lifestyles is a stratified probability sample survey of 15 162 men and women aged 16–74 in Britain. Logistic regression was conducted to identify odds ratios for the association between birth order and sexual health outcomes. Multiple logistic regression was performed adjusting for socio-demographic factors and sibling number. Middle-born and last-born men had lower odds of reporting ease talking to parents about sex around age 14 and learning about sex from their mothers. Last-born women had lower odds of reporting a parental main source of sex education or having learned about sex from their mother. Findings represent an exploratory analysis in an under-researched area, and provide the basis for further research on the association between birth order and parental involvement in sex education, as well as the role and impact of sex education provided by older siblings.  相似文献   

Computer-Assisted Vocabulary Acquisition: The CSLU Vocabulary Tutor in Oral-Deaf Education     

Barker LJ 《Journal of deaf studies and deaf education》2003,8(2):187-198

Deficits in vocabulary have a negative impact on literacy and interpersonal interaction for deaf children. As part of an evaluation, an outcomes assessment was conducted to determine the effectiveness of a computer-based vocabulary tutor in an elementary auditory/oral program. Participants were 19 children, 16 profoundly deaf and 3 hearing. The vocabulary tutor displays line drawings or photographs of the words to be learned while a computer-generated avatar of a "talking head" provides synthesized audiovisual speech driven from text. The computer system also generates printed words corresponding to the imaged items. Through audiovisual reception, children memorized up to 218 new words for everyday household items. After 4 weeks, their receptive vocabulary was tested, using the avatar to speak the name of each item. Most of the students retained more than half of the new words. The freely available vocabulary tutor, whose characteristics can be tailored to individual need, can provide a language-intensive, independent learning environment to supplement classroom teaching in content areas.  相似文献   

A Practical Introduction to Authoring for Computer-Assisted Instruction. Part 5: PHILVAS     

Philip Barker  Ravinder Singh 《British journal of educational technology : journal of the Council for Educational Technology》1985,16(3):218-236

Interactive videodisc technology is likely to have a significant impact upon many aspects of education and training. However, before this medium can be effectively utilized considerable attention must be given to overcoming the present problems associated with courseware authoring. Solutions to these problems are to be found in the provision of suitable courseware development aids. In particular, there is a requirement for a powerful and easy-to-use author language. This paper describes the approach used by the PHILVAS authoring system.  相似文献   

When group work leaves the classroom does group skills development also go out the window?   总被引：1，自引：0，他引：1  

Colin Baskin  Michelle Barker  Peter Woods 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(1):19-31

In moving towards what Lemke (1996) terms the ‘interactive learning paradigm’, higher education has adopted two key principles consistent with group learning technologies:

• ? learning is always mediated by and occurs through language ( Falk, 1997 ; Gee, 1997 ); and
• ? learning is distributed across a range of other people, sites, objects, technologies and time ( Gee, 1997 ).

A third and relatively recent principle to emerge on the higher education scene that seems to ‘contradict’ accepted views of group learning technologies is that:

• ? many universities now choose to offer ‘learning resources’ online.

This paper asks whether Information and Communication Technologies (ICTs) are ‘robust’ enough to support, sustain and address industry, employer and government calls for greater attention to group skills development in university graduates. Data features an examination of respondent feedback (n = 171) in an ‘ICT‐rich’ group work setting, and the subsequent ratings of group skills development over a 13‐week period. This discussion offers an account of learner outcomes by adopting Kirkpatrick's (1996) four levels of evaluation of learning as a classification scheme for determining learner satisfaction (Level One), the effectiveness of learning transfer (Level Two), its impact on practice (Level Three) and the appropriation of learning behaviours by participants (Level Four). The contrasting patterns of ICT use between female and male users in the data are discussed in relation to building social presence and producing social categories online. Differences reported here indicate that ICT group work is moving forward, but opportunities to challenge rather than reproduce existing learning relations and differences, remain largely unresolved.  相似文献