Evidence‐based design for discoverability: A case study          下载免费PDF全文

Andrea Fallas  Suzanne Tatham 《Learned Publishing》2017,30(1):55-64

Key points

• Lean methods can give rich insights: Even a few, short sessions with a handful of users can generate useful inputs for a user‐centric design process.
• Design for beginners: An interface that supports novices will also support experts.
• Keep it simple: Focus on functionality that supports core search and discovery tasks.
• Popular or high‐value features should have prime position and rarely used or low‐value features should be hidden or removed.
• Visual cues are important for usability, as is balancing the visual space.

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Should the Simple View of Reading Include a Fluency Component?     

Suzanne M. Adlof  Hugh W. Catts  Todd D. Little 《Reading and writing》2006,19(9):933-958

The Simple View of Reading states that reading comprehension is the product of word recognition and listening comprehension. Whereas much research has focused on word recognition accuracy, recent attention has been directed toward word recognition fluency. The current study investigated whether a separate fluency component should be added to the Simple View of Reading. A battery of reading and language measures was administered to 604 children in second, fourth, and eighth grades. Approximately half these children had language and/or nonverbal cognitive impairments in kindergarten, but weighting procedures were used to reduce the potential bias this sampling characteristic may have entailed. Structural equation modeling was used to determine whether fluency accounted for unique variance in reading comprehension after controlling for word recognition accuracy and listening comprehension. Individual profile analyses were conducted to determine the number of individual participants who␣had poor fluency in the spite of good word recognition accuracy and listening comprehension. Results showed that fluency did not account for unique variance in reading␣comprehension and that few individuals had problems in fluency separate from word recognition accuracy or listening comprehension. Thus, it does not appear that a separate fluency component should be added to the Simple View of Reading.  相似文献   

Vulnerability to Bullying: Teacher-reported conduct and emotional problems,hyperactivity, peer relationship difficulties,and prosocial behaviour in primary school children     

Helen R. Johnson  Margaret J. J. Thompson  Suzanne Wilkinson  Louise Walsh  Jonathon Balding  Victoria Wright 《教育心理学》2002,22(5):553-556

Twenty five class teachers completed a "Strengths and Difficulties" assessment for 523 children aged from 7 to 11 years of age. Children self-completed a 39-item "My Life in School" questionnaire. One third of the sample were self-reported victims of bullying behaviour. Boys with poor prosocial skills, emotional problems and general difficulties with social interaction, expression of emotion and hyperactivity were at greatest risk of being bullied. There was no significant effect of age. The data support previous research findings that gender influences the prevalence of bullying but not that younger children are more vulnerable. This study provides new evidence that teachers recognise social behaviour and interactions that can significantly affect whether primary school children are bullied.  相似文献   

Using assistive technology with SRSD to support students on the autism spectrum with persuasive writing     

Anne Ozdowska  Peta Wyeth  Suzanne Carrington  Jill Ashburner 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(2):934-959

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A cultural lens on Yucatec Maya families’ COVID-19 experiences     

Lucía Alcalá  Suzanne Gaskins  Lindsey E. Richland 《Child development》2021,92(5):e851-e865

Health guidance during the COVID-19 pandemic led families around the world to spend more time isolated together, disrupting leisure activities, schooling, social interactions, and family work (UNICEF, 2021). Using the lens of Yucatec Maya families’ cultural values and practices, semi-structured interviews were conducted with 18 Yucatec Maya rural women in Mexico (M_age = 32; and for comparison, 13 middle-class European-American women (M_age = 41)), with children 6–7 years old, to analyze families’ experiences during the pandemic. Faced with the same isolation as in the United States, our exploratory analysis revealed Maya families experienced external stresses but at the same time were generally comfortable with their children's everyday activities and their social-emotional well-being, illuminating consequences of the communities’ cultural theories about development.  相似文献   

Selecting appropriate materials for very young children     

Joan M. Zeller  Suzanne L. McFarland 《Early Childhood Education Journal》1981,8(4):7-13

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Foreign aid and inclusive education in the Pacific island nation of Kiribati: a question of ownership     

Rodney Yates  Suzanne Carrington  Jenna Gillett-Swan  Hitendra Pillay 《International Journal of Inclusive Education》2019,23(1):79-92

ABSTRACT

This study examines the influence of foreign aid and local ownership in the introduction of inclusive education in Kiribati. The data reported in this paper were collected through interviews with key local stakeholders and these data are part of a larger study. Data were analysed under the major theme of ownership, and were grouped into the four sub-themes of: local responses to inclusive education initiatives; support for inclusive education principles; local attitudes regarding the contribution of Australian Aid; and, sustainability with or without aid support. The results indicate that a positive commitment towards inclusive education is emerging and that Australian Aid provided essential advocacy for children with disabilities in Kiribati through direct management of initiatives by the expatriate administered Kiribati Education Facility. Inclusive education initiatives remain dependent on Australian Aid for direction and sustainability. Sustainability of inclusive education initiatives in Kiribati will depend on continued development of local ownership including community support and commitment by the Government of Kiribati, particularly budgetary support.  相似文献   

Acknowledgements     

Daniel Hart  Robert Atkins  Suzanne G. Fegley 《Monographs of the Society for Research in Child Development》2003,68(1):109-109

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A call to action: exploring and responding to educational developers’ workplace burnout and well-being in higher education     

Klodiana Kolomitro  Natasha Kenny  Suzanne Le-May Sheffield 《International Journal for Academic Development》2020,25(1):5-18

ABSTRACT

There is a gap in research exploring stress, burnout, and well-being within the context of educational development. The purpose of this study was to examine the concepts of burnout and workplace well-being among educational developers across the international landscape. Thematic analysis from the survey responses (n = 210) revealed characteristics around four themes that both enhanced or hindered participants’ sense of well-being: a) colleagues, b) manager/director, c) institution/senior administration, and d) workplace. Our findings highlight the need to further amplify conversations related to burnout, as well as examine and promote workplace well-being for educational developers.  相似文献   

Interactions at a distance     

Judi Repman  Suzanne Logan 《TechTrends》1996,41(6):35-38

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