Integrating multimedia into a distance learning environment: Is the game worth the candle?     

Timothy Ellis  & Maxine Cohen 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(4):495-497

  相似文献   

The Samuel T. Orton award for 1983 Presented by the Orton Dyslexia Society to Eleanor Thurston Hall     

William Ellis 《Annals of dyslexia》1984,34(1):xi-xvi

  相似文献   

Professor Ellis responds     

Sidney A. Ellis 《Academic Questions》1995,8(4):10-11

Letters

Professor Ellis responds  相似文献   

Fairy Stories and Children's Developing Theories of Mind     

Viv Hinchcliffe 《International Journal of Early Years Education》1996,4(1):35-46

Traditional fairy tales are still popular stories for young children. This paper examines the social cognitive content of two well known fairy stories: ‘Rumpelstilt‐skin’ and ‘Little Red Riding Hood’, Analysis focuses on the internal state vocabulary contained in these stories, i.e., language which refers to intentions, cognitions and feeling states (Bretherton and Beeghly, 1981) and the demands that they place on children's ability to attribute psychological states. These two aspects are discussed within the context of what we know about children's developing ‘theories of mind’.  相似文献   

Dyslexia as a limitation in the ability to process information     

N. C. Ellis  T. R. Miles 《Annals of dyslexia》1977,27(1):72-81

In an earlier paper (Miles and Wheeler 1975) it was reported that dyslexic subjects, aged over 13, were less able than suitably matched non-dyslexic subjects to respond correctly to arrays of tachistoscopically presented digits. A further experiment is now reported involving a younger age-group: 15 dyslexic subjects, average age twelve and one-half, were matched for spelling age with 15 non-dyslexic subjects, average age eight and one-half; and since the dyslexic subjects were appreciably less successful it is argued that “maturational lag” does not, on its own, fully account for the difference in performance between the two groups. A similar procedure was repeated with 41 dyslexic and 41 non-dyslexic subjects, all aged between 10.4 and 14.4, both with and without the introduction of a visual masking stimulus immediately after the test stimulus. Twenty undergraduate “fast-readers,” 20 undergraduate “slow-readers,” and four undergraduate dyslexic subjects were also compared both on their responses to tachistoscopically presented digits and on their performance in a visual search task. The results, taken in conjunction, suggest that dyslexia can be regarded as some kind of limitation in the ability to process information, perhaps affecting in particular the “visual code store” postulated by Posner et al. (1969). This paper was prepared for deliveryin absentia at the 27th Annual Conference of The Orton Society, in New York City, November 1976.  相似文献   

The vibration spectrum of the ammonia molecule     

Joseph W. Ellis 《Journal of The Franklin Institute》1929,208(4):507-519

  相似文献   

North West Cross Institutional Action Learning developing women's leadership     

Meriel Box  Tracy Ellis 《Action Learning: Research and Practice》2018,15(3):276-286

ABSTRACT

Human resource development professionals in Higher Education are continually striving to develop efficient interventions to increase the capabilities of their leaders. As a result of evaluating feedback from an action learning (AL) programme designed and delivered in North West Higher Education Institutions in the UK for women in senior academic and professional service roles, we are able to share how AL can be utilised to transcend and supplement traditional leadership training. The article discusses the approach taken to support participants to develop vital leadership behaviours through the acquisition of critical questioning and reflective habits whilst developing strong supportive cross-institutional relationships with other higher education leaders.  相似文献   

On discarding affirmative action: An address to the regents of the University of California     

John M. Ellis 《Academic Questions》1995,8(4):68-69

Editor's Note: On 20 July 1995 the Board of Regents of the University of California voted to end the use of race, gender, and ethnicity in student admissions and in faculty and staff hiring. Before the vote, thirty-one “elected and other public figures” were scheduled to address the Regents briefly on the subject of affirmation action. Governor Pete Wilson (ex officio president of the Board) was allocated several of the thirty-one slots. Among those he invited to speak was NAS member John M. Ellis. We present Professor Ellis’s remarks below.  相似文献   

张家口市外语语言环境现状调查分析   总被引：3，自引：0，他引：3  

刘澎  李梦雅  卢振军  崔会拥  Richard Ellis 《河北北方学院学报(社会科学版)》2008,24(3)

随着中国加入世界贸易组织和申办奥运会成功,城市外语语言环境建设问题越来越受到人们的关注。正面临着经济发展重要时期的张家口市在这方面也做出了一些努力,并已经取得一定的成效,但张家口市外语语言环境建设仍然存在很多问题,不能满足张家口外向型经济的发展需要,影响了张家口市提升国际化水平和经济外向度的发展进程,本研究从公示语的英文翻译、服务行业从业人员英语口语的交流能力、英语在各种媒体中的普及力度、学校外语教育等六个方面对张家口市外语语言环境现状进行了调查和分析,并提出了看法和建议。  相似文献   

Dialectics of development: teacher identity formation in the interplay of ideal ego and ego ideal     

Matthew Clarke  Michael Michell  Neville John Ellis 《Teaching Education》2017,28(2):115-130

This paper results from research examining pre-service teacher development in relation to experiences of mentoring during the Professional Experience component of their programme. The paper focuses on the interplay between pre-service teachers’ personal aspirations for their own practice and identity and their perceptions of more socialized and formalized institutional requirements. The paper highlights the developmental potential of dialectical interactions between these ‘inside out’ and ‘outside in’ perspectives on pre-service teachers’ practice and identity, drawing on psychoanalytic theory in order to gain insights into this process by viewing the pre-service teachers wishes and aspirations for their practice and identities as manifestations of the Lacanian (‘inside out’) ideal ego; whilst the school culture and the mentor teachers’ (actual and anticipated) comments and judgements are read as representations of the (‘outside in’) ego ideal. The paper concludes with considerations of how universities and schools, pre-service teachers and mentors, might be encouraged to recognize the need for a sustained and open-ended dialectic between the ego ideal and the ideal ego in ways that might enrich the professional identities available to pre-service teachers.  相似文献