Subjective Social Location: Data From 21 Nations   总被引：1，自引：0，他引：1  

Evans  M. D. R.; Kelley  Jonathan 《Int. Journal of Public Opinion Research》2004,16(1):3-38

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Expanding opportunities to learn to support inclusive education through drama‐enhanced literacy practices          下载免费PDF全文

Sultan Kilinc  Kathleen Farrand  Kathryn Chapman  Michael Kelley  Jenny Millinger  Korbi Adams 《British Journal of Special Education》2017,44(4):431-447

This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year‐long programme that integrates drama strategies into literacy practices within real‐classroom contexts. Inclusive education refers to ensuring equal opportunities to access and participation in learning activities for all students. Cultural‐historical activity theory was used to understand and unpack the drama practices. Twelve semi‐structured focus group interviews were conducted with 19 preschool teachers. The data were analysed via constant‐comparative and interpretive methods. The study findings showed that EYEPlay PD practices enhanced inclusive learning settings for diverse groups of students by increasing access and expanding opportunities to learn, and supporting a positive learning environment.  相似文献   

Youth,arts, and education: reassembling subjectivity through affect     

Allyson Dean 《Gender and education》2016,28(7):959-960

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The Role of Self-regulation in Doctoral Students’ Status of All But Dissertation (ABD)     

Martha J. M. Kelley  Jill D. Salisbury-Glennon 《Innovative Higher Education》2016,41(1):87-100

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Failing our Children? The comprehension of younger viewers     

P. Kelley 《Learning, Media and Technology》1991,17(3):149-158

Educationalists are failing to help children acquire the skills needed to understand television, despite its importance in our society and schools. The present study examines whether a successful course of television literacy could be developed to cover the entire school age range, based on a common approach. Results indicate that the course was successful at all levels, and suggest that further research might identify factors which influence television comprehension.  相似文献   

Processes of language acquisition in children with autism: evidence from preferential looking     

Swensen LD  Kelley E  Fein D  Naigles LR 《Child development》2007,78(2):542-557

Two language acquisition processes (comprehension preceding production of word order, the noun bias) were examined in 2- and 3-year-old children (n=10) with autistic spectrum disorder and in typically developing 21-month-olds (n=13). Intermodal preferential looking was used to assess comprehension of subject-verb-object word order and the tendency to map novel words onto objects rather than actions. Spontaneous speech samples were also collected. Results demonstrated significant comprehension of word order in both groups well before production. Moreover, children in both groups consistently showed the noun bias. Comprehension preceding production and the noun bias appear to be robust processes of language acquisition, observable in both typical and language-impaired populations.  相似文献   

Dimensionality and Predictive validity of the Classroom Learning Activities Checklist in Prekindergarten     

Reynolds  Arthur J.  Candee  Allyson J. 《Educational Assessment, Evaluation and Accountability》2019,31(4):381-407

Educational Assessment, Evaluation and Accountability - The Classroom Learning Activities Checklist (CLAC) is a brief classroom observation measure that assesses task-oriented and self-regulated...  相似文献   

INTERDISCIPLINARY CONTINUING EDUCATION IN A RURAL AND REMOTE AREA: THE APPROACH OF THE NORTHERN EDUCATIONAL CENTRE FOR AGING AND HEALTH     

Mary Lou Kelley  Michael J. MacLean 《Educational gerontology》2013,39(7):631-649

This article describes an interdisciplinary continuing education approach for health professionals in a rural remote area implemented by the Northern Educational Centre for Aging and Health (NECAH) at Lakehead University in Thunder Bay, Ontario, Canada. The article discusses issues of rural health care practice and the implications for practitioners’ educational needs. The key components involved in delivering interdisciplinary education and teamwork training are reviewed, followed by a discussion of the relevance of an interdisciplinary participatory approach for rural practitioners given their practice context and work style. Using NECAH's experience in planning and delivering a 5‐day interdisciplinary education program in palliative care as a case example, it is argued that simultanous attention to these issues in the design and delivery of continuing professional education for rural professionals contributes to a relevant educational experience in the short‐term and an increased interdisciplinary collaboration in the long‐term. The article suggests that NECAH's interdisciplinary participatory approach is a significant model for the continuing education of health professionals in rural remote areas.  相似文献   

Commentary 1: The coming revolution in education?     

Paul Kelley 《Cultural Trends》2000,10(40):29-30

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Flipping the classroom to teach systematic reviews: the development of a continuing education course for librarians     

Marisa L. Conte  Mark P. MacEachern  Nandita S. Mani  Whitney A. Townsend  Judith E. Smith  Chase Masters  Caitlin Kelley 《Journal of the Medical Library Association》2015,103(2):69-73

Objective:The researchers used the flipped classroom model to develop and conduct a systematic review course for librarians.Setting:The research took place at an academic health sciences library.Method:A team of informationists developed and conducted a pilot course. Assessment informed changes to both course components; a second course addressed gaps in the pilot.Conclusion:The flipped classroom model can be successful in developing and implementing a course that is well rated by students.  相似文献