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Ida Conboy 《Support for Learning》2021,36(3):380-399
This research explored how seven primary school teaching assistants (TAs) experienced their role in supporting children's mental health. Interviews were analysed using Interpretative Phenomenological Analysis (IPA). The participants believed that they supported children's mental health and particularly referenced the close relationships that they formed with children. Throughout their accounts of supporting children, the TAs referenced helpful factors (e.g. support from other staff) and challenges (e.g. hierarchy) within the school system. Supporting children’s mental health was an emotional experience for the TAs; they discussed the rewarding element, however, the topic also elicited fear. The findings provide several implications for school staff and external professionals about how TAs can be supported in their role. These include involving TAs in training opportunities, providing TAs with supervision, considering communication systems in schools, and introducing a mental health policy. 相似文献
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David Nicholas Director of CIBER Professor at Director of the School of Library Paul Huntington Senior Researcher a founder member of CIBER SLAIS University College London WCE BT UK Hamid R. Jamali a researcher in CIBER SLAIS University College London WCE BT UK 《The Journal of Academic Librarianship》2007,33(6):629-638
The logs of four universities using the OhioLINK journal system were evaluated for a period of fifteen months using deep log analysis methods in order to compare and contrast the information seeking behaviour of their users. Large differences were found, especially between the research and teaching universities. Methodological problems associated with making the comparisons are discussed in some detail especially in terms of defining online sessions. 相似文献
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Susan O'Neill Murray Scott Kieran Conboy 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):939-949
This paper focuses on the factors that influence collaborative learning in distance education. Distance education has been around for many years and the use of collaborative learning techniques in distance education is becoming increasingly popular. Several studies have demonstrated the superiority of collaborative learning over traditional modes of learning and it has been identified as a potential solution to some of the weaknesses of traditional distance education courses. There are a rapidly growing number of technologies in use today and educators and practitioners face an increasingly difficult challenge to successfully implement collaborative learning in distance education; precipitated not only from technical advances but also from wider social and organisational concerns. To the best of our knowledge, this study is the first to investigate the factors that influence collaborative learning in distance education, by eliciting the opinions of an expert panel using a Delphi survey. The aim was to produce an integrated list of the most important implementation factors and to investigate the role that technology is perceived to contribute. The findings identified 17 of the most important factors; these factors cover a range of themes including course rationale and design, instructor characteristics, training, group dynamics, the development of a learning community and technology. The potential of technology, however, does not seem to be fully realised and newer technologies such as multi‐user environments would seem to be of limited use in practice according to the expert panel. 相似文献
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Samuel L. Becker Carl A. Dallinger Harold E. Nelson Paul H. Boase William A. Conboy 《Communication Studies》2013,64(2):126-138
This research, involved the application of factor analytic methodology to study dimensions of judgment in debate evaluation. Finding evidence of particular dimensions in judgment of a high school debate, the researchers suggest the further application of the design to test the generality of their findings. 相似文献
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Ties between the lexicon and grammar: cross-sectional and longitudinal studies of bilingual toddlers
Studies using the English and Spanish MacArthur Communicative Development Inventories demonstrated that the grammatical abilities of 20-30-month-old bilingual children were related more strongly to same-language vocabulary development than to broader lexical-conceptual development or maturation. First, proportions of different word types in each language varied with same-language vocabulary size. Second, individual changes in predicate and closed class word proportion scores were linked to growth in same-language vocabulary but not to total conceptual vocabulary. Third, increases in English utterance length and English and Spanish sentence complexity were related to growth in same-language vocabulary but not to growth in conceptual vocabulary. Increases in Spanish utterance length were linked to growth in both Spanish vocabulary and conceptual vocabulary. Possible mechanisms underlying these patterns are considered. 相似文献
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