Screening for hearing loss in early childhood programs     

William D. Eiserman  Lenore Shisler  Terry Foust  Jan Buhrmann  Randi Winston  Karl R. White 《Early childhood research quarterly》2007

This study assessed the feasibility of doing hearing screening in Migrant, American Indian and Early Head Start programs using otoacoustic emissions (OAE) technology. Staff members were trained to screen 0–3-year-old children for hearing loss using hand-held OAE equipment and a multi-step screening and referral protocol. Of the 3486 children screened as a part of the study, 77% passed an OAE screening at the first step, 18% more passed an OAE screening at the second step, and 5% were ultimately referred for medical or audiological follow-up. Eighty children were identified as having a hearing loss or disorder of the outer, middle or inner ear requiring treatment. Of these 80, six had permanent bilateral or unilateral hearing loss. Although the protocol suggested that the multi-step screening procedure should be completed within a 4-week time period or less, analysis of the data showed that for children requiring more than an initial OAE screening, the length of time over which the screening was completed ranged from 7 to 12 weeks. The median time required to complete a single OAE screening session was 4 minutes per child. The results demonstrate that OAE screening of young children using this protocol is practical and effective. The implications for conducting periodic hearing screening throughout early childhood are discussed.  相似文献   

Childhood Maltreatment and School Problems: A Danish National Study     

Ask Elklit  Liv Michelsen  Siobhan Murphy 《Scandinavian Journal of Educational Research》2018,62(1):150-159

The association between child maltreatment (CM) and educational outcomes have been well documented. However, there is a paucity of research that explores the association between different types of maltreatment and other school problems that may affect the educational outcomes of maltreated children. This study examined the association between different types of CM and school changes, concentration problems, and special educational needs. Gender differences were also examined. Structured interviews were conducted with 2,980 participants. Significant associations emerged between CM, in particular, multiple maltreatment experiences and school problems. Males had higher concentration difficulties and special educational needs. More research attention is needed into optimal learning environments and interventions that support maltreated children more effectively.  相似文献   

Researchers as evaluators: tasks, tensions and politics     

Liv Langfeldt  Svein Kyvik 《Higher Education》2011,62(2):199-212

Researchers undertake a number of different research evaluation tasks, taking up a substantial part of their research time—estimated to about one work month per year for a professor. This paper addresses the various evaluator roles and tasks researchers take on, and the tensions they involve. How the research evaluator role may conflict with the researcher role and with societal expectations is discussed, as well as the intrinsic tensions in peer review; including expertise vs. impartiality, evaluators as neutral judges vs. exercise of power and influence, divergent peer assessments vs. the need for unanimous conclusions in peer panels, peer review vs. increase in quantitative indicators, and accountability to society vs. peer review as preserving the autonomy of science. The examination of these tensions provides insight in the political aspects of peer review, and a basis for discussing an agenda for future studies on the role of peer evaluators. Major future challenges for peer review concern how to meet demands for transparency and public accountability, and maintain academic autonomy.  相似文献   

The Resurgence of Research Into Transfer: An Introduction to the Final Articles of the Transfer Strand     

Randi A. Engle 《学习科学杂志》2013,22(3):347-352

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Co-existing Notions of Research Quality: A Framework to Study Context-specific Understandings of Good Research     

Langfeldt  Liv  Nedeva  Maria  Sörlin  Sverker  Thomas  Duncan A. 《Minerva》2020,58(1):115-137

Minerva - Notions of research quality are contextual in many respects: they vary between fields of research, between review contexts and between policy contexts. Yet, the role of these co-existing...  相似文献   

Introducing teachers to new semiotic tools for writing instruction and writing assessment: consequences for students’ writing proficiency     

Kjell Lars Berge  Synnøve Matre  Randi Solheim  Lars S. Evensen  Hildegunn Otnes 《Assessment in Education: Principles, Policy & Practice》2019,26(1):6-25

This article reports consequences for student writing quality based on a long-term professional learning project. Project teachers, representing all school subjects in grades 3–7, were presented with a writing construct, ‘Wheel of Writing’, and norms of expectation for writing proficiency. Participating teachers used the writing construct and norms as a basis for writing instruction and writing assessment. The project was conducted in 24 schools across Norway. 3088 students from 20 project schools participated. Two hundred and thirty three students from 4 schools were used as a comparison group. The investigation showed that students in primary school improved their writing quality significantly. Students in lower secondary school did not. However, there was substantial variation in writing quality effects between schools, classes, and individual students. For instance at a number of schools, project students from lower secondary school improved their writing quality significantly. The article discusses potential explanations of the effects.  相似文献   

自我调控学习的课堂教学设计理论     

林·考勒  朱迪·伦迪  罗静 《开放教育研究》2004,(3):16-18

培养学生掌握自我调控学习的技能就是教给学生在未来社会生存的本领。本介绍了如何在课堂进行学科内容教学的同时进行自我调控学习策略的教学，并提出了一个在课堂教学环境下同时提高老师自我调控学习技能的新型教师专业学习模式：  相似文献   

A NOTE FROM THE GUEST EDITOR     

Randi Korn 《Curator: The Museum Journal》2002,45(4):255-256

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The purpose of education: pedagogues’ and teachers’ negotiations in Danish primary schools*     

Signe Hvid Thingstrup  Lene S. K. Schmidt  Randi Andersen 《Educational Action Research》2018,26(3):354-364

In 2014, the Danish primary school system went through a major reform. One main change is the greater participation of pedagogues in school. This is a dramatic change both for teachers and for pedagogues, a distinct profession, traditionally working outside school and representing a creative and social approach to learning and wellbeing. This article examines how teachers and pedagogues in an action research project negotiate their new common work and which understandings of good pedagogical practice these negotiations express. The article shows that international educational rationales about learnification and attainment that are found in the Danish reform, affect the professionals’ understandings of professionalism and educational practices, and that this marginalises some traditional pedagogical practices. However, the article also shows that both pedagogues and teachers critique dominant educational policy rationales and explore what space for action exists in the reform.  相似文献   

Phronetic social science: a means of better researching and analysing coaching?     

Liv B. Hemmestad  Øyvind F. Standal 《Sport, Education and Society》2013,18(4):447-459

The aim of this paper is to present the case for phronetic social science as an appropriate lens through which to view sports coaching. In doing so, we firstly define and then elaborate upon the principal concepts contained within phronetic social science as related to complex action, flexibility, moral reflection and power. By locating them within recent coaching research, the case is further made how such concepts can help coaching scholars and coaches to better understand the activity of coaching. Finally, a conclusion draws together the main points made, particularly in terms of how using such a perspective and conceptualisation of coaching could benefit future coach education programmes.  相似文献