Information Technology and Special Needs in Education     

J Pickering  D. Neilson  C. Vella 《Educational Media International》2013,50(2):113-114

Abstract

The paper discusses some theoretical and practical problems in using information technology to help people with special needs with some aspects of education. The paper reports the progress on two projects and some findings from a recent survey on Information Technology and Special Needs.  相似文献   

Out of the ordinary: recapturing the liberal traditions of a university education through field courses     

Tony Harland  Rachel A. Spronken-Smith  Katharine J. M. Dickinson  Neil Pickering 《Teaching in Higher Education》2013,18(1):93-106

This article aims to stimulate debate about the nature of field courses in higher education. We use a colloquium format that allows each of us to reflect on the philosophy of field course teaching and our writing endeavours to establish a dialogue between the authors and leave the reader with a sense of curiosity. It starts with a position paper that sets out a particular viewpoint on field courses to which responses were invited. Two of the respondents were experienced field-course teachers in disciplines traditionally associated with this type of curriculum, the other a lecturer in a non-field-course-oriented discipline.  相似文献   

Educators' Views on the Role of Neuroscience in Education: Findings From a Study of UK and International Perspectives     

Susan J. Pickering  Paul Howard-Jones 《Mind, Brain, and Education》2007,1(3):109-113

ABSTRACT— This report summarizes findings from a study of educators' views on the role of the brain in education. Responses were sought using questionnaires ( n = 189), followed by a smaller number of in-depth interviews ( n = 11). Results show a high level of enthusiasm for attempts to interrelate neuroscience and education, although conceptualizations about what this entails differ widely. Findings suggest that communication with practitioners may become a key factor influencing the success of attempts to enrich classroom practice with scientific understanding about the brain and mind.  相似文献   

The Relation Between Preschoolers’ Vocabulary Development and Their Ability to Predict and Recognize Words     

Chiara Gambi  Priya Jindal  Sophie Sharpe  Martin J. Pickering  Hugh Rabagliati 《Child development》2021,92(3):1048-1066

By age 2, children are developing foundational language processing skills, such as quickly recognizing words and predicting words before they occur. How do these skills relate to children’s structural knowledge of vocabulary? Multiple aspects of language processing were simultaneously measured in a sample of 2-to-5-year-olds (N = 215): While older children were more fluent at recognizing words, at predicting words in a graded fashion, and at revising incorrect predictions, only revision was associated with concurrent vocabulary knowledge once age was accounted for. However, an exploratory longitudinal follow-up (N = 55) then found that word recognition and prediction skills were associated with rate of subsequent vocabulary development, but revision skills were not. We argue that prediction skills may facilitate language learning through enhancing processing speed.  相似文献   

Successful applications of montessori methods with children at risk for learning disabilities     

Joyce S. Pickering 《Annals of dyslexia》1992,42(1):90-109

The critical elements in the Montessori philosophy are respect for the child, individualization of the program to that child, and the fostering of independence. With her research background, Maria Montessori devised a multisensory developmental method and designed materials which isolate each concept the teacher presents to the child. In presenting these materials the teacher observes the concept and skill development level of the child, ascertaining areas of strength and weakness and matching the next presentation to the child’s level of development. Using small sequential steps, the teacher works to ameliorate weakness and guide the student to maximize his strengths. These presentations, usually initiated by the child, enhance cognitive growth using a process which integrates his physical, social, and emotional development. The curriculum contains four major content areas: Practical Life; Sensorial; Oral and Written Language; and Mathematics. Geography, History, Science, Art, Music, Literature, and Motor Skills are also included. In all of these the Montessori presentations build from the simple to the complex, from the concrete to the abstract, and from percept to concept. Vocabulary and language usage are integral to each presentation. The procedures introduced through these presentations are designed to enhance attention, increase self-discipline and self-direction, and to promote order, organization, and the development of a work cycle. At-risk children benefit from the structure, the procedures, and the curriculum. Applications of this method require more teacher selection of materials and direct teaching, particularly of language and math symbols and their manipulations. This early childhood intervention provides an individualized program which allows the at-risk child a successful experience at the preschool level. The program includes a strong conceptual preparation for later academic learning and it promotes the development of a healthy self-concept.  相似文献   

Reviews     

Hugh Clapin  Katherine Neal  John Wennerbom  Barbara Nunn  Deborah Dysart  Andy Pickering  Lisa Featherstone  Hiram Caton  Dale Jacquette  Laura Ruetsche  William A. Turner  Cornelia Lüdecke  Birgit Lohmann  James Ladyman  Jonathan Coopersmith  David Oldroyd  Dennis Dean  Michael Ruse  Nicolas Rasmussen  William N. Kaghan  Martin Bridgstock  Geoffrey Cocks  Stephanie H. Kenen  Ivan Crozier  Sokhieng Au  Desmond Barrett  Mark Cortiula  Ian D. Lawrie 《Metascience》2001,10(1):50-149

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Factor Structure and Measurement Invariance of a 10-Item Decisional Balance Scale: Longitudinal and Subgroup Examination Within an Adult Diabetic Sample     

Michael A. Pickering  Ronald C. Plotnikoff 《Measurement in physical education and exercise science》2013,17(4):206-226

This study explores the longitudinal and subgroup measurement properties of a 10-item, physical activity decisional balance scale, previously published by Plotnikoff, Blanchard, Hotz, and Rhodes (2001 Plotnikoff, R. C., Blanchard, C., Hotz, S. B. and Rhodes, R. 2001. Validation of the decisional balance scales in the exercise domain from the Transtheoretical Model: A longitudinal test. Measurement in Physical Education and Exercise Science, 5: 191–206. [Taylor & Francis Online] , [Google Scholar]), within a diabetic sample of Canadian adults. Results indicated that a three-factor measurement model consistently improved model fit compared to the previously published two-factor model. Evidence of configural, metric, and scalar measurement invariance across time and among subgroups suggests that the 10-item decisional balance scale is appropriate for investigating associative relationships with other constructs and for comparing group means of the pros and cons subscales among a variety of diabetic population subgroups.  相似文献   

The complexity of the learning and teaching of EFL among Swedish‐minority students in bilingual Finland     

KAJ SJÖHOLM 《课程研究杂志》2013,45(6):685-696

In Finland, English is widely visible outside the school context, above all in the area of entertainment and mass media, and is no longer regarded as a foreign language in the old sense of the word. Among Swedish‐minority students in Finland, the dominant status of English in various mass media leads to positive attitudes towards English among students and provides strong motivation to acquire the language. This paper considers whether the incidental learning of English taking place outside the classroom results in the same kind of proficiency as that resulting from formal classroom learning.  相似文献   

On the focal length of microscopic objectives     

Chas.R. Cross  E.C. Pickering 《Journal of The Franklin Institute》1870,89(6):401-412

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Responding to free response examination questions: computer versus pen and paper     

Robert MacCann  Benjamin Eastment  & Samantha Pickering 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(2):173-188

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