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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
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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
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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
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The findings of a number of recent empirical studies of business expatriates, using different samples and methodologies, seem to support the counter-intuitive proposition that cultural similarity may be as difficult to adjust to as cultural dissimilarity. However, it is not obvious that these results also are applicable to other groups of expatriates. To explore this eventuality, an electronic survey was directed towards expatriate academics in 34 universities in five European countries. For the purpose of this study, they were sorted into two groups, expatriate academics from EU countries and non-EU countries. Results showed that although the perceived cultural similarity between host and home country for the two groups of investigated respondents was different, there was neither any difference in their adjustment nor in the time it took for them to become proficient. Implications of these findings are discussed. 相似文献
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Kristy S. Cooper Randi N. Stanulis Susan K. Brondyk Erica R. Hamilton Michael Macaluso Jessica A. Meier 《Journal of Educational Change》2016,17(1):85-113
This embedded case study examines the leadership practices of eleven teacher leaders in three urban schools to identify how these teacher leaders attempt to change the teaching practice of their colleagues while working as professional learning community leaders and as mentors for new teachers. Using a theoretical framework integrating complex systems theory with Kotter’s (Leading change. Harvard University Press, Cambridge, 1996) eight steps for leading organizational change, we analyze the work and perspectives of individual teacher leaders, and we examine how teams of teacher leaders and principals function collectively in their efforts to lead instructional change. Our findings have implications for schools seeking to utilize teacher leadership as a reform strategy for authentic instructional improvement. 相似文献
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Selmer Bringsjord 《Instructional Science》1992,21(1-3):155-168
Autopoeisis, a cognitive science project aimed ultimately at getting a computer to write sophisticated fiction, has recently been launched at Rensselaer Polytechnic Institute. One ‘sub-push’ of Autopoeisis is the unabashed attempt, straight away, to cast the writing of novels in computational terms. This attempt (to be distinguished from the attempt at building a story generator, another aspect of Autopoeisis) though still in its infancy, has resulted in CINEWRITE, an algorithm-sketch for crafting genre novels in highly ‘cinematic’ fashion. CINEWRITE is an algorithm-sketch, not a cognitive model. A cognitive model should presumably reflect what humans actually do in the domain in question. Since CINEWRITE is based largely on creative writing as practiced by me (Bringsjord), it may be highly idiosyncratic. One of the possible virtues of CINEWRITE is that reflection upon it brings one face to face with what may well be the two aspects of human story generation least amenable to computational analysis: dextrous manipulation of ‘temporally extended’ mental images, and adoption of a character's point of view. After CINEWRITE is sketched, these two aspects of narrative creation are examined from a theoretical point of view, which results in the humbling admission that handling them computationally is bound to be extraordinarily difficult. 相似文献