Epistemology,metacognition, and self-regulation: musings on an emerging field

The contributors to this special issue explore the connections between metacognition and personal epistemology. This commentary on the five articles addresses definitional concerns regarding both epistemology and metacognition, discusses the conceptual relation between the constructs, critiques methodological approaches, and suggests developmental considerations in this type of research.     

Comparison of older and younger adults' attitudes towards and abilities with computers: Implications for training and learning

Computers and associated technology have become central to modern life. In a society where the population is rapidly ageing, the acceptance and utilisation of developing technologies by an older population is becoming increasingly important. This review highlights similarities and differences between the attitudes and acceptance of technology by older and younger people, leading to the conclusion that similar factors influence both age groups—hence, older people could well be taught to use technology in a similar manner to younger people. While all learners, irrespective of age, should receive sufficient time for training in a positive and supportive environment, this review suggests that due consideration ought to be given to the amount of time allowed for older users to learn new skills and the manner in which learners are treated in a positive and valued manner.     

发展特殊教育多媒体教学资源的实践经验

面对信息科技教育的挑战,特殊教育教师已广泛应用计算机教导残疾儿童.然而,适合残疾儿童使用或学习的计算机多媒体资源,极为匮乏.本文旨在阐释发展特殊教育多媒体资源的策略,包括成立教学资源小组、建立软件库、构建网页、制作学习软件及调适性配件.结论指出计划成果丰富,有助推动特殊教育教学.     

Toward more evidence-based practice

Childbirth educators are responsible for providing expectant parents with evidence-based information. In this column, the author suggests resources where educators can find evidence-based research for best practices. Additionally, the author describes techniques for childbirth educators to use in presenting research-based information in their classes. A sample of Web sites and books that offer evidence-based resources for expectant parents is provided.     

Fostering the Development of Reading Skill through Supplemental Instruction: Results for Hispanic and Non-Hispanic Students

This paper reports the effects of a two-year supplemental reading program for kindergarten through third grade students that focused on the development of decoding skills and reading fluency. Two hundred ninety-nine students were identified for participation and were randomly assigned to the supplemental instruction or to a no-treatment control group. Participants' reading ability was assessed in the fall, before the first year of the intervention, and again in the spring of years 1, 2, 3, and 4. At the end of the two-year intervention, students who received the supplemental instruction performed significantly better than their matched controls on measures of entry level reading skills (i.e., letter-word identification and word attack), oral reading fluency, vocabulary, and comprehension. The benefits of the instruction were still clear two years after instruction had ended with students in the supplemental-instruction condition still showing significantly greater growth on the measure of oral reading fluency. Hispanic students benefited from the supplemental reading instruction in English as much as or more than non-Hispanic students. Results support the value of supplemental instruction focused on the development of word recognition skills for helping students at risk for reading failure.