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521.
Dyer A MacSweeney M Szczerbinski M Green L Campbell R 《Journal of deaf studies and deaf education》2003,8(3):215-229
Deaf readers often fail to achieve age-appropriate reading levels. In hearing children, two cognitive factors correlated with reading delay are phonological awareness and decoding (PAD) and rapid automatized naming (RAN) of visual material. In this study we explored the contribution of these factors to reading and reading delay in a sample of deaf students (N = 49, mean age 13 years) whose reading age (RA) was around 7 years. Although PAD performance was poor in the deaf students compared with RA-matched hearing controls, it nevertheless correlated with their RA. Whether tested in sign or speech, RAN was much faster in the deaf group than in RA-matched hearing controls but showed no direct relationship with reading level or reading delay. We conclude that in contrast to PAD, which is a factor in both deaf and hearing reading achievement, RAN may be only indirectly related to reading in deaf students. 相似文献
522.
Donna Pennell Marilyn Campbell Donna Tangen 《Educational research; a review for teachers and all concerned with progress in education》2020,62(3):284-303
ABSTRACT
Background
Cyberbullying is a significant problem for young people and secondary schools are the main institutions expected to address it. School anti-bullying measures have only modestly reduced the problem to date. 相似文献523.
Developmental and clinical differences in children's on-line understanding of ongoing social events were examined. Boys with (n = 38) and without (n = 41) Attention Deficit Hyperactivity Disorder (ADHD) were compared. Prior social schemes and integrative processes were hypothesized to influence children's representation of incoming social cues. Younger children and children with ADHD were expected to differ from older children and children without ADHD, respectively, in what they encoded and how they organized the encoded information. Differences in on-line representation were postulated to underlie differences in children's recall and social reasoning. Children's prior social schemes, looking time and on-line verbal protocols, recall, and social reasoning were assessed. Younger boys and ADHD boys showed less integrated on-line representations, accounting for poorer recall and reasoning. 相似文献
524.
PERSONALISED LEARNING: AMBIGUITIES IN THEORY AND PRACTICE 总被引:1,自引:0,他引:1
R.J. Campbell W. Robinson J. Neelands R. Hewston L. Mazzoli 《British Journal of Educational Studies》2007,55(2):135-154
Abstract: This paper traces the origins of the concept of personalisation in public sector services, and applies it to school education. The original conceptualisation stressed the need for 'deep' rather than shallow, personalisation, if radical transformation of services were to be achieved. It is argued that as the concept has been disseminated and implemented through policy documents, notably the 2005 White Paper, it has lost its original emphasis on deep personalisation. The focus in this article is particularly upon gifted and talented students whose education provides the best case example of how the theory of personalisation might work in practice. Two examples of the lessons in a sixth form college are used to illustrate the character of personalised pedagogy in practice. The implications for theory and practice are discussed. 相似文献
525.
Susan B. Campbell Elizabeth W. Pierce Cynthia L. March Linda J. Ewing Emily K. Szumowski 《Child development》1994,65(3):836-851
Preschool boys identified by their parents and/or teachers as active, inattentive, and impulsive ( N = 69) at age 4 were compared with boys without problem ( N = 43) on observational measures of symptm-related behaviors, obtained across context (home, laboratory, and preschool). Problem boys differed from comparison boys on measures of activity/inattention, noncompliance, and impulsivity obtained in the 3 settings. At a 2-year follow-up, when they were 6 years old, problem boys continued to differ from comparison boys on laboratory measures of activity and impulsivity; there also was some stability in these symptomatic behaviors. Implications of these findings for the emergence and persistence of externalizing problems in preschool boys are addressed. 相似文献
526.
Jessica Ostrow Michel Diana Chadi Marisol Jimenez Corbin M. Campbell 《Innovative Higher Education》2018,43(3):201-216
The American professoriate is shifting its majority makeup from tenure track to non-tenure track faculty members. Less known, though, is what the implications of this shift are for students’ course experiences. We sought to examine the extent to which the teaching practices, with regard to academic rigor and cognitively responsive teaching, differ between faculty category using observational measures of teaching in the classroom. We found that broad categorizations of faculty may not be meaningful unless they are examined in particular contexts, such as discipline and class size. 相似文献
527.
Ruth Stavy Reuven Babai Pessia Tsamir Dina Tirosh Fou-Lai Lin Campbell McRobbie 《International Journal of Science and Mathematics Education》2006,4(3):417-436
This paper presents a cross-cultural study on the intuitive rules theory. The study was conducted in Australia (with aboriginal
children) in Taiwan and in Israel. Our findings indicate that Taiwanese and Australian Aboriginal students, much like Israeli
ones, provided incorrect responses, most of which were in line with the intuitive rules. Also, developmental trends were found
to be similar yet differences were found with regard to the rate of developmental change. 相似文献
528.
529.
The relationship between depressive symptoms in young adults, the quality of the early home environment, and early educational child care was investigated in young adults randomly assigned to receive early childhood intervention in the Abecedarian study. Of the original 111 infants enrolled (98% African American), 104 participated in an age-21 follow-up. Those who had early treatment reported fewer depressive symptoms. The protective effects of the early childhood program were further supported by a significant home environment by treatment interaction. Negative effects of lower quality home environments on young adult depressive symptoms were almost entirely offset by preschool treatment, whereas depressive symptoms increased as the quality of the early home environment decreased for those in the control group. 相似文献
530.