Exploring the effects of talking book software in UK primary classrooms

This paper reports on an exploratory study concerning the effectiveness of specific design features in talking book software. Talking book software has the potential to complement current approaches to literacy instruction. In addition to common features such as word pronunciations, the implementation included sub‐syllabic word pronunciations, hints to encourage independent word identification and activities to reinforce specific reading skills. Two versions of the software were compared using both qualitative and quantitative methodologies. One software version had minimal functionality (‘Basic’) and the other incorporated all design features (‘Enhanced’). Each version of the software was used daily for a period of four weeks by 16 children, aged 5 to 6 years. The findings of the study were complex due to variations in learner preferences and reading abilities. Nevertheless, it seems that electronic books can complement teaching approaches in infant classrooms and can positively affect both cognitive and affective learning outcomes. It is evident that children beginning to recognise words can benefit from common features alone. Those children using the Enhanced software who had already acquired a limited sight vocabulary can benefit from exposure to reinforcement activities. Children with more advanced reading skills may benefit from hints to support independent word identification.     

The Unification of Post-Compulsory Education: Towards a Conceptual Framework

The drive to 'unify'post-compulsory education and training systems is one of the most important current developments in education policy. However the concept of 'unification' lacks clarity, is not widely recognised, and is pursued through different measures in different countries. In this paper we propose a conceptual framework with which to analyse the different meanings of and debates about unification. Using England and Scotland as examples, we show how the framework may be used to analyse existing systems, reform strategies, and processes and pressures for change. The framework is exploratory and will need to be tested and developed in relation to a wider variety of education systems.     

导言

在2005 年题为<对图书馆和信息资源的认知>(Perceptions of Libraries and Information Resources)的环境审视报告导言中我写道:这个报告对我们所了解的图书馆功用、图书馆品牌和日益增长的网络信息服务需求,"证实多于挑战".……     

Examining the educative aims and practices of decision-makers in sport for development and peace organizations

Sport for Development and Peace (SDP) policy-makers and practitioners continue to offer ambitious claims regarding the potential role of sport-based programs for promoting social change. Yet, it is important to put sport under a critical lens in order to develop a more balanced and realistic understanding of the role of sport in society. Whether SDP programs result in positive or negative outcomes depends on the structures and processes of the implementing organizations. Hence, SDP researchers are paying more attention to the organizational approaches of these agencies. Scholars also argue the outcomes of SDP programs depend on the relationship of these organizations with broader community education and health promotion efforts. Despite the claims of many SDP programs, little remains known about the educational goals of these programs and their relationship with broader educational efforts. Therefore, the purpose of this study was to critically examine the role of education among a randomly selected sample of nonprofit SDP organizations in urban settings across the USA. Findings from in-depth interviews with 17 executive directors indicate a broad range of educative aims, but also innovative organizational practices, highlighting a salient relationship between education and SDP in the USA. Prominent themes emerged related to program models and organizational approaches, academic enrichment programming, partnerships with educational institutions and education-focused nonprofits, and educational outcomes. These findings are examined and implications for future SDP research are also discussed. Although important work is emerging in SDP literature on how educational values are delivered in these programs [Spaaij, R., & Jeanes, R. [2013]. Education for social change? A Freirean critique of sport for development and peace. Physical Education and Sport Pedagogy, 18, 442–457], findings from this study also help stimulate a critical dialogue on the educative aims and practices of decision-makers in SDP organizations.     

Transfer of oddity learning in the pigeon

Two pigeons were trained on a six-key modified oddity-from-sample procedure. The stimuli were olor pictures of birds, butterflies, and human faces. Initially, the third peck on the sample key which presented one of three different bird pictures) lit only one comparison key. Every three dditional pecks on the sample illuminated another comparison key. Fifteen sample pecks produced he maximum of five comparison stimuli. A peck on the comparison key that presented the non-atching bird picture produced grain. Pecks on matching keys turned off all the comparison keys nd repeated the trial. The birds learned to peck each sample until the non-matching comparison timulus was produced, and then to peck that key. After acquisition (70%–90% accuracy), the hree bird stimuli were replaced by a new set of three bird pictures. Subsequent phases provided ew sets of bird, butterfly, and human face stimuli. Both birds showed transfer of oddity learning o the novel samples. The data suggest that the birds may have been engaging in conceptual-type oddity learning, rather than learning discrete five-key discriminations or a series of two component chains.     

Moving to Inclusive Pre-Kindergarten Classrooms: Lessons from the Field

In this article, the authors share a framework for preparing for and implementing inclusive Pre-kindergarten classrooms based on their experiences working with an interdisciplinary study group comprised of two Pre-K teachers, one early childhood special education teacher, and two university professors, one traditional early childhood and one specializing in early childhood special education. The study group was organized to explore and then document the benefits and challenges of providing inclusive early education to young children with and without disabilities in a public school Pre-K setting. Five key issues are addressed, collaboration and role definition, program decisions, instruction, child outcomes, and necessary resources.     

A Comparison of the Nontraditional Students' Experience on Traditional Versus Nontraditional College Campuses

The majority of research on nontraditional students has been conducted in environments where they constitute a significant portion of the college population. For the most part, this research found few problems and indicated that nontraditional students' college experiences are positive. This article compares the experience of nontraditional students at two types of campuses—a traditional campus where older students constitute a small percentage of the student population and two branch campuses where there is a substantial number of older students. The findings indicate areas in which a lack of age diversity may have an impact on the nontraditional students' experience.     

Do dynamic work instructions provide an advantage over static instructions in a small scale assembly task?

Recent studies exploring the effects of instructional animations on learning compared to static graphics have yielded mixed results. Few studies have explored their effectiveness in portraying procedural-motor information. Opportunities exist within an applied (manufacturing) context for instructional animations to be used to facilitate build performance on an assembly line. The present study compares build time performance across successive builds when using animation, static diagrams or text instructions to convey an assembly sequence for a handheld device. Although an immediate facilitating effect of animation was found, yielding a significantly faster build time for Build 1, this advantage had disappeared by Build 3.