The role of number and spacing of CS-US pairings in conditioned suppression

In four studies, with rats as Ss. acquisition and. where appropriate, extinction trials were presented against a baseline of ongoing licking. At shock intensities of 0.1. 0.5. 1.0, or 2.0 mA, acquisition performance was a function of number of CS-US pairings: spacing of trials (one or two per day) did not affect acquisition performance. Resistance to extinction could be predicted from terminal acquisition performance and reached a maximum after three CS-US pairings.     

Rival records management models in an era of partial automation

Archival Science - Two rival records management models emerged during the 1990s. Duranti’s model involved moving records out of business applications into a repository which has a...     

The voice,text, and the visual as semiotic companions: an analysis of the materiality and meaning potential of multimodal screen feedback

Education and Information Technologies - The gap between how learners interpret and act upon feedback has been widely documented in the research literature. What is less certain is the extent to...     

Evaluating a method for eliciting children's voice about educational support with children with speech,language and communication needs

This article reports the development and evaluation of a toolkit‐based approach to eliciting children's experiences of educational support, where the children in question experience speech and communication needs. The ‘Your Voice Your Choice’ approach was evaluated using a cross‐case analysis methodology, which represents a novel approach to critical examination of the effectiveness of such resources. We explored seven case studies within a critical realist framework. We found that the toolkit was effective at supporting most (although not all) of the children with speech and communication needs to explore their school learning and support experiences through a scaffolded emotion‐based ‘dialogue’, which was corroborated by observations and other data sources. The toolkit facilitated access to children's voice as they revealed how they felt across a number of relational, learning and support areas, which could be used by services to focus provision and consider how to better support children's social and emotional needs.     

Performance architecture: The art and science of improving organizations

Performance Architecture: The Art and Science of Improving Organizations is a hands‐on guide to real‐world techniques for improving performance within the workplace. This important book explores the Human Performance Technology Landscape model that was presented in the best‐selling book Handbook of Human Performance Technology (3rd ed.). Framed by the Landscape model and supported by other proven models and tools, the book provides effective structures for anyone who needs to develop their performance improvement skills and knowledge and achieve results. Performance Architecture: The Art and Science of Improving Organizations (ISBN: 978‐0‐470‐19568‐0) is published by John Wiley & Sons and the International Society for Performance Improvement.     

Change management and the SENCo role: developing key performance indicators of inclusivity

This article highlights the changing role of special educational needs co‐ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. A school‐based evaluative study undertaken by a teacher who is studying for the postgraduate National Award for SEN Co‐ordination (NASENCO) for SENCos is featured within the article to illustrate the principles and techniques associated with strategic change management. The study is framed by a commentary that also includes references to more critical treatments of the shift towards quantified performance assessment, monitoring and management (of pupils, teachers and schools) which has been read as a displacement of professional judgement‐based teaching practice.     

Pilot study evaluating the impact of dialogic reading and shared reading at transition to primary school: early literacy skills and parental attitudes

Previous studies have demonstrated the positive impact of shared reading (SR) and dialogic reading (DR) on young children's language and literacy development. This exploratory study compared the relative impact of parental DR and shared reading interventions on 4‐year‐old children's early literacy skills and parental attitudes to reading prior to and following school entry. Parents were trained using a self‐instruction training DVD. The children's rhyme awareness, word reading, concepts about print and writing vocabulary were assessed before and after 6 weeks over the summer period and again after one term in school. Four illustrative case studies are presented, which reveal the differential impact of the interventions on the families who participated. Findings indicated that DR had a positive impact on children's enjoyment of reading, concepts about print, parent–child reading behaviours and parental attitudes to joint storybook reading. The children who experienced shared‐book reading during the intervention also demonstrated improvements in word reading. There were no changes in rhyme awareness or writing vocabulary for either group. Changes in print concept awareness were not maintained at follow‐up, but improvements in writing vocabulary and word reading scores were noted. The reasons for this are discussed with reference to the formal literacy instruction the children received during their first academic term.