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351.
Concurrent correlates and predictors of reading and spelling achievement in deaf and hearing school children 总被引:2,自引:0,他引:2
Seven- and eight-year-old deaf children and hearing children of equivalent reading age were presented with a number of tasks designed to assess reading, spelling, productive vocabulary, speechreading, phonological awareness, short-term memory, and nonverbal intelligence. The two groups were compared for similarities and differences in the levels of performance and in the predictors of literacy. Multiple regressions showed that both productive vocabulary and speechreading were significant predictors of reading for the deaf children after hearing loss and nonverbal intelligence had been accounted for. However, spelling ability was not associated with any of the other measures apart from reading. For hearing children, age was the main determinant of reading and spelling ability (due to selection criterion). Possible explanations for the role of speechreading and productive vocabulary in deaf children's reading and the differences between the correlates of literacy for deaf and hearing children are discussed. 相似文献
352.
Abu Dhabi Education Council’s new school model recognizes the value of play, although anecdotal evidence suggests that there are challenges to play in the preschool context. This article reports on challenges from the English Medium teacher perspective. Findings show that challenges are related to: (a) children meeting teacher expectations for play which may be limited by: real-life exposure, the nanny’s role, a desert climate for outdoor play, overuse of technology; and English as an additional language; (b) acquiring adequate resources for play, including open-access to Internet sites, meaning teachers have to use their own money to provide resources for play; (c) establishing boundaries and managing behaviour, especially for boys; (d) working with conflicting time pressures caused by academic performance benchmarking, accountability and workload; and (e) working with diversity, including meeting parental expectations, collaborating with colleagues and understanding the cultural and linguistic background of children. Recommendations to lessen the challenges of nurturing appropriate play experiences are made within the context of the findings. 相似文献
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Catherine Bovill Gillian Aitken Jennifer Hutchison Fiona Morrison Katherine Roseweir Alison Scott 《International Journal for Academic Development》2013,18(2):143-149
This paper presents findings from a collaborative evaluation project within a masters programme in professional education. The project aimed to increase knowledge of research methodologies and methods through authentic learning where participants worked in partnership with the tutor to evaluate the module which they were studying. The project processes, areas of the course evaluated and the data collection methods are outlined. The findings focus on key themes from evaluating the effectiveness of using a collaborative evaluation approach, including: enhanced student engagement; creativity of the collaborative evaluation approach; equality between the tutor and students; and enhanced research skills. Discussion focuses on the outcomes and effectiveness of the project and tutor reflections on adopting a collaborative approach. This paper highlights lessons from the project relevant to those interested in staff–student partnership approaches and those facilitating postgraduate learning and teaching programmes and educational research courses. Cet article présente les résultats d’un projet collaboratif d’évaluation ayant eu lieu dans le cadre d’un programme de master en formation professionnelle. Le projet visait à accroître les connaissances des méthodes et méthodologies de recherche par l’entremise d’un apprentissage authentique dans le cadre duquel les participantes ?uvraient en partenariat avec le tuteur à l’évaluation du module auquel elles prenaient part. Les processus du projet, les parties du cours ayant été évaluées et les méthodes de collecte des données sont présentées. Les résultats se concentrent sur les thèmes principaux provenant de l’évaluation de l’efficacité d’une approche collaborative d’évaluation. Ceux‐ci comprennent : l’engagement accru des étudiantes ; la créativité de l’approche collaborative d’évaluation ; l’égalité entre le tuteur et les étudiantes ; et les compétences de recherche développées. La discussion porte sur : les résultats et l’efficacité du projet de même que des réflexions du tuteur au sujet de l’adoption d’une approche collaborative. L’article met en lumière les leçons tirées de ce projet pouvant être pertinentes pour ceux qui seraient intéressés par les approches de partenariat enseignant‐étudiant et pour ceux qui ont la charge de programmes de 2e ou 3e cycle en pédagogie universitaire ou de cours de recherche en éducation. 相似文献