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181.
Victoria J. Molfese Jennifer L. Beswick Jill L. Jacobi-Vessels Natalie E. Armstrong Brittany L. Culver Jamie M. White Melissa C. Ferguson Kathleen Moritz Rudasill Dennis L. Molfese 《Reading and writing》2011,24(2):133-150
The writing skills of 286 children (157 female and 129 male) were studied by comparing name writing and letter writing scores
from preschool to kindergarten with letter and word reading scores over the same time period. Two rubrics for scoring writing
were compared to determine if scores based on multiple components (i.e., letter formation, orientation on the vertical axis,
left–right orientation, and correct letter sequencing) would better reflect differences in children’s writing knowledge in
preschool and kindergarten than rubrics composed of one component (i.e., letter formation only). While developmental changes
in writing scores were found, little additional information was provided by multiple component scoring rubrics compared to
the single component rubric. Letter writing scores were more strongly related to letter and word reading scores than name
writing scores but neither writing score was predictive of growth. Implications of the findings for intentional/systematic
writing instruction in preschool curricula are discussed. 相似文献
182.
Pamela Woolner Jill Clark Elaine Hall Lucy Tiplady Ulrike Thomas Kate Wall 《Learning Environments Research》2010,13(1):1-22
It has been argued by both educationalists and social researchers that visual methods are particularly appropriate for the
investigation of people’s experiences of the school environment. The current and expected building work taking place in British
schools provides an opportunity for exploration of methods, as well as a need to establish ways to achieve this involvement
of a range of school users, including students. This article describes a consultation that was undertaken in a UK secondary
school as part of a participatory design process centred on the rebuilding of the school. A range of visual methods, based
on photographs and maps, was used to investigate the views of a diverse sample of school users, including students, teachers,
technical and support staff and the wider community. Reported here is the experience of using these tools, considering the
success of different visually-based methods in engaging a broad cross section of the school community and revealing useful
information. Using a range of visual methods allows a complex, but coherent, understanding of the particular school environment
to be constructed and developed. It is further argued that such a range of visual and spatial methods is needed to develop
appropriate understanding. The study, therefore, contributes to knowledge about specific visual research methods, appreciation
of the relationship between tools, and a general methodological understanding of visual methods’ utility for developing understanding
of the learning environment. 相似文献
183.
Jill H. Allor Patricia G. Mathes J. Kyle Roberts Jennifer P. Cheatham Tammi M. Champlin 《Psychology in the schools》2010,47(5):445-466
This longitudinal experimental study investigated the reading progress of students with IQs ranging from 40 to 69 (i.e., range for students with mild or moderate mental retardation or intellectual disabilities [ID]) across at least two academic years, as well as the effectiveness of a comprehensive reading intervention for these students across the same period of time. Participants were 59 elementary students who were randomly placed into treatment and contrast groups. Students in the treatment condition received daily, comprehensive reading instruction in small groups of 1–4 students for 40–50 minutes per session across two or three academic years. Measures of phonemic awareness, phonics, word recognition, comprehension, and oral language were included. Findings indicate that students with IQs in the ID range made significant progress on multiple standardized measures of reading. Furthermore, significant differences between the treatment group and contrast group were found on several measures, including progress‐monitoring measures of phoneme segmentation, phonics, and oral reading fluency. Results demonstrate that, on average, students with ID, even those with IQs in the moderate range, learn basic reading skills given consistent, explicit, and comprehensive reading instruction across an extended period of time. © 2010 Wiley Periodicals, Inc. 相似文献
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187.
Parents currently have the unilateral ability to reject special education services. Yet, it is unclear how schools should support students with special education needs in this situation as schools may not challenge a parent's choice to revoke special education assessment consent or the provision of services. Guidelines for school professionals to address this quandary currently do not exist, thus this paper will draw on legal mandates, court precedents, and ethical analysis to provide recommendations for appropriate responses to these situations. In particular, what the related laws dictate, how to support students in the general education classroom, and how to deal with behavior and disciplinary infractions are discussed with attention to the National Association of School Psychologist's ethics for school psychologists. 相似文献
188.
Carol Miller and Jill Porter, of the School of Education, The University of Birmingham, provide a penetrating critical response to the Teacher Training Agency's two consultation documents on SEN specialist teachers, which it is hoped will stimulate a wide-ranging debate. 相似文献
189.
It is estimated that in 1986 40‐50% of children in England aged 3 and 4 were attending pre‐school playgroups. Another 20% were receiving education in nursery schools and classes, mostly part time, whilst a further 20% were in the reception classes of infant schools, mostly full time. Using data on the provision of these services within each local authority in England it is shown that the numbers of nursery education and of playgroup places are strongly negatively correlated. Combining these statistics with data from the 1981 Census it is also shown that the rates of provision are strongly related to the socio‐economic characteristics of the authorities, such that playgroups predominate in the more affluent areas whereas high levels of nursery education are found in urban areas with more material disadvantage. 相似文献
190.
Livingston J 《Medical reference services quarterly》2003,22(1):21-30
Library liaison programs are commonly used and provide a successful framework for communication in academic libraries. Liaison programs, whereby librarians are formally designated as the primary contact between the library and one or more departmental or administrative units, are proven to improve the transfer of information between the library and users, to improve the quality of collections and services, and to enhance the library's image. Previously published literature on liaison programs is primarily devoted to large-scale liaison programs in academic settings, the market where this model is commonly employed. Small hospital and other smaller libraries are nearly absent in the literature, reflecting the low level of liaison use in the smaller library setting. This article invites hospital and other smaller libraries to explore the liaison model by presenting common liaison goals and activities that are not only pertinent to, but also scalable, adaptable, and adoptable by smaller and larger libraries alike. 相似文献