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41.
Carmen Fies Juliet Langman 《International Journal of Science and Mathematics Education》2011,9(6):1415-1438
We report on a case study that took place in a southwestern culturally and linguistically diverse urban high school science
classroom during a grade recovery summer session. The introduction of a technology-infused unit on epidemiology engaged students
in a multi-contextual exploration of the spread of diseases. The analysis of the resultant classroom discourse centers on
connections made and identities expressed by the students (as students, social beings, avatars, and scientists), with particular
attention to how these students use language to bridge worlds (the participatory simulation world, the classroom world, the ‘real’ world (outside the classroom), and the laboratory (science)
world). The results indicate that including a participatory technology tool supported students’ learning journey. Specifically,
students built on a shared virtual experience in ways that helped them to draw and expand on prior experiences well beyond
the classroom in the service of developing science understanding. 相似文献
42.
Webb Mary E. Fluck Andrew Magenheim Johannes Malyn-Smith Joyce Waters Juliet Deschênes Michelle Zagami Jason 《Educational technology research and development : ETR & D》2021,69(4):2109-2130
Educational technology research and development - Machine learning systems are infiltrating our lives and are beginning to become important in our education systems. This article, developed from a... 相似文献
43.
44.
Caroline Pickstone Juliet Goldbart Julie Marshall Angie Rees Sue Roulstone 《Journal of Research in Special Educational Needs》2009,9(2):66-79
Systematic reviews are important as a key source of information for commissioners and for developing practice in speech and language therapy (SLT) and early years. Interventions in this field are often complex and are delivered in community settings. This paper applies a systematic review of environmental interventions in early years for children with speech, language and communication needs. Interventions for primary language impairment may be divided into those which are child-focused and those which are focused on the environment. In both cases, the aim is to effect changes in the child's language skills. The paper introduces the context of evidence-based practice and commissioning of such interventions and argues that systematic reviews may be combined with other evidence to provide information which is fit for purpose for commissioners and for practitioners in the field. 相似文献
45.
This paper presents a qualitative investigation of the work–family support roles of a sample of 29 child care providers serving low-income families in the Chicago area (16 family, friend, and neighbor providers (FFN), 7 licensed family child care providers (FCC), and 6 center-based teachers). Providers report offering low-income parents substantial logistical (flexible hours, help with routines) and economic help (flexible fees, help with subsidies) managing work and family, in addition to their care of children. For FFN providers, support was often provided in the context of significant stress and burden. FCC providers and center-based teachers were often constrained in their help-giving by ambivalence regarding professional guidelines and institutional constraints. Findings from this study may inform future research on the effects of child care on children and parents, and models of child care quality. 相似文献
46.
Vinati Pachigar Juliet Goldbart 《International Journal of Disability, Development & Education》2011,58(3):287-302
Beliefs and attitudes of teachers in Mumbai, India, towards children who stutter were investigated using questionnaires and semi-structured interviews. Questionnaires were completed by 58 teachers, four of whom were subsequently interviewed. Results from the questionnaires showed that teachers believed that a child’s environment influenced stuttering and that children who stuttered had the potential to overcome the condition. They did not agree that children who stuttered were quiet and shy. Two global themes emerged from the interviews. These were teachers’ philosophies about stuttering, and their perceived roles in supporting children who stutter. All teachers reported limited experience of children who stutter, but their responses indicated a desire to do their best to support such children in the classroom. Stuttering was, however, considered to be less important to teachers’ working lives than dyslexia. 相似文献
47.
48.
Barbara Myatt Juliet Mason Carter 《Educational technology research and development : ETR & D》1979,27(1):45-53
The authors offer definitions of six types of illustrations and report a study of student preference for those picture styles.
Generally, their subjects, 380 students in grades K, 1, 2, 3, 5, 9, and 11, preferred photographs, with realistic drawings
ranked second. But there were significant differences between sexes and age groups.
This study was supported by the Faculty-In-Aid Program of Virginia Commonwealth University. Statistical advice was given by
David F. Bauer. 相似文献
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50.
Juliet Goldbart 《欧洲特需教育杂志》2013,28(3):283-287
The results of a study examining the psychometric quality of a pictorial scale to measure perceived physical competence, perceived cognitive competence and perceived social acceptance by peers and caregivers in individuals with intellectual disabilities are reported. The scale was administered twice to 100 subjects. The stability of the scale proved good: the test–retest correlations were sufficiently high and significant; and the internal consistency of the scale also proved good. To establish the internal validity of the scale, the correlations between the four subscales were calculated. The correlations were reasonable, which shows coherence between the four scales but also sufficient differentiation. The correlations between the two subscales for social acceptance were quite high, and it was therefore decided to combine them. To gain insight into the external validity of the pictorial scale, a Visual Analogue Scale (VAS) was constructed to measure the three domains of perceived competence from the pictorial scale in a more global manner. The VAS yielded reliable results. The correlations between the VAS and the pictorial scale were moderate to reasonable. Finally, the scores on the pictorial scale did not vary according to sex or level of functioning. All of the subscales differed according to age, however. Individuals over the age of 35 scored significantly lower than younger individuals. The results of this research show the pictorial scale to be a reliable instrument for the measurement of perceived competence and social acceptance in individuals with intellectual disabilities. 相似文献