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101.
102.
The relationship between language and executive function (EF) and their development in children have been the focus of recent debate and are of theoretical and clinical importance. Exploration of these functions in children with a peripheral hearing loss has the potential to be informative from both perspectives. This study compared the EF and language skills of 8- to 12-year-old children with cochlear implants (n = 22) and nonimplanted deaf children (n = 25) with those of age-matched hearing controls (n = 22). Implanted and nonimplanted deaf children performed below the level of hearing children on tests assessing oral receptive language, as well as on a number of EF tests, but no significant differences emerged between the implanted and nonimplanted deaf groups. Language ability was significantly positively associated with EF in both hearing and deaf children. Possible interpretations of these findings are suggested and the theoretical and clinical implications considered. 相似文献
103.
Cristyn Davies Susan Rachel Skinner Tanya Stoney Helen Siobhan Marshall Joanne Collins Jane Jones 《Sex education》2017,17(3):256-275
AbstractThe National Human Papillomavirus (HPV) Vaccination Program in Australia commenced in 2007 for girls and in 2013 for boys, using the quadrivalent HPV [4vHPV] vaccine. In Australia, students are primarily vaccinated en masse, on school grounds, after parental/guardian consent is obtained. Students most often receive little, or no, education at school about HPV or HPV vaccination prior to immunisation. There is also some uncertainty about where young people can and should obtain reliable information about the vaccine, outside of school. We conducted a cluster randomised controlled trial of a complex intervention in schools. This study aimed to improve: (1) student knowledge about HPV vaccination; (2) psycho-social outcomes and (3) vaccination uptake. In this paper, we briefly outline our educational intervention and discuss its implementation by educators including facilitators and barriers. We also discuss the study findings pertaining to student knowledge about HPV and HPV vaccination and their attitudes to vaccination across control and intervention schools. Study results showed students in intervention schools demonstrate greater knowledge and understanding of HPV and HPV vaccination. Greater knowledge and understanding of HPV and HPV vaccination appeared to promote positive attitudes towards vaccination and supported confidence with vaccination. 相似文献
104.
Jennings B. Marshall 《Teaching Statistics》2007,29(3):74-79
This article describes how roulette can be used to teach basic concepts of probability. Various bets are used to illustrate the computation of expected value. A betting system shows variations in patterns that often appear in random events. 相似文献
105.
John Lawlor Claire Conneely Elizabeth Oldham Kevin Marshall Brendan Tangney 《Technology, Pedagogy and Education》2018,27(2):211-232
There have been calls for decades by many educational writers and commentators for a new model of learning to facilitate what is generally described as twenty-first-century learning. Central to this challenge is the required shift in responsibility for who leads and owns the learning – from teacher to student. Such a shift requires a pragmatic pedagogical model to facilitate the transfer of control and ownership of learning. Vygotsky’s ‘more able other’ identified the peer as a key figure in learning. Teamwork facilitates project-based learning and, when mediated with technology, proves an effective partner in creating an engaging and autonomous learning experience. This paper describes the rationale for the design of a team-based model of twenty-first-century learning, particularly drawing upon the team-based learning model of the World Scout Movement. Results from a year-long study of the implementation of the model in an out-of-school context with 288 second-level students are presented. The authors argue that Bridge21 is a candidate learning model for effective, implementable, twenty-first-century, team-based learning. 相似文献
106.
Jon C. Marshall 《Research in higher education》1987,26(4):417-429
This study provides an initial examination of a learning style topology through the comparison of information processing and instructional preference toponymies. It was hypothesized that learning style modes would be discernible within each of these toponymies and that the toponymies would demonstrate orthogonality. Data analyzed for 429 university students supported these hypotheses. 相似文献
107.
Gavin T.L. Brown Jennifer C. Marshall 《Assessment & Evaluation in Higher Education》2012,37(6):653-670
Successful academic writing requires strong command of the rhetorical moves that orient the reader to the theme and substantive material of an academic essay. Effective control of the introduction leads to better overall writing. The goal of this study was to devise and evaluate a pedagogy for teaching the writing of academic essay introductions. The study employed a pre-, post-, and delayed post-test design in a single university student learning site. Student writing was scored on eight aspects related to (1) structure and content and (2) style. Confirmatory factor analysis reduced the eight scores aggregated into the two scales. A single two-hour workshop increased the participants’ (n = 87) performance in the rhetorical structure and content of their introductions, but not the style. A longitudinal model (n = 20) using three sets of parcelled scores showed that the structure and content of the introduction positively predicted the grade awarded by the student’s faculty. Direct instruction in writing introductions, through a relatively short, low-cost, genre-based training programme, appears to achieve significant student learning. 相似文献
108.
Joanne M. Marshall 《理论付诸实践》2014,53(2):139-148
This article identifies historical and contemporary influences of religion in US public schooling. It provides analytical questions that social justice leaders can use to evaluate the practices embedded in their own schools, including an equity audit. 相似文献
109.
As a result of multi-disciplinary research on learning, a consistent and comprehensive body of knowledge on effective learning environments is currently emerging (OECD 2010). While this evidence is increasingly influencing the academic and policy discourse on the improvement and innovation of schools, its impact on the design principles of effective initial teacher education has been limited so far. In this paper, the seven transversal learning principles published in the 2010 OECD publication The Nature of Learning: Using Research to Inspire Practice serve as a framework for systematic reflections on how learning research on effective learning environments can inform initial teacher education and how the seven transversal learning principles can contribute to greater coherence and alignment in initial teacher education programs. We consider the implications of The Nature of Learning and other research on teacher education, alongside international examples of next practice, concluding that initial teacher education should model effective student learning. 相似文献
110.
Stephen Marshall 《Distance Education》2014,35(2):250-262
Massive open online courses (MOOCs) represent a potentially exciting opportunity to use technology to realise many of the long-promised benefits of universal higher education. While there are many positive aspects to the MOOCs on offer and in development, there are also significant ethical concerns arising from various initiatives. These include the academic duties of care and integrity, commercial exploitation of learners, as well as research ethics concerns arising from the analytical and other work being done by academics and institutions. These issues are explored and a set of heuristics for individuals and institutions provided as a starting point for ethical analysis of MOOCs and associated activities. 相似文献