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31.
Angela Little 《Prospects》1995,25(4):777-782
Professor of Education in Developing Countries, and Head of Education and International Development, at the Institute of Education,
University of London. She has worked and researched extensively in Africa and Asia. As a social psychologist, she has a special
interest in learning, and as an ‘agent of development’, a sensitivity to the diversity of cultural contexts, the significance
of context for effective learning and the quality and relevance of educational exports from one setting to another. 相似文献
32.
The article describes research into the perspectives of students with autism regarding their participation as the target participants in a peer-mediated social communication intervention. Questionnaires were administered to four elementary-aged students with autism before and after their involvement in the intervention. The students' parents and teachers also completed questionnaires about the students' participation in the intervention. Through the use of these questionnaires, we gained an insight into students' experiences with the intervention, which elements of the intervention they found most enjoyable and most effective, and the perceived impacts of the intervention on their social communication behaviours. Qualitative and quantitative analyses of the questionnaire data revealed that all four students with autism enjoyed participating in the peer-mediated intervention sessions, felt that their social communication behaviours had improved as a result of their involvement, and would like to be involved in similar sessions in the future. Implications for parents and educators who support the social communication of children with autism are explored. 相似文献
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35.
Geoffrey Little 《The Journal of Academic Librarianship》2014,40(6):632-633
36.
Amber E. McConnell Karen S. Little James E. Martin 《British Journal of Special Education》2015,42(1):87-111
This study used a multiple probe design across behaviours to determine if four high school students with learning disabilities could plan post‐school transition goals using a modified GO 4 IT … NOW! intervention while learning essential paragraph and essay writing skills. The results of this study indicate a functional relationship between the intervention and increased writing skills needed for high‐stakes testing and increases in students' knowledge of transition planning. During baseline, students produced extremely short essays and did not include essential paragraph elements. After instruction, students wrote longer compositions and included more details, and paragraphs contained more paragraph elements. All participants increased essay quality during the intervention as measured by the rubric used to evaluate end‐of‐instruction writing prompts. 相似文献
37.
Mary E. Little D’Ann Rawlinson Deborah C. Simmons Minjung Kim Oi‐man Kwok Shanna Hagan‐Burke Leslie E. Simmons Melissa Fogarty Eric Oslund Michael D. Coyne 《Learning disabilities research & practice》2012,27(4):189-202
This study compared the effects of Tier 2 reading interventions that operated in response‐to‐intervention contexts. Kindergarten children (N = 90) who were identified as at risk for reading difficulties were stratified by school and randomly assigned to receive (a) Early Reading Intervention (ERI; Pearson/Scott Foresman, 2004) modified in response to student performance or (b) their schools’ typical supplemental reading intervention (regrouping and curriculum pacing adjustments). In both conditions, intervention was provided 30 minutes per day in small groups for approximately 100 sessions. Results indicated no statistically significant group differences on any outcome measures. Between‐group effect sizes revealed substantively important differences (Valentine & Cooper, 2003) favoring the ERI responsive condition on multiple measures with effect sizes ranging from .35 to .59. Overall, findings indicated that the majority of students in both Tier 2 intervention conditions performed above the 30th percentile on posttest measures of word reading measures. 相似文献
38.
Charles E. Little 《Peabody Journal of Education》2013,88(5):257-280
39.
Charles E. Little 《Peabody Journal of Education》2013,88(4):206-244
40.