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341.
Eugene R. Declercq Carol Sakala Maureen P. Corry Sandra Applebaum 《The Journal of perinatal education》2007,16(4):9-14
With permission from Childbirth Connection, the “Executive Summary” for the Listening to Mothers II survey is reprinted, here. The landmark Listening to Mothers I report, published in 2002, described the first national U.S. survey of women''s maternity experiences. It offered an unprecedented opportunity to understand attitudes, feelings, knowledge, use of obstetric practices, outcomes, and other dimensions of the maternity experience. Listening to Mothers II, a national survey of U.S. women who gave birth in 2005 that was published in 2006, continues to break new ground. Although continuing to document many core items measured in the first survey, the second survey includes much new content, exploring earlier topics in greater depth, as well as some new and timely topics. 相似文献
342.
1985 marked the beginning of the implementation of the Reading and English Acquisition Programme (REAP)—a programme aimed at retraining lower primary English teachers in reading and English language instruction. This programme covering 90 schools in 1986 evolved from research conducted by the Institute of Education personnel. The Reading Skills Project (see Ng, 1984), a 3-year study, examined pupils' reading progress from Primary 1 to 3 in 35 schools; a teacher-observation study looked into reading instructional activities in 24 of the above schools. There was simultaneously a search for reading instruction approaches suitable for the Singapore classroom followed by a small feasibility survey on a chosen approach; a re-examination of in-service reading courses and a literature search for strategies for programme implementation. The present study attempts to discuss only the teacher-observation facet of the total research work behind REAP. In view of the fact that Singapore-based teacher-observation studies are few (see Evaluation of CLIPS, 1981) and studies on the teaching of reading in lower primary still fewer (see Ng, 1980), it is important to first record the research findings for the study done in 1984, and their implications for classroom practice. As this study both replicates and extends a similar study done earlier, teacher educators and educational authorities may find, from the accumulated experience, confirming evidence of directions for a retraining programme for reading teachers, and the urgent need for both curriculum and instructional change in this field. 相似文献
343.
Maureen Franklin Ph. D. 《Research in higher education》1995,36(2):127-153
It was the purpose of this study to assess the effects of differential college environments on academic learning and cognitive development by testing Pascarella's theoretical general causal model with longitudinal data from a national database on college students. Secondary analysis of longitudinal data from the 1986 Cooperative Institutional Research Program (CIRP) freshman survey and from the 1990 follow-up CIRP survey was conducted to formulate the five clusters of independent variables and two dependent variables as postulated by Pascarella. The final sample was composed of 2,165 students at four-year institutions. The data were analyzed using path analysis. Direct, indirect, and total effects of all variables are reported. Results of the path analyses partially supported Pascarella's theoretical causal model. Findings suggested that student precollege traits, the quality of student effort in academic pursuits during college, and interactions with faculty and peers are more salient influences on learning and student perceptions of cognitive development than institutional characteristics and institutional environment. Based on the findings of the present study, a refined causal model for college student academic and cognitive outcomes is proposed. Recommendations and implications for further study are given. 相似文献
344.
This article addresses the problem of what constitutes effective remediation for developmental dyslexia, combining neuropsychological and applied cognitive perspectives on specific reading disability. Despite its high prevalence, whether the disorder is amenable to treatment and what constitutes effective treatment were questions which, until recently, remained essentially unaddressed by properly controlled evaluation studies. Positive results from controlled remediation studies and experimental training paradigms with disabled and poor reader samples are reviewed. As part of a clinical research program at The Hospital For Sick Children in Toronto, we have completed a series of treatment outcome studies with dyslexic samples (cumulative N = 285) in which we evaluated the efficacy of different programs designed to remediate the reading and reading-related deficits of dyslexic children and adolescents. Results from one of these studies are summarized to illustrate the unique perspective afforded through remedial outcome data: Emphasis is placed on what the results of such studies may reveal of dyslexic learning disabilities. 相似文献
345.
Maureen W. Lovett Léa Lacerenza Maria De Palma Nancy J. Benson Karen A. Steinbach Jan C. Frijters 《Teaching and Teacher Education》2008
In this paper, we ask what constitutes effective professional development for teachers faced with struggling readers in high school. Metacognitive teacher training, instructional coaching, mentorship, and collaborative learning are considered. We describe a professional development model preparing high school teachers to teach PHAST PACES, a remedial reading program. A metacognitive teaching style and specific skills for teaching comprehension and decoding strategies were emphasized. Teachers provided high positive ratings regarding the usefulness of the training, and attributed to the training an increased sense of efficacy in improving student outcomes and understanding reading problems. A comparison of student outcomes for teachers’ first and subsequent classes suggested that the professional development model promotes better outcomes on more complex skills. 相似文献
346.
Justin C. Wise Hye Kyeong Pae Christopher B. Wolfe Rose A. Sevcik Robin D. Morris Maureen Lovett Maryanne Wolf 《Learning disabilities research & practice》2008,23(3):125-136
Limited research has examined the skills of children with a reading disability (RD) and children with RD and a mathematics disability (MD). Even less research has examined the phonological awareness (PA) and rapid automatized naming (RAN) skills in these two groups of children and how these skills relate to reading and math achievement. Additionally, various classification criteria are frequently implemented to classify children with MD. The purpose of this study, therefore, was to examine the PA and RAN skills in children who met different criteria for RD only and children with RD who are at risk for mathematics difficulties (MDR). Participants were 114 second‐ or third‐grade students with RD from public elementary schools in three large metropolitan areas. Students were classified as at risk for mathematics difficulties utilizing a 25th‐percentile cutoff and a 15th‐percentile cutoff as assessed by the KeyMath‐Revised Test ( Connolly, 1988 ). A series of PA and RAN measures were administered along with a range of reading and mathematics measures. Hierarchical regression analyses indicated that children with RD only evidenced a different pattern of results compared to children with RD + MDR. Additionally, using a more stringent criterion to classify children at risk for mathematics difficulties resulted in a differential pattern of results when compared to a less stringent classification criterion. 相似文献
347.
Margaret M. Quinlan Benjamin R. Bates Maureen E. Angell 《Journal of Research in Special Educational Needs》2012,12(4):224-233
This qualitative research report adopts a critical pedagogy perspective to examine the provision of classroom accommodations for postsecondary students with learning disabilities. Although instructors in the United States are bound to abide by disability rights laws, we also believe instructors can act in ways that allow students to feel comfortable in disclosing their disabilities and in requesting and accessing accommodations for these disabilities. We engaged the voices of 10 university students living with learning disabilities through a series of semi‐structured interviews. These students offered a variety of statements on the ways that their disabilities were accommodated or not by their instructors. We classified these perceptions into three kinds of accommodation perceived by university students with learning disabilities: non‐accommodation, formal accommodation and accommodation for all students. We discuss the implications that these types of accommodations have for pedagogy and offer recommendations for effective techniques for accommodating for all. We hope the voices of these students will serve to enhance communication between students with learning disabilities and their professors. 相似文献
348.
This study examined the relative contributions of phonological awareness, orthographic pattern recognition, and rapid letter
naming to fluent word and connected-text reading within a dyslexic sample of 123 children in second and third grades. Participants
were assessed on a variety of fluency measures and reading subskills. Correlations and hierarchical multiple regression analyses
were carried out to explore these relationships. The results demonstrate that phonological awareness, rapid letter naming,
and orthographic pattern recognition contribute to word-reading skills. Furthermore, rapid naming, orthographic pattern recognition,
and word reading fluency moderately predict different dimensions of connected-text reading (i.e., rate, accuracy, and comprehension)
whereas phonological awareness contributes only to the comprehension dimension of connected-text reading. The findings support
the multidimensional nature of fluency in which the whole is more than its parts. 相似文献
349.
This article focuses on managing the client and the concultant with a performance appraisal process. The authors use their current practical experiences to consider the management of an effective client-consultant relationship. Dorothy writes from her perspective as a training director and user consultants and Maureen from her experience as an independent consultant providing management training and consulting services in the Metropolitan Washington area. 相似文献