Analysing Spelling Performance on a Range of Purposeful Writing Tasks

Most studies have looked at spelling as it occurs in the test or experimental situation. It is argued in this paper that spelling is only properly understood when account is taken of the complexity of processing involved in written language production.

A study is reported in which the performance of 48 12‐year‐old subjects, drawn from nine classes in eight schools, was examined on five different writing tasks based on a common theme. Separate comparisons were made between matched pairs of good and poor spellers, and between males and females, on a number of performance measures. Results are discussed in terms of the characteristics of the different tasks and their effects on the performance of different groups of children.     

Professional development for iPad integration in general education: Staying ahead of the curve

This faculty development case study focuses on a team of 16 General Education faculty at an urban women’s college during the initial 6 months of the college’s comprehensive implementation of an iPad teaching and learning environment. This article traces the effectiveness of an iPad professional development program through analyses of critical feedback, and makes recommendations for learner-centered faculty development for iPads in Higher Education. We present our conceptual framework, guiding principles and iPad professional development program. The effects of the program were measured using thematic and content analysis of post-session interviews, participant observation, one-to-one interviews and an online discussion forum. The predominant themes were anxiety, having individual needs considered, time considerations, and fundamental questions about expectations in the mobile learning environment. The key recommendation are to attend to collaborative planning, intervention, facilitating authentic professional learning communities and timing of faculty development that is intended to result in integration of new learning tools and environments.     

Spatial awareness in seven to 11‐year‐old physically handicapped children in mainstream schools

ABSTRACT

Ten mainstream‐educated children with physical handicaps that restrict their independent mobility, aged between 7 and 11 years, were compared with matched classmates on measures of spatial awareness and cognitive mapping skills. Compared with their classmates, the handicapped children were significantly worse at drawing plan maps of their classrooms, placing missing objects on accurate classroom maps, and pointing in the direction of distant landmarks on the school campus. All motorically impaired children were deficient on one or more measures (whether brain damaged or not). Awareness of spatial relations is likely to be important for the development of several intellectual skills, and since physically handicapped children may be disadvantaged in this area, it is worthy of special attention from teachers and support staff.