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71.
The performances of 120 children – 60 hearing and 60 hearing-impaired – on the Brimer Wide-span Reading Test were compared. These children fell into three groups of 40 (20 hearing-impaired, 20 hearing) and were matched for reading ages at 7:0-7:10, 8:0-8:10 and 9:0-9:10 years respectively. Their reading test performances were analysed in detail to reveal marked differences both in frequency of errors and error types between the deaf and hearing children at all reading ages. The hearing-impaired children attempted significantly more test items than the hearing children of matched reading age. They made more errors and significantly more of their errors were classified as‘non-linguistic’in nature. The implications of these results both for the nature of reading processes in the hearing-impaired and the value of tests in measuring their reading abilities are discussed. 相似文献
72.
The complex web of information ranges from pure science to applied techniques to management policies. All are important, yet
have varying levels of accessibility and authority. Often the apex of the peer-reviewed journal article is considered the
most important level discouraging scientists and managers, especially those in developing countries, from populating the other
layers of the web that may be considered grey. We are particularly interested in how information produced in developing countries
fits into this information web. To do so, we focused on one topic, mangroves, using it as a means to exemplify the complexity
of the web of information and reveal publication patterns. Using search tools, we identified 2000–2005 mangrove-related publications
regarding Africa and India, analyzed them by author’s location and affiliation, publication format, and availability. Our
preliminary analysis suggests that grey literature remains difficult to discover, the peer-reviewed journal is the most popular
means of scientific communication, and open archives are just starting to have an impact on scholarly communication. The web
of information would be strengthened by improving the discovery of the grey literature through greater visibility and accessibility. 相似文献
73.
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75.
Frank Webster David Pepper Alan Jenkins 《Assessment & Evaluation in Higher Education》2000,25(1):71-80
This paper reports on a study of assessment of undergraduate dissertations in the seven departments which constitute the School of Social Sciences and Law at Oxford Brookes University. Information was gathered from documented material and interviews regarding criteria used in assessment of dissertations. This was analysed to identify the range of criteria across disciplines. Criteria were also examined by administration of a questionnaire asking staff to define commonly listed criteria. Finally, a content analysis of completed assessment forms was undertaken to gauge the extent to which identified criteria were actually applied and to gain insight into those that were implicit. The study revealed considerable ambiguity as regards use, meaning and application of criteria. The paper concludes by outlining the policies and practices that are now being developed in the School in the light of these findings, and situates the study in the UK national context of concern to establish graduate threshold standards. 相似文献
76.
Leah E. Robinson E. Kipling Webster S. Wood Logan W. Amarie Lucas Laura T. Barber 《Early Childhood Education Journal》2012,40(2):79-86
Early childhood educators, especially those in preschool centers, are often expected to design and implement movement programs.
However, these individuals may not have been taught these skills during their education. The purpose of this study was to
determine if early childhood majors could successfully be taught to implement a mastery climate instructional approach to
promote motor skill development to preschool-age children. Twenty undergraduate Early Childhood Education majors, who completed
a Motor Development Across the School Years course, designed and implemented a movement program to develop preschoolers’ locomotor
and object control skills. Fourteen preschoolers participated in an 11-week movement program. Preschoolers’ motor performance
was assessed with the Test of Gross Motor Development—2nd Edition prior to and following the intervention. Results indicate
significant improvements in total performance (p < .05) and locomotor skills (p = .037). Findings indicate that with guidance and training, early childhood majors can effectively design and implement a
mastery-based movement program that enhances motor skill competence. The findings also demonstrate the need and value for
early childhood majors to receive training in the design and implementation of movement programs. This paper provides a conceptual
framework and practical recommendations to assist teachers and educators with implementing a mastery climate movement programs. 相似文献
77.
ABSTRACT This dialogue provides a summary and assessment of issues discussed relating to research libraries and research universities in a digital environment. 相似文献
78.
Rob Webster Peter Blatchford Paul Bassett Penelope Brown Clare Martin Anthony Russell 《欧洲特需教育杂志》2013,28(4):319-336
Teaching assistants (TAs) are part of a growing international trend toward paraprofessionals working in public services. There has been controversy over TAs’ deployment and appropriate role when supporting the learning of pupils with special educational needs (SEN) in mainstream schools. Such debates have been transformed by findings from a large study of school support staff in the UK (the DISS project). The findings from this study show that TA support has a negative impact on pupils’ academic progress, especially pupils with SEN. The findings render the current system of support for SEN highly questionable: TAs have inadvertently become the primary educators of pupils with SEN. This paper sets out the likely explanations for the negative effects in terms of three ‘frames’ – deployment, practice and preparedness – and then uses these frames to identify specific implications for pupils with SEN. We offer suggestions on how to make the most productive use of TA support. 相似文献
79.
Findings from the Deployment and Impact of Support Staff project showed that day-to-day support for pupils with special education needs (SEN) in mainstream UK schools is often provided by teaching assistants (TAs), instead of teachers. This arrangement is the main explanation for other results from the project, which found TA support had a more profound, negative impact on the academic progress of pupils with SEN than pupils without SEN. There is, however, surprisingly little systematic information on the overall support and interactions experienced by pupils with the highest levels of SEN attending mainstream schools (e.g. those with Statements). The Making a Statement project was designed to provide such a picture in state-funded primary schools in England (e.g. schools attended by children aged between five and 11). Extensive systematic observations were conducted of 48 pupils with Statements and 151 average-attaining ‘control’ pupils. Data collected over 2011/12 involved researchers shadowing pupils in Year 5 (nine- and 10-year olds) over one week each. The results, reported here, show that the educational experiences of pupils with Statements is strongly characterised by a high degree of separation from the classroom, their teacher and peers. A clear point to emerge was the intimate connection between TAs and the locations, in and away from the classroom, in which pupils with Statements are taught. The currency of Statements – a set number of hours of TA support – is identified as key factor in why provision leads to these arrangements, and appears to get in the way of schools thinking through appropriate pedagogies for pupils with the most pronounced learning difficulties. 相似文献
80.
This study addressed a discrepancy between theories of program choice and observed audience behavior. It found that expected patterns of choice are significantly enhanced when viewing groups are constant over time. 相似文献