Awareness of optimal behaviour states of children with profound intellectual disability has been reported in the literature as a potentially useful tool for planning intervention within this population. Some arguments have been raised, however, which question the reliability and validity of previously published work on behaviour state analysis. This article sheds light on the debate by presenting two stages of a study of behaviour state analysis for eight girls with Rett syndrome. The results support Mudford, Hogg, and Roberts' (1997Mudford, OC, Hogg, J and Roberts, J. 1997. Interobserver agreement and disagreement in continuous recording exemplified by measurement of behavior state, American Journal on Mental Retardation, 102: 54–66. [Google Scholar], 1999Mudford, OC, Hogg, J and Roberts, J. 1999. Behavior states: Now you see them, now you don't, American Journal of Mental Retardation, 104: 385–391. [Google Scholar]) concerns with the pooling of participant data. The results of Stage 2 also suggest, however, that most categories of behaviour state can be reliably distinguished once definitions of behaviours for each state are clearly defined. 相似文献
In this study, we examined the educational effects of providing fifth-, sixth-, and seventh-grade students with 24-hour access
to laptop computers. Specifically we examined the impact of laptops on classroom activities, and on student use of technology
and their writing and problem-solving skills. Participating teachers received computer integration training using the iNtegrating
Technology for inQuiry (NTeQ) model to develop problem-based lessons that engage students in critically examining authentic
issues, and strengthen research and writing skills. A matched treatment-control group design was employed, in which classes
taught at the same grade levels in five participating schools served as the laptop (1 computer per student) and control (5+
computers per class) contexts. Participants included students, teachers, and parents from the two groups. Although systematic
observations revealed relatively few differences in teaching methods between laptop and control classrooms, laptop students
used computers more frequently, extensively, and independently. Writing assessment results showed substantial and significant
advantages for laptop over control students, with six of eight effect sizes exceeding +0.80. Results also showed significant
advantages for the laptop group on five of the seven components of the problem-solving task. 相似文献
The present study examines uses and effects of learner-control of the context or theme of practice examples on a statistics
lesson in combination with learner control of the number of examples examined. Subjects were 227 undergraduate students assigned
to 15 treatments formed by crossing five context conditions (learner control, education, business, sports, no-context) with
three instructional support conditions (learner-control, maximum, minimum). No differences in achievement were attained as
a function of either treatment variable. Findings showed, however, that learners who received preferred contexts (i.e., learner-control-context
subjects) selected a greater number of examples than those who received prescribed contexts. In addition, achievement was
positively related to the frequency with which subjects varied the number of examples selected across lessons. Despite the
absence of achievement benefits, the learner-control-context strategy elicited highly favorable student reactions as a learning
orientation. 相似文献
The present study examined changes in high school biology and technology education pedagogy during the first year of a three-year professional development (PD) program using the INSPIRES educative curriculum. The Next Generation Science Standards (NGSS) calls for the integration of science and engineering through inquiry-based pedagogy that shifts the burden of thinking from the teacher to the student. This call is especially challenging for teachers untrained in inquiry teaching and engineering or science concepts. The INSPIRES educative curriculum materials and PD provided a mechanism for teachers to transform their teaching to meet the NGSS challenges. This study followed a longitudinal triangulation mixed methods design. Selected lessons were video recorded, scored on the Reformed Teaching Observation Protocol (RTOP) rubric, and examined for qualitative trends. Year 1 results indicated that teachers had begun to transform their teaching and pointed to particular lessons within the INSPIRES curriculum that most facilitated the reform. Instructional practices of participants improved significantly as a result of the INSPIRES PD program and also aligned with previous, similar studies. These findings provide insights for rethinking the structure of professional development, particularly in the integrated use of an educative curriculum aligned with intended professional development goals.
In this paper we discuss expected and reported effects on care provider-patient relations of the introduction of electronic
patient records (EPRs) in consultation settings by reviewing exemplary studies and literature on the subject from the past
decade. We argue that in order for such assessments to be meaningful, talk of effects of “the” EPR needs to be replaced by
an “unpacking” of EPR systems into their constituent parts and functionalities, the effects of which need to be assessed individually.
Following from this principle, the paper discusses EPR systems ranging from simple data entry and retrieval systems to more
sophisticated multi-user and multifunctional on-line systems. On a second level, our analysis of the literature is informed
by the question which model of ideal patienthood underlies the assessment of effects of EPRs. To this end, we identify three
“models of patienthood” implicit in writing about benefits and drawbacks of EPRs for patients: the autonomy, the consumer,
and the holistic models, and argue that assumptions concerning these models need to be reflected upon more critically to improve
understanding of what exactly EPR use does to the doctor-patient relationship. 相似文献