Effects of ICT group work on interactions and social acceptance of a primary pupil with Asperger's Syndrome

The aim of this study was to ascertain whether collaborative group work on a computer, facilitated by an adult, could provide a means for a primary schoolboy with Asperger's Syndrome (AS)—moderately‐highly affected in all areas of the “triad of impairments”—to develop appropriate task‐related interactions with his peers. Data were gathered before, during, and after group work sessions. A combination of interviews and questionnaires established background data and concerns of parent and teachers. Sociometric testing of classmates was used to determine social acceptance and friendship grouping among the child's immediate peer group. During the adult‐facilitated ICT sessions an interaction process schedule (IPS) was used to record interactions of the three children involved. The results indicate moderate improvements in the child's ability to interact with his peers, both in social and task‐related contexts, as well as a raised social profile among his classmates in general. Although this was a discrete setting, the findings are encouraging and this strategy may be replicated in schools to support mainstream inclusion for children with AS.     

Investigation of functional literacy and job-skills used in clerical workplace settings

This paper presents the findings of a study on the functional literacy and job-skills used by clerical workers in a variety of work situations. The study focused on the employees' own perceptions of their tasks. The results revealed three main requirements for successful performance of clerical work: (1) the possession of requisite knowledge and the ability to apply it; (2) thinking skills; (3) the ability to manage oneself and others. None of these capacities was sufficient on its own. The authors argue that the study has important implications for vocational education and training and for easing the transition from school to work.

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Zusammenfassung Dieser Artikel präsentiert die Ergebnisse einer Studie über funktionale Alphabetisierung und Berufskenntnisse, die Büroangestellte in unterschiedlichen Arbeitssituationen benötigen. Die Studie konzentriert sich auf die eigenen Wahrnehmungen der Angestellten ihrer Aufgaben. Drei Hauptanforderungen für eine erfolgreiche Bewältigung der Büroarbeit wurden identifiziert: 1. fundiertes Wissen und die Fähigkeit zur Anwendung, 2. die Fähigkeit, mitzudenken, 3. die Fähigkeit, sich selbst und andere zu organisieren. Keine dieser Kapazitäten ist ohne die anderen ausreichend. Der Autorinnen argumentieren, daß diese Studie sich wesentlich auf Berufsbildung und Fortbildung auswirken und den Übergang von der Schule zum Arbeitsplatz erleichtern kann.

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Resumen El trabajo presenta los resultados de un estudio realizado sobre la capacidad funcional de leer y escribir y sobre las habilidades laborales aplicadas por empleados en una variedad de situaciones de trabajo. El estudio se concentraba en las propias percepciones de los empleados en cuanto a sus cometidos. Los resultados revelaron tres principales requisitos para el desempeño exitoso del trabajo de oficina: (1) la posesión de los conocimientos requeridos y la capacidad de aplicarlos; (2) habilidades intelectuales; (3) la capacidad de gestionarse a sí mismo y a los demás. Ninguna de estas capacidades era suficiente por sí misma. El autor sostiene que el estudio tiene consecuencias importantes para la educación y la formación vocacional y para facilitar la transición del colegio al trabajo.

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Résumé Cet article présente les résultats d'une étude sur l'alphabétisation fonctionnelle et les compétences professionnelles des employés de bureau dans diverses situations de travail. L'étude met l'accent sur la perception qu'ont les employés de leurs tâches. Les résultats révèlent trois conditions principales pour la réussite dans le travail de bureau: (1) la maîtrise des connaissances requises; (2) l'aptitude à la réflexion; (3) des capacités d'autonomie et relationnelles. Aucune de ces conditions ne se suffit à elle-même. Les auteurs soutiennent que l'étude a des répercussions importantes sur réduction et la formation professionnelles, pouvant faciliter la transition entre l'école et le monde du travail.

     

Child abuse treated in a psychiatric day hospital

Actuarial, medical and social data are reported on 50 psychiatric day hospital patients known to have abused their children and 50 non-abusers undergoing treatment at the same time. A sub-group of 30 of each completed personality and intelligence tests and the majority had electroencephalograms, and these results were compared with those of a group of 30 healthy mothers selected by health visitors for positive child-rearing abilities.Findings which confirms those of other studies of child abuse include youthfulness, a higher incidence of family violence from childhood onwards, more unplanned pregnancies and lower intelligence in the index group. In this sample, however, all social classes were represented, there was no significant differences in perinatal pathology between the groups, personality scored showed high morbidity in the patient groups but few distinctive features, and EEGs were not significantly more abnormal in the index group than in the two contrast groups. Moreover, the index group did not show the expected discrepancy between verbal and performance sub-tests on the Wechsler Adult Intelligence Scale.Treatment of the 50 child-abusers with their children resulted in a re-injury rate of 8% during the four year period of study. A scheme for early identification and prevention is outlined.     

Incorporating technologies into a flexible teaching space

Higher education institutions are increasingly exploring how they can use emerging technologies to develop and enhance the learning experiences offered to students. These activities have mainly focused on developing student‐centred facilities. The University of Warwick has taken the next step by developing a space (the Teaching Grid) specifically designed to meet the needs of teaching staff across the institution. This paper describes how the Teaching Grid supports teachers by providing a flexible experimental space together with a rich collection of established and new technologies, and with comprehensive staff support. We analysed the use of the facility during the first 30 months of operation, using data collected from 119 case studies, in order to present a perspective on how they have used the technologies and how this has impacted on their teaching practice. We present a taxonomy that provides a concrete framework to support future analysis of and comparisons between such spaces.     

Linguistic analysis of extended examination answers: Differences between on‐screen and paper‐based,high‐ and low‐scoring answers

This small‐scale pilot study aimed to establish how the mode of response in an examination affects candidates' performances on items that require an extended answer. The sample comprised 46 17‐year‐old students from two classes (one in a state secondary school and one in a state sixth‐form college), who sat a mock A‐level English Literature examination. The analysis compared writing produced on screen and on paper to try to uncover any systematic differences between the two modes of delivery. The study considered the linguistic features of the texts produced in each mode, the marks achieved and the views of the participants regarding the use of computers in essay‐based examinations. The study found that the response mode had a small effect on the length of essay produced, in that students using a computer wrote more, and on the type of language used, in that students writing on paper used denser but less varied language. There was very little effect on the marks achieved. Participants expressed a variety of concerns about computer‐based examinations, such as noisy keyboards, assessment of spelling, and unfairness towards those who are less comfortable with the technology.     

A study in international communication: Eurovision

Of all the efforts to improve international understanding, perhaps the most noteworthy is the expansion of television to the international sphere in the form of Eurovision.     

The Use of Communication Technology in Thailand's Political Process

Thailand's political landscape has changed dramatically during the past five years. The rapid growth of communication technology in Thailand has been instrumental in generating political participation in the national elections of 2001 and 2005. In this article we provide the results of a benchmark study that assesses the early period of this political transformation. Specifically, we examined the use of television and of the Internet for political information by interviewing 500 urban residents. Our results indicate that likely voters actively gathered political knowledge from television advertisements and political party websites. Although use of television and the Internet for political purposes did not increase direct involvement in political parties, it did promote participation in the 2001 national election. Implications of these findings for future research on the use of communication technology for political communication in Asia are discussed.     

Early years curriculum: funds of knowledge as a conceptual framework for children’s interests

Children’s interests are frequently cited as a source of early‐years curricula. Yet, research has rarely considered the nature of these interests beyond the play‐based environment of early‐childhood education. This paper reports findings from a qualitative, interpretivist study in two early childhood settings in Aotearoa/New Zealand. Using participant observation, interviews, and documentation, the study examined children’s interests and teachers’ engagement with these in curriculum interactions. Evidence suggested children’s interests were stimulated by their ‘intent participation’ in family and community experiences and encapsulated in the notion of ‘funds of knowledge’. The concept of funds of knowledge provides a coherent analytic framework for teachers to recognize children’s interests and extend teachers’ curriculum planning focus beyond that of a child‐centred play‐based learning environment.