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1.
J. Ron Nelson Gregory J. Benner Jorge Gonzalez 《Learning disabilities research & practice》2003,18(4):255-267
The purpose of this article was to systematically review the available research on learner characteristics that influence the treatment effectiveness of early literacy interventions. Meta‐analytic procedures were applied to a total of 30 studies that met the inclusionary and exclusionary criteria. Mean average effect sizes were computed for seven primary learner characteristic categories: (1) rapid naming, (2) alphabetic principle, (3) phonological awareness, (4) problem behavior, (5) memory, (6) IQ, and (7) demographic. The primary learner characteristics that influenced the treatment responsiveness of early literacy interventions were, in order of magnitude, rapid naming, problem behavior, phonological awareness, alphabetic principle, memory, IQ, and demographics. With the exception of the demographic category, the obtained effect sizes for the primary learner characteristics were moderately large. The demographic primary learner characteristic (i.e., disability, ethnicity, grade‐level status) of children was not statistically (p < 0.05) distinct from zero. The findings, limitations, and future research needs are discussed. 相似文献
2.
This article explores the evolution of the role of academic journal articles submitted to the UK's Research Assessment Exercise (RAE). By reviewing their role, it is possible to see how the changes from quantitative to qualitative assessment (and the resulting problems surrounding the definition of ‘quality’ journals) has impacted both on the journals selected by academics for publishing their research and the assessment of them. Although only one part of RAE submissions, the listing of published research outputs provides the primary evidence for research quality to most RAE panels, and is a significant driver of the final grade awarded, and thus the funding received by submitting institutions. The RAE, being a peer‐reviewed assessment exercise, mirrors in some ways the peer‐review process immured within scholarly publication. The developing role of journal publications as a vehicle for academic research output is examined via the chronology of the RAE, before assessing the current situation in which published journal output formed almost 70% of all output assessed by RAE panels in the latest exercise. The impact of this increased importance of academic journals in the assessment process is considered not only for academics but also for the wider community, i.e. publishers and libraries. 相似文献
3.
As California's complexion and social panorama changes in color and class so must the directions for writing ethnicity and social analysis. This qualitative study seeks to break out of paradigmatic insulation by proposing innovative perspectives and directions for creating subversive narratives about our own realities. It also seeks to inform current social analysis about Mexicana quality of life and about educationalpolicy on Mexicana educacion (education of the whole person) and school cultures. This article examines how Mexicana identities are created, shaped, and developed through the construction of narratives. I interpret these with the analytical tools of trenzas that ''braids'' critical race theory and multidimensional feminist frames, platicas (popular conversations) and cultural intuition, and the engagement of myself, the researcher, and the young Mexicanas participating in the study. By claiming our space and voicing our feelings and meanings about language, Aztlan culture and identity, and womanhood, we correct stereotypic representations that render Mexicanas vulnerable and dismissed from U.S. civic life and public education. In light of the missing discourse about young Mexicana identity formations, this research makes possible trenzas ''braids'' of multiple identities and tools for transforming educational research, curriculum, and the building of education partnerships. 相似文献
4.
Chayna J. Davis Valerie S. Knopik Richard K. Olson Sally J. Wadsworth John C. DeFries 《Annals of dyslexia》2001,51(1):231-247
The present study assesses the genetic and environmental etiologies of reading, rapid naming (RN), and their covariation by
fitting multivariate structural equation models to data from 587 twin pairs in which at least one member of the pair exhibited
reading difficulties (low-range) and from 360 control (normal-range) twin pairs who were tested in the Colorado Learning Disabilities
Research Center. Results from a bivariate phenotypic analysis with two hypothesized latent factors, READ and RN, indicated
that the correlation between reading and rapid naming performance for the low-range sample was significantly higher than that
of the normal-range sample. When this model was partitioned to include estimates of genetic, shared environmental, and nonshared
environmental influences, resulting heritability estimates did not differ significantly for the low-range and normal-range
samples for either READ or RN. However, similar to the phenotypic correlation, the genetic correlation between the READ and
RN latent factors could not be equated for the two groups. Thus, the etiology of the relationship between reading performance
and rapid naming may differ for children with reading difficulties and normally-achieving readers. Moreover, these results
support previous findings that the best predictors of reading skills may differ for samples of children with normal reading
levels and those with reading difficulties. 相似文献
5.
Mary Anne Ullery Antonio Gonzalez Lynne Katz 《International Journal of Disability, Development & Education》2016,63(4):403-418
This study explores the long-term impact on participation in the Linda Ray Intervention Program (LRIP) for children (n = 54) who were developmentally delayed and prenatally exposed to cocaine. By identifying a group of programme graduates from a high crime/high poverty neighbourhood in Miami-Dade County using ArcGIS 10.2 software, a quasi-experimental design was used to compare children living in this area who participated in the centre-based modality (5 h a day; 5 days a week) to children living in this area who participated in the home-based modality (3 h per week) on their Florida Comprehensive Assessment Test (FCAT) reading and math scale scores in public school. The children who participated in the centre-based modality reported stronger outcomes in both math and reading FCAT scale scores at the p < .05 level and also out-performed their school-age peers on both math and reading FCAT scores at the p < .05 level. 相似文献
6.
7.
Preparing Students for Professional Roles by Simulating Work Settings in Counselor Education Courses
The authors describe a method for preparing novice counselors for professional environments by using classroom meetings of semester‐long courses to simulate college student affairs divisions, community agencies, school counseling offices, and other work settings. 相似文献
8.
9.
BACKGROUND: This study was undertaken to provide evidence that library outreach projects in the NHS in the Thames Valley Strategic Health Authority area were effective and could justify continued funding. Objectives: The object was to assess whether information literacy skills training taken up by health professionals impacts on their confidence and skills in using electronic sources of health information. METHOD: A total of 487 health professionals taking up training on a voluntary basis were assessed by completing a self-assessment questionnaire prior to and after training to establish their information literacy skills and confidence levels. Of these, 223 trainees (46%) also returned 6-week follow-up questionnaires. RESULTS: Results showed that 464 trainees (95%) intended to apply what they had learnt in a variety of ways; use of specific resources greatly increased after training and confidence in using them increased substantially. Use of search techniques increased considerably overall, whereas use of Google decreased. CONCLUSIONS: The major findings of this research are that training health-care personnel in the use of electronic resources impacts positively on their information literacy skills and confidence, and that the information available to them is considered to have potential value across health-care practice. 相似文献
10.
L. DiAnne Borders Laura M. Gonzalez Lindsey K. Umstead Kelly L. Wester 《Counselor Education & Supervision》2019,58(4):293-308
Eighteen new counselor educators shared in‐depth reports of their efforts to establish an early record of scholarly productivity, critical to their success in academe. Analyses of their experiences using consensual qualitative research methods revealed components of both highly positive and highly discouraging program environments and their impact on participants’ research goals. 相似文献