How publishing has helped and hindered me: Experiences and advice from a blind reader and publisher          下载免费PDF全文

George Abbott 《Learned Publishing》2018,31(1):79-82

Key points

• Braille remains a relevant technology for access.
• Properly structured content is vital for ease of understanding, as are correctly labelled links and action buttons.
• Accessibility has hugely improved in the past 30 years but remains a fragile benefit, relying on stringent adherence to standards.

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Action learning: from individual learning to organisational development     

Kath Aspinwall  Christine Abbott  Sue Smith  Kathryn Winterburn 《Action Learning: Research and Practice》2018,15(2):151-153

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The effects of kinetic structure and micrograph content on achievement in reading micrographs by college biology students     

Virginia Abbott Johnson  J. David Lockard 《科学教学研究杂志》1985,22(8):713-721

The effects of kinetic structure and micrograph content on student achievement of reading micrograph skills were examined. The purpose of the study was to determine which form of kinetic structure, high or low, and/or micrograph content, unified or varied, was most effective and if there were any interactive effects. Randomly assigned to four treatment groups, 100 introductory college biology students attended three audiovisual presentations and practice sessions on reading light, transmission electron, and scanning electron micrographs. The micrograph skills test, administered at two points in time, assessed knowledge acquisition and retention. The test measured general concept skills and actual reading micrograph skills separately. All significant tests were considered with an α = 0.05. High kinetic structure was found to be more effective than low kinetic structure in developing general concepts about micrographs. This finding supports Anderson's kinetic theory research. High kinetic structure instruction does not affect actual reading micrograph skills, but micrograph content does. Unified micrograph content practice sessions were more effective than varied micrograph content practice sessions. More attention should be given to the visual components of perceptual learning tasks.  相似文献   

The role of Aboriginal literacy in improving English literacy in remote Aboriginal communities: an empirical systems analysis with the Interplay Wellbeing Framework     

Byron Wilson  Stephen J. Quinn  Tammy Abbott  Sheree Cairney 《Educational Research for Policy and Practice》2018,17(1):1-13

Indigenous language endangerment is critical in Australia, with only 120 of 250 known languages remaining, and only 13 considered strong. A related issue is the gap in formal education outcomes for Aboriginal and Torres Strait Islander people compared with other Australians, with the gap wider in remote regions. Little empirical research exists in Australia to explore the role of developing Aboriginal literacy through bilingual education to address these combined issues. As a ‘shared space’ collaboration between remote communities, government, and scientists, the Interplay Wellbeing Framework and associated Survey were designed to represent community values and priorities in a quantifiable system to inform policy and practice. A cohort of 842 Aboriginal people aged 15–34 years from four remote communities completed individual surveys designed and administered by Aboriginal community researchers. We applied structural equation modelling to this data to understand the role of cultural indicators on education outcomes. Results confirmed the importance of strong relationships between community and schools. Furthermore, learning about culture and learning literacy in ones first language in schools to develop Aboriginal literacy, is established as a necessary step to improve English literacy in remote schools. This suggests bilingual education and strengthening culture and community involvement in schools are necessary to improve both education outcomes and language preservation.  相似文献   

Mixture growth models of RAN and RAS row by row: insight into the reading system at work over time     

Dagmar Amtmann  Robert D. Abbott  V. W. Berninger 《Reading and writing》2007,20(8):785-813

Children (n = 122) and adults (n = 200) with dyslexia completed rapid automatic naming (RAN) letters, rapid automatic switching (RAS) letters and numbers, executive function (inhibition, verbal fluency), and phonological working memory tasks. Typically developing 3rd (n = 117) and 5th (n = 103) graders completed the RAS task. Instead of analyzing RAN/RAS results the usual way (total time), growth mixture modeling assessed trajectories of successive times for naming 10 symbols in each of five rows. For all three samples and both RAN and RAS, two latent classes were identified. The “faster” class performed slowly on the first row and increased time by small increments on subsequent rows. The “slower” latent class performed more slowly on the first row, and children, but not adults, increased time by larger increments on subsequent rows. For children, both the initial row (automaticity index) and slope (sustained controlled processing index) of the trajectory differentiated the classes. For adults, only the initial row separated the classes. The longest time was on row 3 for RAN and row 4 for RAS. For the typically developing 5th graders, close in age to the children with dyslexia, the trajectories were flatter than for children with dyslexia and only the slower class (4%) showed the peak on row 4. For children with dyslexia, inhibition predicted RAN slope within the slower latent class and phonological working memory predicted RAS slope for both latent classes. For adults with dyslexia, inhibition and phonological working memory differentiated both latent classes on RAN intercept and RAS slope. Taken together, RAN, which may assess the phonological loop of working memory, and RAS, which may assess the central executive in working memory, may explain the timing deficit in dyslexia in sustaining coordinated orthographic-phonological processing over time. This research was supported by Grant Ns. P50 33812 and R01 HD25858 from the National Institute of Child Health and Human Development, Virginia W. Berninger, PI.  相似文献   

Using Performance Task Data to Improve Instruction     

Amy L. Abbott  Douglas G. Wren 《Clearing house (Menasha, Wis.)》2016,89(1):38-45

Two well-accepted ideas among educators are (a) performance assessment is an effective means of assessing higher-order thinking skills and (b) data-driven instruction planning is a valuable tool for optimizing student learning. This article describes a locally developed performance task (LDPT) designed to measure critical thinking, problem solving, and written communication skills of elementary and middle school students in a large school district. An investigation was conducted to determine how middle school teachers use LDPT responses to inform instruction and to ascertain how students are reflecting on their performance. Results from an analysis of documents indicated teachers were engaged in formal data-informed practices within professional learning communities. Moreover, educators examined student work samples and planned instruction based on student-specific needs. Strategies to reinforce proficiency in the skills assessed by the district's LDPT are reported.  相似文献   

Testing the application of corrective adjustment procedures for removal of relative age effects in female youth swimming     

Shaun Abbott  Kylie Moulds  James Salter  Michael Romann  Lucy Edwards 《Journal of sports sciences》2020,38(10):1077-1084

ABSTRACT

The purpose of this study was (1) accurately estimate longitudinal relationships between decimal age (i.e., chronological and relative) and performance in Australian female 100 m (N = 765) and 200 m (N = 428) Breaststroke swimmers (10–18 years); and (2) determine whether corrective adjustment procedures could remove Relative Age Effects (RAEs) in an independent sample of age-matched 100 m (N = 2,491) and 200 m (N = 1,698) state/national level Breaststroke swimmers. In Part 1, growth curve modelling quantified longitudinal relationships between decimal age and swimming performance. In Part 2, relative age distributions (Quartile 1–4) for “All”, “Top 25%” and “10%” of swimming times were examined based on raw and correctively adjusted swim times for age-groups. Based on raw swim times, finding identified RAE effect sizes increased in magnitude (small-medium) with selection level (“All”-“Top 25%”) in 12–14 years age-groups for both events. However, when correctively adjusted swim performances were examined, RAEs were primarily absent across all age-groups and selection levels. Using longitudinal reference data, corrective adjustment procedures removed relative age advantages in female youth Breaststroke performance. Removing the influence of relative age-related differences is predicted to improve the accuracy of identifying genuinely skilled youth swimmers.  相似文献   

Equity,trust and the self-improving schools system     

David Abbott 《教育政策杂志》2017,32(5):717-718

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Developing partnership with parents in special schools: parental perspectives from Northern Ireland     

Michael Dobbins  Lesley Abbott 《Journal of Research in Special Educational Needs》2010,10(1):23-30

From the 1960s, the development of home–school relationships in special schools has become increasingly important, culminating in the current official understanding of parents as partners. This paper traces the development of the relationship, setting out the challenges to partnership development from professional perspectives within education. A professionally located investigation was undertaken into parental experiences and perspectives to identify factors inhibiting and promoting effective partnerships. Using a mixed-methods approach, the views were explored of parents with children attending a special school in Northern Ireland. Findings strongly indicated the need for educators to pursue and engage with the views of parents, and to recognise the emotional context of these relationships at an interpersonal and organisational level, so that home–school relations can be realigned to support partnership. Implications are set out that will be instrumental in achieving this reconfiguration between the current official understanding of parents as equal partners and actual practice in some schools.  相似文献   

BOOK REVIEWS     

Megan Watkins  Anna Traianou  Maddalena Taras  Ray Huntley  Chris Abbott 《British Educational Research Journal》2009,35(3):487-495

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