Development of computer play pedagogy intervention for children with low conceptual understanding in basic mathematics operation using the dyscalculia feature approach     

Nor Elleeiana Mohd Syah  Nur Azah Hamzaid  Belinda Pingguan Murphy  Einly Lim 《Interactive Learning Environments》2016,24(7):1477-1496

This study describes the development of a basic computer-based play pedagogy intervention using a dyscalculia-remedy-oriented approach such as repetition and number orientation manipulation, and the investigation of its effect on children displaying dyscalculia characteristics. This computer play was evaluated in a group of 50 seven-year-old Malaysian children, who were low achievers in mathematics subject and were divided into control and intervention group. The intervention group engaged with the newly developed computer play for an hour per day for five consecutive days, while the control group attended normal classroom learning for the same time period. Overall post-test scores indicated that children from the intervention group performed significantly better than the control group after the five-day intervention period by 57.9%. Number disorientation and arithmetic operation confusion, which are common amongst the children displaying dyscalculia characteristics, were also significantly reduced after the intervention. This implies that the children benefitted from the computer play.  相似文献   

The impact of wireless keypads in an interprofessional education context with health science students     

Brett Williams  Belinda Lewis  Malcolm Boyle  Ted Brown 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(2):337-350

The aim of this study was to identify if wireless keypads could facilitate interprofessional interaction among undergraduate paramedic, nursing, occupational therapy, physiotherapy, health science, social work and midwifery students. Secondary research aims included the examination of students' perceptions of interprofessional education and how students perceived using wireless keypads in large lecture classes and smaller tutorials. The study used a mixed methodology approach via self‐reporting questionnaires and focus groups that included (n = 210) students in week 1 and (n = 151) students in week 13 of an undergraduate unit. Overall, students were satisfied with the use of wireless keypads in their interprofessional undergraduate unit of study. While modest findings supported the use of wireless keypads in improving student interaction, other findings were statistically significant in understanding the roles of other health professions and why collaboration in health‐care environments was important for professional growth. The following themes emerged from the qualitative data: engagement, satisfaction, use of educational technology, interprofessional education and learning environment. Integration of wireless keypads has assisted undergraduate students to better appreciate and understand other health‐care disciplines within an interprofessional education setting. Students reported that they appreciated the alternative teaching and learning approach that wireless keypads offered, thus improving engagement and interactivity, and providing a broader understanding of other allied health‐care professions.  相似文献   

Academy for Teacher Excellence: Maximizing Synergy Among Partners for Promoting College Access for Latino Teacher Candidates     

Belinda Bustos Flores  Lorena Claeys 《The Urban Review》2011,43(3):321-338

This case study discusses how educational entities collaborate in meaningful ways to address teaching force representation and shortages in critical fields for diverse populations in urban education settings. The authors examined how the role of a federally funded program, Academy for Teacher Excellence (ATE), at a Hispanic Serving Institution in Texas is creating preschool through university level (P-20) collaborative partnerships with various community stakeholders to enhance college access for minorities, specifically Latino students pursuing the teaching profession. Constant comparison analysis of the data uncovered the following themes: (a) Building Relationships and Dialoguing across Partners, (b) Communicating Information and Outreach, and (c) Networking and Leveraging Resources. Together, these foster a collaborative partnership among entities with the intention of maximizing synergy and supporting the access, recruitment, and education of Latino teacher candidates who will become culturally efficacious teachers of all students, but specifically for the growing number of Latino students in urban areas.  相似文献   

Student/patient: the school perceptions of children with cancer     

Jessika C. Boles  Denise L. Winsor  Belinda Mandrell  Jami Gattuso  Nancy West  Laurie Leigh 《Educational studies》2017,43(5):549-566

Childhood cancer incidence is rising, affecting a growing proportion of elementary school students. For most of these children, school attendance can be limited by hospitalisations, treatments and side effects. However, little is yet known about the educational needs and experiences of this population. This phenomenological study explored the school experiences of 10 6- to 12-year-old children with cancer as they underwent chemotherapy. Results revealed perceptions that attending school in the hospital or home during cancer treatment is essentially lonely, confusing and “different”. These perceptions intertwined to illuminate five themes: (1) school should involve fun activities; (2) group educational formats are preferable; (3) old school is the “best school”; (4) being a “good student” is important during treatment; and (5) attending school is complicated during treatment. Therefore, hospital-based and homebound schooling programmes should integrate socially interactive and cognitively engaging curriculum to best support the learning needs of this population.  相似文献   

Review of current incidents and risk calculations used in the Royal College of Australasian Pathologists Key Incident Management and Monitoring Systems - a system that could be used by all Australasian medical laboratories,and easily adapted to worldwide use     

Stephanie Gay  Belinda Pope  Tony Badrick  Michael Whiley 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(1)

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Global Education: Connecting Research,Practice, and Community through GLOBAL-LEAD     

Margarita Machado-Casas  Belinda Bustos Flores  María Victoria Guzmán Puya 《Journal of Latinos & Education》2015,14(2):81-85

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A randomized controlled trial of Child FIRST: a comprehensive home-based intervention translating research into early childhood practice     

Lowell DI  Carter AS  Godoy L  Paulicin B  Briggs-Gowan MJ 《Child development》2011,82(1):193-208

This randomized, controlled trial was designed to document the effectiveness of Child FIRST (Child and Family Interagency, Resource, Support, and Training), a home-based, psychotherapeutic, parent-child intervention embedded in a system of care. Multirisk urban mothers and children, ages 6-36 months (N = 157) participated. At the 12-month follow-up, Child FIRST children had improved language (odds ratio [OR] = 4.4) and externalizing symptoms (OR= 4.7) compared to Usual Care children. Child FIRST mothers had less parenting stress at the 6-month follow-up (OR = 3.0), lower psychopathology symptoms at 12-month follow-up (OR = 4.0), and less protective service involvement at 3 years postbaseline (OR = 2.1) relative to Usual Care mothers. Intervention families accessed 91% of wanted services relative to 33% among Usual Care. Thus, Child FIRST is effective with multirisk families raising young children across multiple child and parent outcomes.  相似文献   

Examining workload models in online and blended teaching          下载免费PDF全文

Belinda Tynan  Yoni Ryan  Andrea Lamont‐Mills 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):5-15

Over the past decade, most Australian universities have moved increasingly towards “blended” and online course delivery for both undergraduate and graduate programs. In almost all cases, elements of online teaching are part of routine teaching loads. Yet detailed and accurate workload data associated with “e‐teaching” are not readily available. A search of the international literature indicated that there is limited rigorous literature and research that points to the actual effects on workload in online and blended higher education teaching environments. This paper reports on a research project in four Australian universities, and the perceptions of a representative group of staff who perceived that e‐teaching had increased their “teaching time” workload, and that Workload Allocation Models (WAMs) did not take account of contemporary teaching modalities.  相似文献   

Validation of the Early Childhood Ecology Scale-Revised: A Reflective Tool for Teacher Candidates     

Belinda Bustos Flores  Cindy M. Casebeer  Mari Riojas-Cortez 《Journal of Early Childhood Teacher Education》2013,34(3):266-286

Given increasing numbers of young culturally and/or linguistically diverse (CLD) children across the United States, it is crucial to prepare early childhood teachers to create high-quality environments that facilitate the development of all children. The Early Childhood Ecology Scale-Revised (ECES-R) has been developed as a reflective tool to help early childhood teacher candidates examine their beliefs concerning classroom ecology. Using cultural responsivity and classroom management theories as the theoretical framework, the authors posit that the ECES-R identifies five dimensions that promote a high-quality, culturally responsive classroom ecology. These include the sociocognitive, sociocultural, sociolinguistic, socioemotional, and sociophysical dimensions. Evidence for reliability and validity was established. Factor analysis supported the five proposed dimensions, with the identification of an additional dimension: sociocomfort.  相似文献   

Managed moves: schools collaborating for collective gain     

Kerry Vincent  Belinda Harris  Pat Thomson  Richard Toalster 《Emotional and Behavioural Difficulties》2013,18(4):283-298

Government guidance in the United Kingdom encourages groups of schools to take collective responsibility for supporting and making provision for excluded pupils and those at risk of exclusion. Managed moves are one way that some schools and authorities are enacting such guidance. This article presents the results of an evaluation of one such scheme. The scheme, involving seven neighbouring secondary schools, was nearing its first year of completion. The article draws primarily on interview data with pupils, parents and school staff to describe a number of positive outcomes associated with the scheme and to explore how these were achieved. We found that while some of these could be attributed directly to the managed move, others arose from the more inclusive ethos and practices of particular schools. The concepts of tailored support, care and commitment emerged as strong themes that underpinned the various practical ways in which some schools in the cluster were able to re‐engage ‘at‐risk’ pupils. As managed moves become more widely practised it will be important to remember that it is how the move proceeds and develops rather than the move itself that will ultimately make the difference for troubled and troublesome pupils.  相似文献