The use of "interactive storybooks" in the primary classroom may facilitate small group and individual reading with minimal teacher intervention. This small-scale study examines whether small groups of Year 5 pupils, without teacher supervision, progress linearly through an "interactive storybook" and whether such diversions as cued animations affect pupil comprehension. The study finds that more intensive choice of diversions affects some pupils' comprehension. 相似文献
Although research has clearly established that low family income has negative impacts on children's cognitive skills and social-emotional competence, less often is a family's experience of material hardship considered. Using the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (N=21,255), this study examined dual components of family income and material hardship along with parent mediators of stress, positive parenting, and investment as predictors of 6-year-old children's cognitive skills and social-emotional competence. Support was found for a model that identified unique parent-mediated paths from income to cognitive skills and from income and material hardship to social-emotional competence. The findings have implications for future study of family income and child development and for identification of promising targets for policy intervention. 相似文献
This longitudinal study of 105 economically disadvantaged children examined the relation between reading problems and internalizing behavior in 3rd- and 5th-grade assessments (8- to 12-year olds). The variable-centered results showed that reading problems predicted change in internalizing behavior in the context of child and family predictors. The person-centered results showed that children with reading problems in both grades had higher internalizing scores in 5th grade but not in 3rd grade than children with reading problems in 3rd grade or no problems. Child-reported negative emotion experiences varied similarly across grade. The results tie reading problems to emotional distress in school and support conclusions about the direction of effects and the internalization of academic difficulty for disadvantaged children. 相似文献
Despite an increased awareness over the last few years of the unique historic, cultural and artistic value of historic designed landscapes, parks and gardens, few hard facts and figures appeared to be available relating to their undoubted economic contribution. With this in mind, the Garden History Society announced its intention to host a conference in late 2001 on the economic contribution of historic parks and gardens and, with support from the Heritage Lottery Fund, commissioned the following study.
The study's objective was to review and analyse existing research and data on the economic contribution of historic parks and gardens, and to make recommendations for a range of research projects to fill any gaps identified.
The report first sets historic parks and gardens within the wider context of the ‘gardens and gardening’ market generally; it then deals with the economic impact of tourism, recreation and leisure at historic parks and gardens and then with the economic contribution of public parks with particular regard to the latter's role in promoting regeneration of the local area. The applicability of various non‐market valuation techniques is considered in relation to free‐entry parks and gardens. Finally, specific research recommendations are set out to cover stocktaking, the visitor attraction sector, local area regeneration and the valuation of non‐market sites. 相似文献
This study aims to ascertain student and staff attitudes to and perceptions of audio feedback made available via the virtual learning environment (VLE) for summative assessment. Consistent with action research and reflective practice, this study identifies best practice, highlighting issues in relation to implementation with the intention of redesigning activities in the light of the findings. It utilises four case studies where audio feedback was provided to students using the Wimba voice authoring tool within Blackboard Learn+ for various types of summative assessment. The intention was to identify how and in what context audio feedback via the VLE is effective and why. The research was undertaken via a combination of techniques, including a student survey and staff reflective logs. The findings indicate that students liked the convenience, effectiveness, flexibility and personalised nature of this feedback, but raised concerns with some aspects of the technology. This paper also makes practical recommendations for the use of the feedback mechanism, focusing on the most effective use of the digital medium, and highlights directions for future research. 相似文献
As key elements in research and development systems, higher education institutions have been taking a leading role when it comes to communicating science and technology, but their performance has been inconsistent so far. In this critical and comparative study of the UK public engagement model and the Spanish scientific culture model, eighteen practitioners from higher education institutions across both regions were interviewed. A mixed qualitative data analysis has been performed identifying similarities and differences that unravelled the science communication management model in the two different higher education systems. This article provides evidence on how the institutionalisation of science communication is strongly influenced by key driving forces in the higher education context as well as the policies of administrations and other agents.
Three of the most prevalent developmental disorders (DDs) are autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and fetal alcohol spectrum disorder (FASD). As part of a study screening for DDs in Greater Manchester, UK, a unique opportunity was taken to explore parents' experiences of receiving reports about their child's previously unrecognised DD. Six parents out of a possible 16 took part in interviews, which were analysed thematically. Findings drawn from parental responses revealed a number of barriers to accessing support for their child's additional needs, including perceived resistance from schools, particularly for quiet, well-behaved girls, and difficulty in accessing assessment or referrals. There needs to be greater awareness of additional needs in children without externalising behaviours, the presence of gender-specific differences in the presentation of DDs, and FASD as a commonly occurring DD. Ultimately, better support for children with DDs would reduce the burden of unmet needs for the children and their families, and for wider services. 相似文献
