Conditions for learning     

Clare Rigg  David Coghlan 《Action Learning: Research and Practice》2012,9(2)

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do i know its wrong: children’s and adults’ use of unconventional grammar in text messaging     

Nenagh Kemp  Clare Wood  Sam Waldron 《Reading and writing》2014,27(9):1585-1602

There is concern that the violations of conventional grammar (both accidental and deliberate) often seen in text messages (e.g., hi how is ya?!!) could lead to difficulty in learning or remembering formal grammatical conventions. We examined whether the grammatical violations made by 244 British children, adolescents and young adults in their text messages was related to poorer performance on tasks of grammatical knowledge, including translating grammatically unconventional text messages into standard English. We found that variance in the production of grammatical violations in naturalistic messages was inconsistently predicted by grammatical task performance. Specifically, primary school children who made poorer grammar-based spelling choices were more likely to make more grammatical violations in their everyday messages, and university students who failed to correct more grammatical errors in a given set of messages were also more likely to make such errors in their own messages. There were no significant relationships for secondary school students. We conclude that using unconventional grammar when texting is not a consistent sign of poor grammatical abilities, although there may be links between some aspects of grammatical skill and grammatical violations in text messages.  相似文献   

GLABROUS INFLORESCENCE STEMS regulates trichome branching by genetically interacting with SIM in Arabidopsis   总被引：1，自引：0，他引：1  

Li-li Sun  Zhong-jing Zhou  Li-jun An  Yan An  Yong-qin Zhao  Xiao-fang Meng  Clare Steele-King  Yin-bo Gan 《Journal of Zhejiang University. Science. B》2013,14(7):563-569

Arabidopsis trichomes are large branched single cells that protrude from the epidermis. The first morphological indication of trichome development is an increase in nuclear content resulting from an initial cycle of endoreduplication. Our previous study has shown that the C2H2 zinc finger protein GLABROUS INFLORESCENCE STEMS (GIS) is required for trichome initiation in the inflorescence organ and for trichome branching in response to gibberellic acid signaling, although GIS gene does not play a direct role in regulating trichome cell division. Here, we describe a novel role of GIS, controlling trichome cell division indirectly by interacting genetically with a key endoreduplication regulator SIAMESE (SIM). Our molecular and genetic studies have shown that GIS might indireclty control cell division and trichome branching by acting downstream of SIM. A loss of function mutation of SIM signficantly reduced the expression of GIS. Futhermore, the overexpression of GIS rescued the trichome cluster cell phenotypes of sim mutant. The gain or loss of function of GIS had no significant effect on the expression of SIM. These results suggest that GIS may play an indirect role in regulating trichome cell division by genetically interacting with SIM.  相似文献   

The impact of the hybrid library on strategic management     

Clare Nankivell  Pete Dalton  Stella Thebridge  Andrew Hampson 《New Review of Academic Librarianship》2013,19(1):51-64

This paper examines in detail one aspect of the eLib funded BUILDER hybrid library project ‐ the impact of the BUILDER Project on strategic management within the University of Birmingham. Data was collected from senior managers at the outset and end of the Project to explore their changing views on the concept of the hybrid library and its development, and to identify the extent to which the BUILDER Project had influenced their thinking. Although BUILDER was considered to be having an impact on many Schools, social, political and technological developments in the wider arena were having the most impact. It was acknowledged that the services and technologies developed through the Project would be valuable in supporting the transition towards a hybrid environment, and had worked consistently to do this. The paper sets this data within the broader context of factors influencing change in university strategic management over the past five years.  相似文献   

Local education authorities’ approaches to provision for children with specific speech and language difficulties in England and Wales     

Geoff Lindsay  Julie E. Dockrell  Clare Mackie  Becky Letchford 《欧洲特需教育杂志》2013,28(3):329-345

Children with specific speech and language difficulties (SSLD) pose a challenge to the education system as a result of their language needs and associated educational and social‐behavioural difficulties. Local education authorities (LEAs) in England and Wales have developed language units to meet their needs but previous research has indicated this provision was inadequate. The development of inclusion raises questions regarding this type of provision, compared with full inclusion into mainstream schools. The present study reports on a national survey of LEAs in England and Wales (97 respondents, 49.5% response rate) and interviews with 37 LEA special educational needs managers. Provision varied by age group with designated specialist provision more prevalent at key stages 1 and 2 (age 5–11 years), and relatively little at key stages 3 and 4 (11–16). LEAs’ decision‐making regarding provision varied, influenced by the lack of common criteria, which was highlighted by the difficulties in distinguishing children with SSLD from those with autistic spectrum disorder. There were also difficulties translating policies into practice, including the shortage of speech and language therapists. The implications of the study are discussed with reference to inclusion.  相似文献   

Engaging with the question ‘should teaching assistants have a pedagogical role?’     

Rob Webster  Peter Blatchford  Paul Bassett  Penelope Brown  Clare Martin  Anthony Russell 《欧洲特需教育杂志》2013,28(4):347-348

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Scan Rate: A New Metric for the Analysis of Reading Behaviors in Asynchronous Computer Conferencing Environments     

Jim Hewitt  Clare Brett  Vanessa Peters 《The American journal of distance education》2013,27(4):215-231

This article introduces a new computer conferencing metric called Scan Rate, which is a measure of students' and instructors' online reading speed. The term “scan” refers to the practice of either skimming through a message at an unusually rapid pace or reading a message partially and then stopping before the end is reached. It is proposed that the Scan Rate metric offers a useful way of monitoring how thoroughly students attend to the messages they read. Four analyses illustrate the utility of the metric. These reveal that (1) scan rates increase with message size, (2) students are more likely to scan the messages of their peers than messages written by their instructor, (3) students engage in scanning practices more frequently than instructors, and (4) scan rates are partially a function of class size and class configuration.  相似文献   

An evaluation of the written texts of children with SLI: the contributions of oral language, reading and phonological short-term memory     

Clare J. Mackie  Julie Dockrell  Geoff Lindsay 《Reading and writing》2013,26(6):865-888

In this study, we performed a fine grained analysis of writing by children with a specific language impairment (SLI) and examined the contribution of oral language, phonological short-term memory (STM), nonverbal ability, and word reading to three writing constructs (productivity, complexity and accuracy). Forty-six children with SLI were compared with 42 children matched for chronological age, receptive vocabulary (N = 46) and reading decoding (N = 46) on a measure of narrative writing. The SLI group performed worse on all measures compared to children of a similar chronological age. The SLI group produced a greater proportion of orthographic spelling errors than children with similar receptive vocabularies, but were comparable to children matched for reading decoding. The children with SLI showed specific difficulties in the omission of whole words (e.g. auxiliary verbs and subject nouns) and omissions of grammatical morphology (e.g. past tense—ed) reflecting the difficulties shown in their oral language. Receptive grammar made a significant contribution to writing complexity and accuracy. Phonological fluency contributed to writing productivity, such as the production of diverse vocabulary, ideas and content and writing fluency. Phonological STM and word reading explained additional variance in writing accuracy over and above the SLI group’s oral language skills.  相似文献   

RESILIENCY PROFILES OF CHILDREN WITH INTELLECTUAL DISABILITY AND THEIR TYPICALLY DEVELOPING PEERS     

Linda Gilmore  Marilyn Campbell  Ian Shochet  Clare Roberts 《Psychology in the schools》2013,50(10):1032-1043

Intellectual disability (ID) is associated with a range of risk factors that make children more vulnerable to adverse developmental outcomes, including mental health problems. Nevertheless, some children with ID do much better than others, presumably because of the presence of protective factors that increase their resilience. The current study compared resiliency profiles of children with ID (n = 115; mean age, 11.9 years) and their typically developing peers (n = 106; mean age, 11.8 years) using the Resiliency Scales for Children and Adolescents and the Healthy Kids Resilience Assessment. In many respects, children with ID and their typically developing peers reported similar levels of the protective factors that are associated with resilience. However, the children with ID reported higher levels of emotional sensitivity and lower tolerance, as well as fewer future goals. Compared with typically developing children, those with ID reported more support at school and less support within their communities. These findings have important implications for interventions that aim to promote positive developmental outcomes and to prevent the adverse sequelae that have been associated with low intelligence.  相似文献   

Making Soweto stories: photovoice meets the New Literacy Studies     

Clare Strawn 《International Journal of Lifelong Education》2013,32(5):535-553

Adult literacy is a crucial element of community and economic development in South Africa and many developing countries striving to meet Millennium Development Goals. However, few governments invest the recommended 6% of education budgets on programmes for adults. Without resources, volunteer educators and international supporters rely on their own creativity to generate project-based learning. Freirian pedagogy and the New Literacy Studies, which theorizes literacy practices grounded in the meaning of daily life, inform this study. This article documents a photovoice project for literacy development in Soweto, South Africa. The project was an initiative stemming from international and cross-cultural collaboration between two women, Geraldine Monama, the literacy coordinator at Orlando East library in Soweto, and Strawn, a community development and adult literacy researcher from the United States. We report what we learned from the project and details of the collaborative process to support similar efforts.  相似文献