Computer‐based Learning in a Primary School: Differences between the early and later years of primary schooling     

Joanne Dwyer 《Asia-Pacific Journal of Teacher Education》2007,35(1):89-103

There have been increasing expectations that all primary school students and teachers actively use information and communications technologies (ICT) in their learning. In order to achieve this it is important that appropriate environments are set up to support the varying needs and potential of the different groups within the school context. However, in case studies of primary schools undertaken as part of the study Enhancing Learning Using New Technologies, also known as the E.ffects Project, our research indicated that the ICT learning environments established within schools often favoured the later primary year levels over the early primary school years. This paper will present illustrative evidence of this inequity using data extracted from the E.ffects Project case studies. It also discusses observed differences in approaches between early primary school years and later primary programs from the perspective of early childhood philosophies that underpin the first years of school.  相似文献   

Educational services for mentally handicapped children in Northern Ireland: A survey of provision     

Eamonn Dwyer  Will Swann 《欧洲特需教育杂志》2013,28(1):25-44

Abstract

Until April 1987 mentally handicapped children were legally excluded from education in Northern Ireland. Provision was made instead in special care schools administered by social services authorities. This contrasts with the position in the rest of the UK where all children have been educated in schools administered by education authorities since the early 1970s. A survey was conducted to investigate aspects of provision in special care schools. Comparative samples of special schools for children with mental handicap in England, and special schools for other categories of children with special needs in Northern Ireland were also surveyed.

Results show that the special care school pupils were disadvantaged often seriously, compared with the other samples. Staffing ratios were inferior in most respects of provision. Other resources were often criticized by head teachers as inadequate. The special care school transport system was also shown to be seriously deficient, causing the length of the school day to be reduced for a very large proportion of pupils. The inadequacies identified impinged particularly on severely and profoundly handicapped pupils, despite earlier Government arguments that the interests of this group could be damaged in a transfer to education.

Nearly one fifth of the special care school population were aged 19 and over, and nearly one third of the profoundly handicapped pupils were 19 or over. In many cases adults and children shared the same facilities.

These results are compared and contrasted with Government documents which claimed parity of provision in special care schools and special schools in England, and which adopted a stated policy of normalization in the development of services for the mentally handicapped.  相似文献   

Color as an instructional variable     

Francis M. Dwyer 《Educational technology research and development : ETR & D》1971,19(4):399-416

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The effect of overt responses in improving visually programed science instruction     

Francis M. Dwyer 《科学教学研究杂志》1972,9(1):47-55

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A study of in-service teacher educator roles,with implications for a curriculum for their professional development     

John B. O’Dwyer  Hilal Handan Atlı 《欧洲师范教育杂志》2015,38(1):4-20

In-service educators have a crucial role to play in meeting the professional learning needs of teachers of the future, according to the Council of Europe’s ‘ET 2020’, although it is less clear what that role entails. This empirical study, undertaken in a university school of English language in Turkey, explores the everyday experience of a team of wholly school-based in-service educators and develops a model of their role based on an analysis of questionnaire, interview and focus group data. The results attest to the complexities of the in-service educator’s role, revealing them to be more than simply effective teachers. Catering for affective needs, coaching a broad range of clients, interpreting contextual variables and providing appropriate feedback represent some of the challenges in-service educators are facing in the research context, which set them apart and suggest important lessons for the development of an in-service educator training curriculum.  相似文献   

A Rejoinder to Essiet     

Eamonn Callan 《Educational theory》1985,35(2):199-200

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Effects of the learning disability label, quality of writing performance, and examiner's level of expertise on the evaluation of written products     

S Graham  A Dwyer 《Journal of learning disabilities》1987,20(5):317-318

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THE NEW MANAGERIALISM AND THE RHETORIC OF OUTCOMES IN POST‐COMPULSORY EDUCATION POLICY     

Peter Dwyer 《Discourse: Studies in the Cultural Politics of Education》1994,15(2):13-21

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Visual testing — Visual literacy’s second dimension     

Michael Szabo  Francis M. Dwyer  Hermes DeMelo 《Educational technology research and development : ETR & D》1981,29(3):177-187

One dimension of visual literacy is concerned with the use of visual materials for the improvement of student learning. Might not the use of visual testing employing similar types of visual materials provide a more valid assessment of the level of information acquisition achieved by students receiving visualized instruction? This exploratory study took a look at that question — and in itself raised some interesting questions for future study.  相似文献   

Science Supports Education: The Behavioral Research Base for Psychology's Top 20 Principles for Enhancing Teaching and Learning     

Joan M. Lucariello  Bonnie K. Nastasi  Eric M. Anderman  Carol Dwyer  Heather Ormiston  Russell Skiba 《Mind, Brain, and Education》2016,10(1):55-67

Psychological science has much to contribute to preK‐12 education because substantial psychological research exists on the processes of learning, teaching, motivation, classroom management, social interaction, communication, and assessment. This article details the psychological science that led to the identification, by the American Psychological Association's Coalition for Psychology in Schools and Education, of the “Top 20 Principles from Psychology for PreK‐12 Teaching and Learning.” Also noted are the major implications for educational practice that follow from the principles.  相似文献