CHELLO: The Child/Home Environmental Language and Literacy Observation     

Susan B. Neuman  Serene Koh  Julie Dwyer 《Early childhood research quarterly》2008,23(2):159-172

The purpose of this study was to develop a valid and reliable tool for measuring the quality of the language and literacy environment in home-based settings. Based on a convergence of research on the ecological and psychological factors associated with early literacy development, the Child/Home Environmental Language and Literacy Observation (CHELLO) was developed to gauge the quality of current practices associated with positive early childhood literacy outcomes. Following the structure of the Early Language and Literacy Classroom Observation Scale (ELLCO) [Smith, M., & Dickinson, D. (2002). Early language & literacy classroom observation. Baltimore, MD: Brookes], we developed two interdependent tools: The Literacy Environment Checklist and the Group/Family Observation and Provider Interview. Inter-rater reliability using weighted kappas indicated acceptable reliability. Following this analysis, the CHELLO was administered in 128 home-based settings in four low-income urban areas. Initial evidence of its psychometric properties provided support for internal consistency. Although more research is needed, the CHELLO has the potential to serve as a useful tool for examining the language and literacy environment in home-based settings.  相似文献   

The Halpern Critical Thinking Assessment and real-world outcomes: Cross-national applications     

Heather A. Butler  Christopher P. Dwyer  Michael J. Hogan  Amanda Franco  Silvia F. Rivas  Carlos Saiz  Leandro S. Almeida 《Thinking Skills and Creativity》2012,7(2):112-121

The Halpern Critical Thinking Assessment (HCTA) is a reliable measure of critical thinking that has been validated with numerous qualitatively different samples and measures of academic success (Halpern, 2010a). This paper presents several cross-national applications of the assessment, and recent work to expand the validation of the HCTA with real-world outcomes of critical thinking (e.g., contracting a sexual transmitted infection because you did not wear a condom). The real-world outcomes (RWO) inventory measures behavior in a wide range of domains, such as education, health, finance, and interpersonal relationships. Study 1 examined whether scores on the HCTA predicted real-world outcomes in three qualitatively different samples in the United States. Study 2 used the HCTA to assess the effectiveness of an online critical thinking course, and whether the HCTA predicted real-world outcomes in Ireland. Study 3 describes preliminary research involving the translation quality of the RWO (into Spanish and Portuguese) and explored differences in behaviors in the two countries. Overall, the HCTA is a useful tool for assessing critical thinking and predicts real-world outcomes of critical thinking. Cross-national implications and applications are discussed.  相似文献   

The effect of different chunking strategies in complementing animated instruction     

Mine Munyofu  William J. Swain  Bradley D. Ausman  Huifen Lin  Khusro Kidwai  Francis Dwyer 《Learning, Media and Technology》2007,32(4):407-419

The purpose of this exploratory and small‐scale study was to examine the instructional effects of different chunking strategies used to complement animated instruction in terms of facilitating achievement of higher order learning objectives. Eighty‐five students were randomly assigned to three treatment groups: animated program instruction, simple visual‐text (static images and verbal explanation) chunked animated program instruction and the animated complex visual‐text chunked program instruction. The difference between simple and complex chunked instructions is the content. Simple chunks only deal with one content area while the complex chunks explain two or more related content areas. Students interacted with their respective web‐based instructional treatments and completed four criterion measures. Results (ANOVA) indicated that significant differences in achievement were found to exist in facilitating higher order learning objectives when chunking strategies were specifically designed and positioned to complement the animated instruction. Results also indicated that complex chunking is more effective in reducing the cognitive load present in an animated instructional environment, and that students need prerequisite knowledge before being able to profit from animated instruction designed to facilitate higher order learning outcomes.  相似文献   

Liberal Education and the Curriculum     

Eamonn Callan 《Educational studies》1984,10(1):65-76

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“大球理论”与教育中父母及子女的权利     

埃蒙·凯伦  孙兰芝 《教育研究》2004,(4)

“大球理论”是在“自由教育”理论的基础上提出的。“大球理论”认为,父母对子女教育的希望和理想并不意味着要为子女规定固定的成长模式。父母拥有选择子女接受何种教育的权利;但同时,子女也有接受教育的自主权。关于家长在子女教育上的权利,应该既反对压制子女,同时也要公正地对待父母对孩子的殷切希望和他们为抚养子女做出的牺牲;关于子女受教育的自主权,应重视从小培养他们的自主意识,使之懂得追求心灵的自由。  相似文献   

Improving Visuals for Televised Instruction     

Francis M. Dwyer 《College Teaching》2013,61(4):289-291

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Impact of Early Alert on Community College Student Persistence in Virginia     

Lori J. Dwyer  Mitchell R. Williams  Shana Pribesh 《Community College Journal of Research & Practice》2013,37(3):228-231

ABSTRACT

Early alert systems have promised to be an integral component of a student success solution. The purpose of this quantitative study was to examine the relationship between the use of the early alert system and persistence for students taking developmental education courses and students taking college-level courses in the Virginia Community College System. A quasi-experimental, nonrandomized research design with matched-control groups was used to evaluate impact on student persistence. Data analysis was conducted using multiple binary logistic regressions. The results indicated the early alert system had a substantial and positive impact on developmental mathematics students, with minimal to no impact on developmental English and college-level students. Students enrolled in developmental English courses, experienced a positive, but much more modest impact. Finally, students in college-level courses experienced a very mild impact, in some instances positive and others negative.  相似文献   

Multimedia in Education     

Carol Dwyer 《Educational Media International》2013,50(4):193-198

Abstract

This article provides examples of several of the most popular and successful elementary and secondary educational technology implementations. It also provides a discussion of their content and gives sources for further information.  相似文献   

Managers’ understandings of supporting teachers with specific learning disabilities: macro and micro understandings in the English Further Education sector     

Annemarie O’Dwyer 《Cambridge Journal of Education》2013,43(1):89-105

The article explores the professionalism and the standards debate as it relates to teachers with specific learning difficulties in the context of Further Education in England. There is a tension between the government’s policy of defining teachers more tightly in terms of entry qualifications and standards whilst espousing a policy of creating a more inclusive profession as promoted by the Equalities and Disability Discrimination legislation. How prepared are leaders and managers in Further Education to address this policy tension and what insights might be drawn from the Further Education context? Interviews with key leaders and managers in a Further Education college and the analysis of college policy documents are used to illuminate the issues surrounding the inclusion of teachers with specific learning difficulties. Suggestions are offered which may provide a way forward to address the policy tension.  相似文献   

The effect of colour coding and test type (visual/verbal) on students identified as possessing different field dependence levels     

Francis Dwyer  David Moore 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(3):217-219

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