Video self-modelling as an intervention for remediating dysgraphia in children with autism spectrum disorders     

Geri Maria Harris  Angeleque Akin-Little 《Australian Journal of Learning Difficulties》2017,22(2):153-170

Abstract

A severe deficit in handwriting is known as dysgraphia, a problem frequently associated with autism spectrum disorder (ASD). Video self-modelling (VSM) has been proven effective for children with ASD in the strengthening of social skills, verbalizations, and daily living skills. Because VSM has demonstrated success in the acquisition of many types of skills, it may prove similarly effective for remediating dysgraphia in children with ASD. Utilizing a single-subject design with three 7–8 year old children diagnosed with ASD, this study examined VSM as a treatment for improving handwriting legibility and proficiency. All participants’ legibility data showed a large effect sizes and high Percentages of non-overlapping data from baseline to treatment and maintenance phases, indicating that VSM is an effective treatment for improving and maintaining handwriting legibility in children with ASD. Results are discussed in terms of applicability of VSM as an intervention with academic skills deficits in children with ASD.  相似文献   

Beliefs and Attitudes about Science and Mathematics in Pre-Service Elementary Teachers,STEM, and Non-STEM Majors in Undergraduate Physics Courses     

Lynnette Michaluk  Rachel Stoiko  Gay Stewart  John Stewart 《Journal of Science Education and Technology》2018,27(2):99-113

Elementary teachers often hold inaccurate beliefs about the Nature of Science (NoS) and have negative attitudes toward science and mathematics. Using a pre-post design, the current study examined beliefs about the NoS, attitudes toward science and mathematics, and beliefs about the teaching of mathematics and science in a large sample study (N = 343) of pre-service teachers receiving a curriculum-wide intervention to improve these factors in comparison with Science, Technology, Engineering, and Mathematics (STEM) and non-STEM majors in other physics courses (N = 6697) who did not receive the intervention, over a 10-year period. Pre-service teachers evidenced initially more negative attitudes about mathematics and science than STEM majors and slightly more positive attitudes than non-STEM majors. Their attitudes toward mathematics and science and beliefs about the NoS were more similar to non-STEM than STEM majors. Pre-service teachers initially evidenced more positive beliefs about the teaching of mathematics and science, and their beliefs even increased slightly over the course of the semester, while these beliefs in other groups remained the same. Beliefs about the NoS and the teaching of mathematics and science were significantly negatively correlated for STEM and non-STEM majors, but were not significantly correlated for pre-service teachers. Beliefs about the NoS and attitudes toward mathematics and science were significantly positively correlated for both pre-service teachers and STEM students pursing the most mathematically demanding STEM majors. Attitudes toward science and mathematics were significantly positively correlated with accurate beliefs about the teaching of mathematics and science for all student groups.  相似文献   

Partisan Balance and Bias in Network Coverage of the 2000 and 2004 Presidential Elections     

Geri Alumit Zeldes Ph.D.  Frederick Fico Ph.D.  Serena Carpenter Ph.D.  Arvind Diddi Ph.D. 《广播与电子媒介杂志》2013,57(4):563-580

This study conceptualizes news bias as a causal factor producing systematic imbalance in the coverage of conflicting sides. Partisan bias is distinguished from structural bias by coverage that systematically favors one side with more prominence and attention. Content analysis was used to compare the television networks' balance in their treatment of Republican and Democratic candidates in stories and segments covering the 2000 and 2004 presidential elections. Presidential candidates received balanced aggregate treatment in both elections. But individual networks differed in their partisan balance. CBS News consistently favored the Democratic candidate in both elections, unlike the mixed results for ABC and NBC. CBS's pattern of imbalance, especially in the 2004 election, suggests a possible political bias in its coverage.  相似文献   

Classroom management: A model for the identification,development, and assessment of competencies     

Gay Goodman  R. A. Pendergrass 《Peabody Journal of Education》2013,88(3):196-200

This article looks across effective collaborations involving schools and colleges of education and other organizations to identify most commonly voiced reasons for collaboration and factors perceived as being most important to collaboration. Partnerships are often founded as means for a school or college of education to better fulfill its own mission through working with other departments on campus, community organizations, and schools. Those involved with effective collaboration report that willingness to listen, mutual respect, long-term commitment, frequent communication, flexibility, and careful selection of partners were key factors in the success of their collaboratives.  相似文献   

Employment Outcomes of Gerontology Certificate Graduates     

Geri Adler 《Educational gerontology》2013,39(2):136-147

Students desiring specialized skills and knowledge in working with older adults frequently pursue gerontology certificates. This paper reports the results of a study of gerontology certificate graduates which examined their educational backgrounds, their employment status, the predictive factors which led to aging-related jobs, and their recommendations for improvement to the certificate program. Certificate graduates came from varying educational backgrounds. Most were able to use their gerontology training, usually by being employed in aging-related work or else by utilizing their skills in other professional capacities. Implications for job placement and curriculum development are discussed.  相似文献   

Valuing the promise,wrestling with the process: reflections on ITV teaching and learning in teacher education     

Tamara A Arthaud  Gay. A Ragan  Suzanne. M George 《Educational Action Research》2013,21(2):237-258

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Editorial     

Geri Smyth 《欧洲师范教育杂志》2015,38(4):429-430

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Identifying Content and Cognitive Skills that Produce Gender Differences in Mathematics: A Demonstration of the Multidimensionality-Based DIF Analysis Paradigm     

Mark J. Gierl  Jeffrey Bisanz  Gay L. Bisanz  Keith A. Boughton 《Journal of Educational Measurement》2003,40(4):281-306

Progress has been made in developing statistical methods for identifying DIF items, but procedures to aid with the substantive interpretations of these items have lagged behind. To overcome this problem, Roussos and Stout (1996) proposed a multidimensionality-based DIF analysis paradigm. We illustrate and evaluate an application of this framework as it applied to the study of gender differences in mathematics. Four characteristics distinguish this study from previous research: the substantive analysis was guided by past research on the content and cognitive-related sources of gender differences in mathematics achievement, as presented in the taxonomy by Gallagher, De Lisi, Holst, McGillicuddy-De Lisi, Morely, and Cahalan (2000); the substantive analysis was conducted by reviewers who were highly knowledgeable about the cognitive strategies students use to solve math problems; three statistical methods were used to test hypotheses about gender differences, including SIBTEST, DIMTEST, and multiple linear regression; and the data were from a curriculum-based achievement test developed with the goal of minimizing obvious, content-related gender differences. We show that the framework can lead to clearly interpretable results and we highlight both the strengths and weaknesses of applying the Roussos and Stout framework to the study of group differences.  相似文献   

Optimally Engineering Traditional Introductory Physics Classes     

Stewart  Gay B.  Stewart  John C.  Slape  Sean  Osborn  Jon 《Journal of Science Education and Technology》1997,6(4):297-314

This paper presents a measurement of the time and resources committed to traditional student actions such as reading and working homework. The perception of the educational value of each basic action for both students and faculty is captured. From this information, basic educational efficiencies are computed for a traditional mechanics course and a non-traditional hands-on Electricity and Magnetism course. The calculations show an allocation of resources in the traditional course which uses the most student time in the least educationally valuable activity. The computed efficiencies also show overseen student note-taking as potentially a very valuable general tool. The techniques presented allow any institution to carry out quantitative educational engineering of their course offerings at the highest level.  相似文献   

Curriculum crisis: The challenge of the '80s     

Gay Goodman Ph.D  Jo Ann Parochetti 《Innovative Higher Education》1987,12(1):47-50

Developmental remediation programs designed to raise achievement levels of underprepared students have proliferated in the past decade. Despite the fact that these programs employ a variety of teaching strategies, a substantial subgroup of developmental students are unsuccessful in current remediation programs. They need a different curricular approach. As the number of applicants declines and the demand for generating credit hours continues, the question is shifting from “Should less capable students be allowed to attend college?” to “What curriculum should be provided for these students?” The challenge for the '80s is to expand developmental education to include vocational education and post-secondary specialized education.  相似文献