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   

High stakes testing and student perspectives on teaching and learning in the Republic of Ireland     

Emer Smyth  Joanne Banks 《Educational Assessment, Evaluation and Accountability》2012,24(4):283-306

There is now a well developed literature on the impact of high stakes testing on teaching approaches and student outcomes. However, the student perspective has been neglected in much research. This article draws on a mixed method longitudinal study of secondary students in the Republic of Ireland to explore the impact of two sets of high stakes examinations on student experiences. The analyses are based on surveys completed by 897 lower secondary students and 748 upper secondary students, along with 47 lower secondary and 53 upper secondary group interviews with students. Findings show the presence of impending high stakes exams results in increased workload for students, with many reporting pressure and stress. Throughout their schooling career, students clearly favour active learning approaches. However, for some students, particularly high-aspiring middle-class students, these views change as they approach the terminal high stakes exam, with many showing a strong preference for a more narrowly focussed approach to exam preparation. This article highlights how students shift from a position of critiquing exam-focused teaching methods as inauthentic to accepting such methods as representing ??good teaching??.  相似文献   

The global virtual university     

Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(2):255-255

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Teaching and learning with technology     

Dr  Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(3):579-579

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‘Power,regulation and physically active identities’: the experiences of rural and regional living adolescent girls     

M. Casey  A. Mooney  J. Smyth  W. Payne 《Gender and education》2016,28(1):108-127

Drawing on interpretations of Foucault's techniques of power, we explored the discourses and power relations operative between groups of girls that appeared to influence their participation in Physical Education (PE) and outside of school in sport and physical activity (PA) in rural and regional communities. Interviews and focus groups were conducted in eight secondary schools with female students from Year 9 (n = 22) and 10 (n = 116). Dominant gendered and performance discourses were active in shaping girls’ construction of what it means to be active or ‘sporty’, and these identity positions were normalised and valued. The perceived and real threat of their peer's gaze as a form of surveillance acted to further perpetuate the power of performance discourses; whereby girls measured and (self) regulated their participation. Community settings were normalised as being exclusively for skilled performers and girls self-regulated their non-participation according to judgements made about their own physical abilities. These findings raise questions about the ways in which power relations, as forged in broader sociocultural and institutional discourse–power relations, can infiltrate the level of the PE classroom to regulate and normalise practices in relation to their, and others, PA participation.  相似文献   

Losing our way? Challenging the direction of teacher education in Australia by reframing it around the Socially Just School     

John Smyth 《Asia-Pacific Journal of Teacher Education》2013,41(1):111-122

In this discursive and wide-ranging paper I want to do two things: first, to interrogate the conditions that led to, and continue to wreak havoc as a result of, the Global Financial Crisis (GFC), and that underpin current policy approaches to teacher education in Australia and other western countries; and second, to move in the direction of puncturing the status quo by proffering an alternative orientation to teacher education deriving from some of my own research that is informed by what I am calling the Socially Just School. My argument is that teacher education could benefit from moving away from the ideological conditions that have produced the GFC and instead be informed by an approach to schooling around notions of social justice.  相似文献   

The more,the better? Intensity of involvement in private tuition and examination performance     

Emer Smyth 《Educational Research and Evaluation》2013,19(5):465-476

Private tuition, or “shadow education”, has become a prominent feature in many countries internationally. A number of studies have found that such tuition is associated with improved examination performance and enhanced access to tertiary education. However, these studies have generally not taken into account important attitudinal differences between tuition participants and nonparticipants or explored variation in the intensity of young people's involvement in paid tuition. This paper uses a large-scale survey of upper secondary students in the Republic of Ireland to explore the impact of different levels of involvement in private tuition on student performance. Multilevel regression and propensity score matching techniques indicate no significant performance advantage accruing to involvement in private tuition when adequate account is taken of key differences between participants and nonparticipants. All else being equal, even relatively high levels of involvement in private tuition do not enhance academic performance.  相似文献   

Photographic Methods     

Peter Smyth  Charles Swedlund 《Communication Booknotes Quarterly》2013,44(4):51-52

Peter Smyth's A Guide to Marine Photography (New York: Norton, 1974---$12.50)

Charles Swedlund's Photography: A Handbook of History Materials, and Processes (New York: Holt, Rinehart and Winston, 1974---$9.95, paper)  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   

The Origins of the International Standard Classification of Education     

John A. Smyth 《Peabody Journal of Education》2013,88(1):5-40

This article recalls the earliest attempts to compile international educational statistics going back into the 19th century and retraces the steps that led up to the formulation and adoption of the International Standard Classification of Education in both its original and revised versions. It is in large part the story of how international educational statistics came to be developed. Source documents that have long been out of print and/or not easily accessible to readers outside UNESCO are quoted at length.  相似文献