Learning disabilities in children with very low birthweight: prevalence, neuropsychological correlates, and educational interventions   总被引：3，自引：0，他引：3  

Litt J  Taylor HG  Klein N  Hack M 《Journal of learning disabilities》2005,38(2):130-141

This study examined achievement, neuropsychological, and intervention outcomes at a mean age of 11 years in children with very low birthweight (VLBW, <1500 g) compared with a term-born control group. To assess the prevalence and correlates of specific learning disabilities (LD), the sample was limited to children without neurosensory disorders who had at least low average IQ. Participants included 31 children with <750 g birthweight, 41 with 750-1499 g birthweight, and 52 controls. The <750 g group obtained lower scores in math, IQ, and perceptual-organizational skills than the term-born group. The < 750 g group also had higher rates of past and present LD than the controls. Despite these differences, the groups did not differ significantly in rates of special education or tutorial/remedial assistance. These findings suggest that children with extremely low birthweight without gross physical or intellectual impairments are at higher risk for LD and cognitive deficiencies than their term-born peers and that further efforts are needed to improve identification and treatment of these learning problems.  相似文献   

Impact of ICT on agricultural extension services delivery: evidence from the Catholic Relief Services SMART skills and Farmbook project in Kenya*     

Joyous S. Tata  Paul E. McNamara 《The Journal of Agricultural Education and Extension》2018,24(1):89-110

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The career paths of primary school principals in Ireland     

Azize Ummanel  Gerry McNamara  Martin Stynes 《Irish Educational Studies》2016,35(1):57-71

The key purpose of this paper is to offer an exploration of the career paths of a number of Irish school principals. The information presented is part of a comparative study in the area, involving three island states: Cyprus, Malta and Ireland. The study provides an insight into how individuals become principals and how they perceive themselves in the role. The information is sourced through personal narrative. Qualitative in-depth interviewing is employed as the primary method of data gathering. Participants are posed a range of open-ended questions about their personal lives and about their initiation into their professional responsibilities. The results show that participants offer a variety of reasons for becoming teachers initially and a variety of reasons for seeking and achieving promotion to the post of school principal after a time. Family members and family experiences have an important function in influencing the lives of prospective leaders. With no formal training to prepare newly appointed principals for their roles, most report significant difficulties initially, particularly with managerial tasks and bureaucracy. In spite of these difficulties nonetheless, all participating principals report that they enjoy their roles. The results of the study demonstrate that the Irish principals interviewed in this research, experience similar challenges and rewards to those interviewed in earlier and concurrent studies internationally.  相似文献   

The effects of classroom climate on college science students: A replication study     

Gerry D. Haukoos  John E. Penick 《科学教学研究杂志》1985,22(2):163-168

This replication studied the effect of two specific classroom climates on learning of science process skills and content achievement in college science classes. Two classroom climates were established and designated as discovery classroom climate (DCC) and nondiscovery classroom climate (NDCC). The term discovery denotes the degree of freedom the teacher established in classroom interactions, both verbal and nonverbal. Verbal interactions were monitored with the Science Laboratory Interaction Categories. These data indicate that students in the two classroom climates achieved equally as well on learning of biological content of the course and on scores in science process skills as measured by the Welch Science Process Inventory. This study indicates students in the less directive discovery climate learned as much content as a more directive comparison class—they lost nothing of what is traditionally sought in a college science class. Differences between the original and the replication study on the Science Process Inventory were noted.  相似文献   

Adopting and adapting: school leaders in the age of data-informed decision making     

Cornelius Young  Gerry McNamara  Martin Brown  Joe O’Hara 《Educational Assessment, Evaluation and Accountability》2018,30(2):133-158

The concept of data-informed decision making (DIDM), a term used interchangeably with data-driven decision making (DDDM) and data-based decision making (DBDM), is relatively new to Irish education and the school planning process. This research sought to clarify what data principals use and how they use that information for school improvement considering new school self-evaluation requirements. The paper begins by charting the rise internationally of data use in school planning, decision making and accountability. It proceeds to describe the policy context in this area in Ireland and then reports recent research with school leaders around how data is collected and used in their work. Although the paper focusses on Ireland, it is tentatively suggested that school leaders, teachers and policymakers in other countries, and there are many, which have come late to the expectation that school improvement and accountability should be heavily data-informed may find the efforts of Irish principals in this regard of interest.  相似文献   

My Case Stands: the sociology of education and the training of teachers—a reply to Culley & Demaine     

D. R. McNamara 《Educational studies》1979,5(2):191-194

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Youth Identities,education and employment – exploring post-16 and post-18 opportunities,access and policy     

Gerry Czerniawski 《British Journal of Educational Studies》2019,67(1):131-132

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The possibilities and constraints of multimedia as a basis for critical reflection     

Liz Jones  Olwen McNamara 《Cambridge Journal of Education》2004,34(3):279-296

The use of video evidence as a vehicle for promoting discussion and critical reflection is well established in educational literature in the field of professional development and is gradually becoming more accepted as a research method. There is general agreement also that in relation to image‐based research the combination of video evidence of practice and professional dialogue promote critical reflection and can be instrumental in bringing about changes to that practice. Our aim in this paper is firstly to explore briefly our use of video images as a catalyst for promoting rich dialogue that supports multiple perspectives, meanings and interpretations of classroom events. We describe from a very practical perspective the trials and tribulations of developing a methodology for collecting and analyzing video recordings of classroom practice. Secondly, we describe our attempts to capture and narrate the experience as a multimodal account (Kress & Leeuwen, 2001 Kress G Leeuwen T 2001 Multimodal discourse: the modes of contemporary communication (London, Arnold)  [Google Scholar]) for dissemination purposes. The experience of coming to understand and work with the possibilities and constraints offered by the integration of media such as graphic/video image, text, music and becoming familiar with the language of ‘roll‐overs’, ‘one‐stop‐shops’, ‘rendering’ was for us a very steep learning curve which proved both exciting and challenging.  相似文献   

QUALITY STAFF DEVELOPMENT — DELIVERY AND EVALUATION: A CASE STUDY OF HE‐FE COLLABORATION     

Peter Goff  Gerry Gregory  Norman Wool 《Assessment & Evaluation in Higher Education》1992,17(3):183-194

This paper explores the contexts, origins, nature and evaluation of a modular “Quality in FE” staff development programme, collaboratively designed by two LEA evaluation teams and a university department of education and “delivered” by the latter. Emphasis is placed on the accreditation/progression features of the programme; and its evaluation is reported. An embryonic “in‐house consultancy” model is identified and its aptness to the current conjuncture, especially following the 1991 FE White Papers, is suggested.  相似文献   

Aiding culturally responsive assessment in schools in a globalising world     

Nortvedt  Guri A.  Wiese  Eline  Brown  Martin  Burns  Denise  McNamara  Gerry  O’Hara  Joe  Altrichter  Herbert  Fellner  Magdalena  Herzog-Punzenberger  Barbara  Nayir  Funda  Taneri  Pervin Oya 《Educational Assessment, Evaluation and Accountability》2020,32(1):5-27

Educational Assessment, Evaluation and Accountability - Across the world, teachers’ classroom assessment tasks and responsibilities are becoming more diverse due to increased migration. In...  相似文献