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411.
Gillian J. Beck Una O’Connor-Bones Jackie Gracey Greg Kelly Glenda Walsh 《Journal of Research in Special Educational Needs》2021,21(3):268-279
The impact of Sensory Processing Difficulties across a range of Special Educational Needs is well researched. More recently, the impact on children’s mental health and well-being, linked with anxiety, depression and self-injurious behaviours, have redirected international research to consider the holistic benefits of sensory provision, for those with special educational provision and the wider classroom population. A SMART SURVEY was designed to collate empirical evidence regarding current sensory awareness and provision in mainstream primary schools throughout Northern Ireland, in a time efficient manner. Out of 809 schools, 164 (20.27%) fully completed the online survey. Findings indicate that Special Educational Needs Coordinator confidence in developing practice, supporting staff and children was limited and impaired by insufficient and inconsistent training opportunities. While healthcare research recommends provision by trained professionals, Occupational Therapy input was limited (n = 34; 24.8%), resulting in practice that could be detrimental rather than beneficial to children’s progress. Respondents identified a need for sensory training for teachers (n = 124; 93.94%) to ensure that the impact of Sensory Processing Difficulties on the holistic development of all children is understood. Pupil voice was undervalued (n = 5; 3.6%). Active involvement of children in the process of evaluation and intervention is recommended to enhance pupil autonomy and well-being. 相似文献
412.
In this study we use concept maps as the tool for examining concepts presented in three high school computer textbooks. All three textbooks were endorsed by Taiwan's Ministry of Education (MOE). The concepts relating to CPU was selected as a sample for analysis. Two high school computer teachers first worked independently and then together to draw concept maps for each of the textbooks. Our analysis revealed that the textbooks did not cover the important concepts appropriately and failed to address the connections between the concepts. While all three textbooks elaborated on some concepts using examples, only a few analogies were used. The study also showed that concept maps can be an effective tool for analyzing the conceptual framework of important concepts within a textbook. 相似文献
413.
414.
Greg B. Simpson Merilee A. Krueger Hyewon Kang Amy C. Elofson 《Journal of Research in Reading》1994,17(1):62-72
Nine- and twelve-year-old children named target words which were preceded by sentences ending in words having more than one meaning. Sentences biased the ambiguous word toward its dominant (more frequent) or subordinate (less frequent) meaning. Targets were related to the same meaning as that biased by the sentence, the other meaning, or were unrelated. Targets were presented 0, 300, or 700 ms following the sentence. For both ages, dominant sentences facilitated responses only to the contextually appropriate target. However, subordinate sentences led to facilitation of the appropriate meaning only for the younger group. Older children showed greater facilitation for the inappropriate (but more common) meaning. These results indicate that younger children are more sensitive to the sentence context in which an ambiguous word appears, while the processing of the older children is determined more by the relative frequencies of the words meanings. 相似文献
415.
Francisco Vargas Herrera Loreto Moya Marchant 《Religious education (Chicago, Ill.)》2020,115(2):201-214
AbstractChile’s General Law of Education (LGE) states that one of the purposes of education is the spiritual development of all its schooled population. In turn, other legal documents claim that the Institutional Educational Project should define how schools are to approach that statement. This article analyses the frequency of keywords, based on a theoretical framework and revision of the Vision and Mission sections of the Educational Projects of 20 schools from Valparaíso, in order to show how this statement is approached and what those approaches imply. 相似文献
416.
Greg Wiggan 《The Urban Review》2008,40(4):317-349
Influential research on African American students has examined their school failure in terms of students’ opposition to school
achievement. Only a few studies have explored school engagement and success among these students, and even fewer have examined
the experiences of high achieving black students. This study illustrates the school context and school processes that high
achieving African American students identify as contributing to their academic success. The findings reveal three main school
effects impacting the students’ performance: 1) teacher practices, engaging pedagogy versus disengaging pedagogy; 2) participation
in extracurricular activities and; 3) the state scholarship as performance incentive. According to the students, teacher practices
were the most instrumental school effect benefiting their outcomes. Recognizing the processes that promote high achievement
among African American students can help to improve our understanding of student performance, while promoting success among
these students.
The author wishes to thank Ron DePeter and Tekla Johnson for their comments on a previous draft of this article 相似文献
417.
Greg Wang Robert Von Der Linn Diane Foucar‐Szocki Oris Griffin Erin Sceiford 《Performance Improvement Quarterly》2003,16(3):17-30
This study fills a gap in the current HRD literature of return on investment (ROI) analysis of technology‐based learning interventions. Using a Type IV control group method as defined by Wang (2002), the study empirically analyzed and measured the learning effectiveness and the business impact of an e‐learning system implemented in General Electric Company. The e‐learning system under study demonstrated significant economic returns in regard to reduced learning response time and reduced project cycle time. The study shows that e‐learning, as a means of technology‐based HRD intervention, can be highly effective as a performance support learning mechanism, although the results also suggest that e‐learning alone is not sufficient to replace the traditional face‐to‐face learning platforms. 相似文献
418.
Greg Wang 《Performance Improvement Quarterly》2002,15(2):32-46
This research contributes to the methodologies in HPT program evaluation and measurement that are fairly lacking to date. First, a theoretical foundation for a control group is established based on a brief review of control group applications in various fields. Then, four types of control groups applicable to HPT program evaluation and measurement are defined and classified, and threats to internal and external validity in control group applications are explored. Lastly, four evaluation and measurement scenarios are presented for an E‐learning program to demonstrate the applicability of the control group methods for HPT program evaluation and ROI measurement. 相似文献
419.