Funding Assistive Technology and Related Health Services in Service Settings     

Crystal E. Kemp  Howard P. Parette  Jack J. Hourcade 《Early Childhood Education Journal》2001,28(3):189-192

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The Social Skills and Social Status of Mainstreamed Students with Intellectual Disabilities     

Coral Kemp  Mark Carter 《教育心理学》2002,22(4):391-411

This paper reports on the social skills and social status of 22 students with mainly moderate intellectual disabilities who had received an inclusive preschool intervention and were subsequently followed up from 18 months to more than five years later in their mainstream classrooms. Measures included direct assessment of social interaction in the playground, social status obtained by interviewing classmates, and the ratings of classroom teachers, parents and school principals. Large differences were found between the students with disabilities and their typical peers for amount of time spent interacting with peers and amount of time spent in isolation, with a moderate difference found for interactions with teachers. However, no difference was found between the social status of the two groups, and the students with disabilities were still spending more than half their time in the playground interacting with typically developing peers. Parents generally rated their children as having better social skills than did principals or teachers. A moderate relationship was found between the direct measures of peer interactions and teachers' perceptions of peer interaction skills. The relationships between the parents' and principals' perceptions of peer interaction and direct measures of the interaction were only small. Some of the implications of these findings for integrating students into mainstream schools and classes are discussed.  相似文献   

Using educational theory and research to refine agricultural extension: affordances and barriers for farmers’ learning and practice change     

A. M. Sewell  M. K. Hartnett  D. I. Gray  H. T. Blair  P. D. Kemp  P. R. Kenyon 《The Journal of Agricultural Education and Extension》2017,23(4):313-333

Purpose: To examine the factors that support and hinder farmers’ learning and to investigate the impact of an innovative learning program on farmers’ practice change.

Design/methodology/approach: Individual interviews and focus group discussions were held with 24 farmers over 20 months. Observations were made of these farmers as they participated with eight agricultural and social scientists in a range of innovative experiences to learn about chicory and plantain establishment and management. These learning experiences were designed around evidence-informed educational pedagogies. Data sets were analyzed using NVivo to determine common themes of affordances and barriers to learning and actual practice changes.

Findings: The affordances for learning and practice change include belonging to a learning community, enhancing self-efficacy, engaging with scientists, seeing relative advantage, reinforcing and validating learning, supporting system’s integration and developing an identity as learners. Barriers to learning and practice change include issues of: trialability, complexity, compatibility and risk.

Practical implications: The importance of basing new models of extension around evidence-informed pedagogies known through educational research to promote learning and practice change.

Theoretical implications: Sociocultural theory and self-efficacy theories of learning are critical to the success of effective agricultural extension programs.

Originality: To date, little empirical research about the affordances and barriers for pastoral farmers’ learning has been based on contemporary educational research.  相似文献   

Does Teaching Young Children with Disabilities to Read Facilitate their Language Development? A Critical Review of Current Theory and Empirical Evidence     

Coral Kemp 《International Journal of Disability, Development & Education》1996,43(2):175-187

Instruction in reading has been an important component of many early intervention programs for children with disabilities over the past two decades. Justification for the inclusion of reading, prior to the age when it is traditionally taught to children with normal development, has included the importance of reading as a life skill and the value of teaching reading in a systematic, individualised program with the reduced risk of failure. It has also been argued that the teaching of reading, at a time when oral language skills are emerging, will enhance the development of speech and language skills. This proposition is an interesting one in view of the belief, commonly held by educators, that reading needs to be established on a firm language base and that good language skills will enhance the acquisition of reading skills. This paper explores the theoretical and empirical support for the teaching of reading as a supportive language development program for young children with disabilities.  相似文献   

Investigating the Transition of Young Children With Intellectual Disabilities to Mainstream Classes: an Australian perspective     

Coral Kemp 《International Journal of Disability, Development & Education》2003,50(4):403-433

An investigation of the transition of 33 children with intellectual disabilities to mainstream kindergarten classes was conducted by surveying parents, receiving teachers, and receiving principals. All 33 children had received a model university-based inclusive preschool program in the year before kindergarten. Structured interviews with the parents, teachers, and principals at the beginning of Term 2 of the school year and with the parents and teachers at the end of the school year provided information about issues relating to the transition and the initial and subsequent integration of the children. The findings from this study were valuable in relation to the ongoing evaluation of the model preschool program, but also provide useful information to early intervention services and mainstream schools wanting to improve the success of their transition programs.  相似文献   

Improvement Of Critical Thinking In Relation To Open-Closed Belief Systems     

C. Gratton Kemp 《Journal of Experimental Education》2013,81(3):321-323

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Access,Delivery, Performance: The Future of Libraries Without Walls: A Festschrift to Celebrate the Work of Professor Peter Brophy,edited by Jillian R. Griffiths and Jenny Craven. London: Facet Publishing, 2009. 238 p. £44.95. ISBN 978-1-85604-647-3.     

Barbara E. Kemp 《The Journal of Academic Librarianship》2009,35(3):284-285

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Prospective Teachers' Conceptions of the Knowledge Base for Teaching Chemistry at the German Gymnasium     

Koballa  Thomas R.  Gräber  Wolfgang  Coleman  Dava  Kemp  Andrew C. 《Journal of Science Teacher Education》1999,10(4):269-286

Journal of Science Teacher Education -  相似文献   

The Palgrave international handbook of alternative education. Edited by Helen E. Lees and Nel Noddings. Pp 528. London: Macmillan Publishers Ltd. 2016. £126.50 (hbk). ISBN 978-1-137-41290-4.     

Nicola Kemp 《British Journal of Educational Studies》2018,66(2):267-269

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Book reviews     

D. Hlynka  Jerrold E. Kemp 《Educational technology research and development : ETR & D》1990,38(2):87-91

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