Testing Literacy Educational Software to Develop Design Guidelines for Children with Autism     

Marian Tuedor  Fabia Franco  Anthony White  Serengul Smith  Ray Adams 《International Journal of Disability, Development & Education》2019,66(1):19-35

Multimedia computer programmes have been found to facilitate learning in children with Autistic Spectrum Disorders (ASD). However, the effectiveness of these resources is limited due to poor design or a lack of consideration of the ASD cognitive profile, particularly at the lower functioning end of the spectrum. This article attempts to tackle the problem of the lack of design guidelines, with the aim of facilitating the development of effective educational programmes for children with severe ASD. The case study reported here evaluated two literacy educational computer programmes, by observing five low-functioning children with ASD, compared to five neurotypical children (control cases). The two types of reading-support software contrasted in the study presented different characteristics. The children’s data analysed here concern observations of child–software interactive sessions based on video recordings and coded for attention deployment to each programme, including motivation and engagement indicators.  相似文献   

An introduction to education research methods: exploring the learning journey of pre-service teachers in a transnational programme     

Sonia White  Erika Hepple  Donna Tangen  Marlana Comelli  Amyzar Alwi  Zaira Abu Hassan Shaari 《Asia-Pacific Journal of Teacher Education》2016,44(1):35-48

Internationally there is interest in developing the research skills of pre-service teachers as a means of ongoing professional renewal with a distinct need for systematic and longitudinal investigation of student learning. The current study takes a unique perspective by exploring the research learning journey of pre-service teachers participating in a transnational degree programme. Using a case-study design that includes both a self-reported and direct measure of research knowledge, the results indicate a progression in learning, as well as evidence that this research knowledge is continued or maintained when the pre-service teachers return to their home university. The findings of this study have implications for both pre-service teacher research training and transnational programmes.  相似文献   

Teacher educators for new times? Redefining an important occupational group     

Simone White 《师资教育杂志》2019,45(2):200-213

Teacher educators are an occupational group currently experiencing increased scrutiny by international policy makers and researchers alike. This occupational group however is increasingly difficult to define and identify in a complex, internationally changing teacher education policy reform environment. The question posed is an enduring one: who is a teacher educator? The answer is more complicated. To better understand this occupational group, a literature review and local policy analysis study using the Australian context was conducted to reveal more about their identity; career trajectories and; professional learning needs. Analysis revealed that three sub-groups belonging to the broader teacher educator occupational group have emerged as a result of shifting teacher education policies. Namely, university-based; school-based and community-based teacher educators, each with an important role to play and each positioned differently within the research and policy landscape. Findings suggest that all three groups are important to educating teachers across their career and to best meet the needs of all students for new times. Recommendations are made for future research and practice into how these groups can work collectively together, within and across the multiple sites of learning to teach.  相似文献   

Developments in style and purpose of research on the learning of science     

Richard F. Gunstone  Richard T. White  Peter J. Fensham 《科学教学研究杂志》1988,25(7):513-529

Recent years have seen a substantial growth in research that probes children's ideas about natural phenomena. This article places the research in a context that enables comprehension of how it informs and influences the practice of science education. To this end, past, present, and developing styles of research are discussed. The predominant style of past research was based on elaborate experimental designs and complex statistical analyses of data. Studies employing that style helped focus concern on questions about individual learning which the studies did not actually seek to answer, e.g., why does the learning resulting from a particular treatment vary between individuals? What is understanding and how can it be assessed? Such questions lie at the heart of current probing of children's ideas. Some issues of importance in the probing of children's ideas are considered, as are ways in which these issues have influenced the development of a current style of research. From this present context, developing styles in the research field are described. These focus particularly on research on the strategies used by learners, and on the continued growth of interaction between research and practice.  相似文献   

Performance of Montessori and traditionally schooled nursery children on tasks of seriation, classification, and conservation     

Jacqueline M. White  Steven R. Yussen  Edward M. Docherty 《Contemporary educational psychology》1976,1(4):356-368

It was hypothesized that the Montessori curriculum accelerates the acquisition of a number of concrete operational skills. To test this, eighty 4-year-old children were given three Piagetian problems—seriation, classification, and conservation. Half of the subjects were from Montessori schools, and the other half were from more traditional nursery settings. Within each type of school, half of the children were first year and the other half were second year enrollees. Results showed that significantly more Montessori than traditional children seriated and classified objects like concrete thinkers but that there were no differences on the conservation problem. Year of enrollment did not influence performance on any of the tasks. It was concluded that the hypothesis was confirmed and that the failure to find acceleration of conservation performance was due to its advanced nature relative to the other problems and/or the tangential manner in which Montessori exercises deal with the critical concepts that underly it.  相似文献   

Information use and needs in manufacturing organizations: Organizational factors in information behaviour     

D. A. White 《International Journal of Information Management》1986,6(3)

In this paper assumptions about the nature of complex organizations are examined in relation to the design of information systems. Models of organizational structure which have been used in relation to information need are discussed in the light of recent findings of a research project which has investigated the information use and needs of managers in manufacturing companies. Qualitative and quantitative data are presented and discussed. The findings do not support some of the current assumptions about information in complex organizations and the implications of this are discussed.  相似文献   

J.F.A. Ajayi, L.K.H. Goma and G.A. Johnson 1996. The African Experience with Higher Education     

Brian White 《Higher Education》1998,35(4):473-474

  相似文献   

Dynamic mental models in learning science: The importance of constructing derivational linkages among models     

John R. Frederiksen  Barbara Y. White  Joshua Gutwill 《科学教学研究杂志》1999,36(7):806-836

We present a theory of learning in science based on students deriving conceptual linkages among multiple models which represent physical phenomena at different levels of abstraction. The models vary in the primitive objects and interactions they incorporate and in the reasoning processes that are used in running them. Students derive linkages among models by running a model (embodied in an interactive computer simulation) and reflecting on its emergent behaviors. The emergent properties they identify in turn become the primitive elements of the more abstract, derived model. We describe and illustrate derivational links among three models for basic electricity: a particle model, an aggregate model, and an algebraic model. We then present results of an instructional experiment in which we compared high school students who were exposed to these model derivations with those who were not. In all other respects, both groups of students received identical instruction. The results demonstrate the importance of enabling students to construct derivational linkages among models, both with respect to their understanding of circuit theory and their ability to solve qualitative and quantitative circuit problems. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 806–836, 1999  相似文献   

Scientific Modeling for Inquiring Teachers Network (SMIT’N): The Influence on Elementary Teachers’ Views of Nature of Science, Inquiry, and Modeling     

Valarie L. Akerson  J. Scott Townsend  Lisa A. Donnelly  Deborah L. Hanson  Praweena Tira  Orvil White 《Journal of Science Teacher Education》2009,20(1):21-40

This paper summarizes the findings from a K-6 professional development program that emphasized scientific inquiry and nature of science within the theme of scientific modeling. During the 2-week summer workshop and follow up school year workshops, the instruction modeled a 5-E learning cycle approach. Pre and posttesting measured teachers’ views of nature of science, inquiry, and scientific modeling. Teachers improved their views of nature of science (NOS) and inquiry by including scientific modeling in their definitions of how scientists work, the empirical nature of science, and the role of observations and inferences in science. Their definitions of science expanded from a knowledge-based orientation to a process-based orientation. Teachers added the use of mathematical formulas to their views of scientific modeling. Using scientific modeling as the central theme was effective in providing positive influence on teachers’ views of inquiry and NOS.  相似文献   

Gender and Management in HEIs: Changing organisational and management structures     

Özkanlı  Özlem  de Lourdes Machado  Maria  White  Kate  O’Connor  Pat  Riordan  Sarah  Neale  Jenny 《Tertiary Education and Management》2009,15(3):241-257

This paper reports on the second phase of a multi-country study examining cross cultural perspectives of gender and management in Higher Education Institutions (HEIs). It examines the broader labour market context and legislative frameworks for higher education in each country and then analyses the literature on women in university management. The paper presents the findings of research with male and female senior managers about their perceptions of women as HEI managers within changing organisational and management structures. It concludes that although HEI’s are now largely aware of barriers to women getting into and on in senior management, they have not addressed the organisational structures and cultures that perpetuate this inequity.

  相似文献