A clinical model for treatment of dyslexia     

Deborah L. Levy  William Ellis 《Annals of dyslexia》1984,34(1):285-296

Children with moderate learning disabilities often fail to qualify for special education programs in public schools, but are ill-suited for placement in private schools concerned with the severely disabled. Parents of such children may place their hopes in the promises of private teachers or clinics. Yet the quality of services provided in the private sector varies widely. This paper describes a model program against which parents and private service providers can measure the strengths and weaknesses of the programs they are concerned with. The model places special emphasis on thorough evaluation, frequent reevaluation, staff accountability, program flexibility, and recognition of the parents’ role in the child’s education.  相似文献   

Three global conditions for biodiversity conservation and sustainable use: an implementation framework     

Harvey Locke  Erle C Ellis  Oscar Venter  Richard Schuster  Keping Ma  Xiaoli Shen  Stephen Woodley  Naomi Kingston  Nina Bhola  Bernardo B N Strassburg  Axel Paulsch  Brooke Williams  James E M Watson 《国家科学评论(英文版)》2019,6(6):1080

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The impact of rewards within communities of practice: a study of the SAP online global community     

Richard?Fahey  Ana C?VasconcelosEmail author  David?Ellis 《知识管理研究与实践》2007,5(3):186-198

This paper explores the effects of introducing rewards within a virtual community of practice: the software vendor SAP (Systems Applications and Products) online global community. The study of postings to the SAP community discussion forums shows that rewards have had a damaging effect on the exchange of knowledge and generalised trust among members within the community. The intrinsic motivation of members to share knowledge was undermined by rewards, with the consequence that the pursuit of rewards became the priority for many, over and above contributing valuable information to the community. Thus, the introduction of rewards devalued the concept of knowledge as a public good, voluntarily shared out of moral obligation and community interest. Instead, knowledge came to be seen as a private good to be shared out of economic self-interest. Following the introduction of rewards, the primary motivation of many members to participate within the community shifted from community interest and moral obligation to that of economic self-interest.  相似文献   

Preserving digital scholarship: the future is now     

Kelly Russell  Ellis Weinberger  Andy Stone 《Learned Publishing》1999,12(4):271-280

The Cedars project in the UK has been set up to explore some of the issues associated with archiving of digital materials and to make recommendations to libraries about preserving digital materials. Cedars, which is led by the Consortium of University Research Libraries (CURL), is funded as part of the Electronic Libraries Programme (eLib) by the Joint Information Systems Committee of the Higher Education Funding Councils.  相似文献   

Feasibility,acceptability, and potential efficacy of a childcare-based intervention to reduce sitting time among pre-schoolers: A pilot randomised controlled trial     

Yvonne G. Ellis  Dylan P. Cliff  Steven J. Howard  Anthony D. Okely 《Journal of sports sciences》2019,37(2):146-155

The aim of this study was to test the feasibility, acceptability and potential efficacy of a childcare-based intervention to reduce total and prolonged sitting time in pre-schoolers. Four centres and 115 pre-schoolers (44 % boys; 4.1y) participated in a 3-month, 2-arm pilot cluster randomised controlled trial. Feasibility and acceptability were assessed through observations and semi-structured interviews. Sitting time, and breaks and bouts of sitting during childcare were assessed using an activPAL accelerometer over a one-week period at pre- and post-test (12wks). EF (inhibition, working memory and shifting) was assessed using the Early Years Toolbox. Intervention fidelity was high for both intervention centres (77 % vs 70 %) and educators reacted positively to the intervention. Proportion of sitting time per day reduced significantly at post-test in both intervention (?5.3%/day,[2.13, 8.50]) and control centres (?6.45 %,[4.20, 8.71]), resulting in a non- significant between-group difference (p = 0.51[2.4, 4.9]). EF scores did not significantly differ between groups (p > 0.05). Modifications to the childcare environment to reducing sitting, particularly the standing workstations, were feasible and acceptable to educators and children. No differences in sitting time between groups were seen; additional changes and longer-term trials are needed to reduce sitting time in pre-schoolers.  相似文献   

Ferrography     

Ralph B. Atkinson  Steven G. Ellis 《Journal of The Franklin Institute》1951,252(5):373-381

A new process is described which we have named “Ferrography.” The process enables graphic information to be recorded on magnetic materials and to be reproduced on paper in visual form. Magnetic inks are available in black or colors, enabling monochrome or color reproductions to be made. The magnetic matrix may be used repeatedly so that multiple printing is possible, and the matrix may be stored indefinitely. The process has advantages: economy and speed of operation, permanence of image, and ability to record any information which is available in signal form, such as instrument data, facsimile transmission, or scanned images.  相似文献   

K-ABC and McCarthy scale performance among “at-risk” and normal preschoolers     

Steven Zucker  Ellis P. Copeland 《Psychology in the schools》1988,25(1):5-10

This study assessed the degree of comparability between the McCarthy Scales of Children's Abilities (McCarthy) and the Kaufman Assessment Battery for Children (K-ABC) for 51 “at-risk” (Low Birthweight, Head Start, and Developmentally Delayed) and 33 “normal” preschool children. The K-ABC Mental Processing Composite (MPC) and McCarthy General Cognitive Index (GCI) correlated significantly for both groups, but was significantly greater for the at-risk preschoolers. The at-risk group achieved a significantly higher mean MPC than GCI, while the normal comparison subjects achieved a slightly lower mean MPC. As reflected in previous studies, the GCI seems to provide an accurate estimate of the at-risk child's typical classroom performance. While the MPC may afford an estimate of such children's capacity for academic growth, if provided appropriately tailored remediation, it may also be missing critical aspects of children's cognitive functioning. Mean score discrepancies for at-risk preschoolers were discussed in relation to the theoretical and psychometric properties of the K-ABC and McCarthy.  相似文献   

The importance of the human factor     

Alis Ellis 《Performance Improvement》1988,27(6):37-40

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Does authentic assessment assure academic integrity? Evidence from contract cheating data     

Cath Ellis  Karen van Haeringen  Rowena Harper  Tracey Bretag  Ian Zucker  Scott McBride 《高等教育研究与发展》2020,39(3):454-469

ABSTRACT

Contract cheating occurs when a student outsources their assessment to a third party, regardless of the third party’s relationship with the student, or whether money is exchanged. In higher education, there is a widespread belief that assessment design is a solution to the problem of contract cheating and that authentic assessment tasks are particularly effective. This research analysed two datasets – 221 assignment orders placed on academic custom writing websites and 198 assessment tasks in which contract cheating was detected – to investigate if authentic assessment can assure academic integrity. The authenticity of assessments was determined using five factors derived from the literature: frequency, fidelity, complexity, real-world impact and feed forward. Our analysis found that assessment tasks with no, some, or all of the five authenticity factors are routinely outsourced by students.  相似文献   

Literacy,social justice and inclusion: a large-scale design experiment to narrow the attainment gap linked to poverty     

Sue Ellis  Adele Rowe 《Support for Learning》2020,35(4):418-439

This paper describes the development and use of a tool designed to support educators to use a broad range of professional knowledge to enable inclusive literacy teaching that delivers social justice and narrows the attainment gap associated with poverty. The tool encourages teachers to formally recognise and act on a wide range of evidence about students as learners and to design their literacy curriculum and teaching according to this evidence. The research operationalised a Capabilities approach to inclusion and a design experiment methodology, working with 48 schools, 650 teachers and 12,783 students. A paired sample T-test showed a significant improvement in standardised age scores and that the ‘tail of underachievement’ shortened for all social groups. Goodman and Kruskal's gamma showed a weakening of the relationship between poverty and attainment. This gives cause for cautious optimism that attainment gaps associated with economic disadvantage can be narrowed if educators act on a wider range of evidence in literacy teaching, and if education researchers develop and trial tools to support them.  相似文献