The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment – implications of recent language intervention research     

Elspeth McCartney  Sue Ellis  James Boyle 《Journal of Research in Special Educational Needs》2009,9(2):80-90

Many UK children with severe and persistent language impairment (SLI) attend local mainstream schools. Although this should provide an excellent language-learning environment, opportunities may be limited by difficulties in sustaining time-consuming, child-specific learning activities; restricted co-professional working, and the complex classroom environment.
Two language intervention studies in mainstream Scottish primary schools showed children with SLI receiving intervention from speech and language therapists (SLTs) or their assistants made more progress in expressive language than similar children receiving intervention from education staff. Potential reasons for this difference are sought in the amount of tailored language-learning activity undertaken; how actively school staff initiated contact with SLTs; and the language demands of the classroom. Tailored language learning appears to be a differentiating factor.
A language support model, reflecting views of teachers and SLTs about encouraging language development for children with SLI within the ecology of the mainstream primary classroom, is also outlined.  相似文献   

Children and Place: Stories We Have, Stories We Need     

Julia Ellis 《Interchange》1999,30(2):171-190

Given existing curricula, instructional and assessment practices, teacher preparation programs, and multicultural education approaches, schools can be unhelpful places for students who are not at least middle class and politically white. Critical theory offers a range of conceptual frameworks for understanding and addressing these injustices but teachers find the ideas difficult to learn or to practice in classrooms. Increased attention to the use of stories is suggested to support individual and collective transformation and growth for teachers, students, and communities.  相似文献   

REGIONAL DATA BANKS AND EDUCATION     

Allan B. Ellis 《Journal of Educational Measurement》1965,2(2):139-143

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The role of motivation and pedagogy on the generalization of cognitive strategy training     

E S Ellis 《Journal of learning disabilities》1986,19(2):66-70

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Information technology and the accountant     

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

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Sports and the deaf child     

Stewart DA  Ellis MK 《American annals of the deaf》2005,150(1):59-66

The increasingly sedentary American lifestyle has resulted in a growing number of overweight and out-of-shape school-age children. Deaf children are not exempt from this trend, yet there is little evidence that public school programs for these children are doing anything to counter it. Much can be done to assist deaf students, not only in becoming more active movers but in gaining knowledge of opportunities and benefits associated with Deaf sport. The authors provide an argument for schools that expose deaf children to the role of sports in the Deaf community and for designing programs that will enable these children to become active participants in Deaf sport activities as athletes and organizers, or, later in life, when they no longer have the inclination or ability to compete, as spectators, with all the socialization benefits that form of involvement provides.  相似文献   

全球社会中的公民教育   总被引：1，自引：0，他引：1  

亚瑟·K·埃利斯  ;舒也文译  ;张文军校 《中国德育》2008,(7):26-28

公民是有知觉的道德主体,每个社会都要求有公民教育,而公民道德教育又是其重要的方面。教学者总是希望公民的教与学成为课程的一部分,对学生来说,就要求他们在实践中运用说教、经验、反思这三个方法。如果要形成某种意义上的全球公民的概念,那么教育的作用是至关重要的。要使全球公民成为现实,就需要有合作和相互依存的心态,超越国家界限和传统的束缚,这也将寄希望于未来的一代。  相似文献   

Crowdsourcing as an Approach to Customer Relationship Building in Academic Libraries     

Lisa A. Ellis  Aisha Peña 《College & Undergraduate Libraries》2015,22(3-4):273-295

Library initiatives to first-year students not only present an opportunity to offer information literacy instruction for student advancement, but they also serve a key marketing function by communicating the library's ongoing value and building customer relationships. Library orientation tours are an example of how to effectively market to first-year students. Combining peer-to-peer learning and user-generated content via social media known as crowdsourcing, Newman Library sponsored a contest challenging first-year students to create a video sharing a useful library tip. The contributions and benefits of this cocreation approach to fostering relationships are examined, and the implications to strengthening other library-user bonds are explored.  相似文献   

The May Center for Early Childhood Education: description of a continuum of services model for children with autism     

Susan Campbell  Barbara Cannon  James T. Ellis  Karen Lifter  James K. Luiselli  Carryl P. Navalta 《International Journal of Disability, Development & Education》1998,45(2):173-187

Children with autism have complex learning and behavioural challenges which typically require comprehensive educational and therapeutic services. In recent years there have been many developments in the philosophy, methodology, and scope of intervention for this population. Factors such as early intervention, criterion‐referenced assessment, the combination of applied behaviour analysis and developmentally appropriate practices (DAP), parent training, and public school inclusive education have been noteworthy. This article describes a comprehensive continuum of services model for children with autism developed by a human services agency in Massachusetts which incorporates these and additional empirically‐based approaches. Service components, methodologies, and program objectives are described including representative summary data. The article concludes with a discussion of educational, therapeutic, and research issues which address “best practice” approaches toward children with autism.  相似文献