A survey of augmentative and alternative communication used in an inner city special school     

Katie Norburn  Abigail Levin  Sally Morgan  Celia Harding 《British Journal of Special Education》2016,43(3):289-306

This study surveyed staff use of augmentative and alternative communication (AAC) within a large inner city special school for children with complex needs and learning disabilities. A questionnaire asked 72 staff members about the range of AAC strategies they typically used during the working day and how often they used it; training they had received about AAC; and which AAC approaches they found easy to use and those they found difficult. A range of AAC approaches were identified by staff. Participant confidence and understanding of the reasons for using identified AAC strategies was reported to be one of the key barriers to implementing AAC effectively. The implications in relation to how children with complex needs receive support for their receptive and expressive communication within an education environment are discussed.  相似文献   

School Psychologists' Sense of Self-Efficacy for Consultation     

Meaghan C. Guiney  Abigail Harris  Akane Zusho  Anthony Cancelli 《Journal of educational and psychological consultation》2014,24(1):28-54

The Consultation Self-Efficacy Scale (CSES) was developed and validated to assess school psychologists' perceptions of self-efficacy for engaging in school-based consultation. A pilot study with graduate students (N = 92) indicated high internal consistency (α = .99) and provided evidence of discriminant validity, as a group with more consultation experience had significantly higher total self-efficacy scores (M = 512.25) than a moderately experienced group (M = 437.35). Subsequently, a sample of 347 practicing school psychologists completed a revised CSES, consistently endorsing moderate to high levels of consultation self-efficacy (M = 404.08, SD = 51.73). Although consultation self-efficacy was hypothesized to be a multidimensional construct, exploratory factor analysis indicated a single-factor structure. Construct validity of the instrument was supported by significant correlations between school psychologists' consultation self-efficacy ratings and perceptions of their ability to respond to hypothetical consultation referral problems (r = .69, p < .01), and regression analysis found that years of experience and time spent consulting with teachers predicted psychologists' self-efficacy scores.  相似文献   

Getting Buzzed In the Library: The Use of Restaurant-Style Pagers for Reserves Checkout in an Academic Library     

Kymberly Goodson  Marlayna Christensen  Sarah Elliott  Abigail Lowery 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(2):117-129

In 2004, the Social Sciences and Humanities Library at the University of California–San Diego implemented restaurant-style pagers to notify waiting patrons that the reserve collection materials they needed were available. The authors describe the university libraries’ process for implementing the pagers and the success staff has had with pagers over the past four years, list other libraries that use pagers, suggest other library uses for pagers, and offer guidance to institutions that might consider this service enhancement.  相似文献   

An Enemy Deep: Spectacular Addiction in Hubert Selby's Requiem for a Dream     

Abigail L. Bowers 《Journal of American culture (Malden, Mass. : 2003)》2010,33(3):240-248

  相似文献   

Mother-child bookreading in low-income families: correlates and outcomes during the first three years of life   总被引：1，自引：0，他引：1  

Raikes H  Pan BA  Luze G  Tamis-LeMonda CS  Brooks-Gunn J  Constantine J  Tarullo LB  Raikes HA  Rodriguez ET 《Child development》2006,77(4):924-953

About half of 2,581 low-income mothers reported reading daily to their children. At 14 months, the odds of reading daily increased by the child being firstborn or female. At 24 and 36 months, these odds increased by maternal verbal ability or education and by the child being firstborn or of Early Head Start status. White mothers read more than did Hispanic or African American mothers. For English-speaking children, concurrent reading was associated with vocabulary and comprehension at 14 months, and with vocabulary and cognitive development at 24 months. A pattern of daily reading over the 3 data points for English-speaking children and daily reading at any 1 data point for Spanish-speaking children predicted children's language and cognition at 36 months. Path analyses suggest reciprocal and snowballing relations between maternal bookreading and children's vocabulary.  相似文献   

Students' self-perception of reading ability,enjoyment of reading and reading achievement     

Jeffrey K. Smith  Lisa F. Smith  Alison Gilmore  Madgerie Jameson 《Learning and individual differences》2012,22(2):202-206

Using data from New Zealand's National Education Monitoring Project, a light sampling, low stakes performance based national school assessment program, reading self-efficacy, reading enjoyment, and reading achievement were examined in samples of 8 and 12 year old children. Sample sizes were n = 480 for each group. While reading achievement increased substantially in going from age 8 to age 12, reading enjoyment and reading self-efficacy declined. Girls outperformed boys in reading achievement and showed higher levels of reading enjoyment; differences in self-efficacy by gender were minimal. Results are discussed in terms of previous research and implications for instructional practice.  相似文献   

Internship Reflection     

Abigail Hawkins 《TechTrends》2010,54(4):10-10

  相似文献   

Henry Dale's Nobel Prize Winning `Discovery'     

O'Sullivan A 《Minerva》2001,39(4):409-424

A particular model of scientific achievement is embedded within the Nobel Prize, one that privileges the scientific `loner', whoachieves a distinct discovery at a particularmoment in time. A common criticism of this`individualistic' story of achievement is thatit obscures the social and cultural factors inscientific discovery. A collective story,highlighting the role of social relations andscientific milieux, may offer more explanatorypower in accounting for scientific discoveriesand inventions. This paper explores the processby which Henry Dale became recognized as thediscoverer of the chemical transmission ofnerve impulses. It compares the explanatorypower of the story of individual creativitywith a story that highlights the interactionbetween a scientist and his environment.  相似文献   

The use of discourse analysis in teaching an inferential reading comprehension skill     

Stan Gilmore 《Journal of Research in Reading》1978,1(2):128-135

  相似文献   

A comprehensive theory for eclectic intervention     

Susan K. Gilmore 《International journal for the advancement of counseling》1980,3(3-4):185-210

  相似文献