The impact of fostering relationships through music within a special school classroom for students with autism spectrum disorder: an action research study     

Katrina Skewes McFerran  Grace Thompson  Lucy Bolger 《Educational Action Research》2016,24(2):241-259

Music therapists have been working in special education contexts for many decades, utilising research and case studies to inform practice. Growing interest in the link between the creative arts and well-being has led music therapists to consider what aspects of their knowledge others could feasibly appropriate in the school system. An action research approach was utilised to explore this question, grounded in partnerships between university-based music therapy researchers and staff at a school for learners on the autistic spectrum. Five cycles of planning, action, observation and reflection framed the collaborative partnership, with a music therapist acting as consultant to explore how music could be used across the school day. The greatest shift evidenced through qualitative and quantitative analysis was in the area of relationship building. Rather than seeing music as a tool that supports the acquisition of specific skills, the professionals and students in the school came to understand that music could be a meaningful part of their encounter with one another. This is congruent with music therapy research findings that also emphasise the ways music can be used to motivate, evoke and elicit meaningful responses from young people. Some limitations were identified in the sustainability of music practices in the school, particularly when other parts of the school culture were changing.  相似文献   

Does Online Comprehension Monitoring Make a Unique Contribution to Reading Comprehension in Beginning Readers? Evidence from eye movements     

Young-Suk Grace Kim  Christian Vorstius  Ralph Radach 《Scientific Studies of Reading》2018,22(5):367-383

The goal of this study was to investigate the nature of online comprehension monitoring, its predictors, and its relation to reading comprehension. Questions were concerned with (a) beginning readers’ sensitivity to inconsistencies, (b) predictors of online comprehension monitoring, and (c) the relation of online comprehension monitoring to reading comprehension over and above word reading and listening comprehension. Using eye tracking technology, online comprehension monitoring was measured as the amount of time spent rereading target implausible words and looking back at surrounding contexts. Results from 319 second graders revealed that children spent greater time fixating on inconsistent than consistent words and engaged in more frequent lookbacks. Comprehension monitoring was explained by both word reading and listening comprehension. However, comprehension monitoring did not uniquely predict reading comprehension after accounting for word reading and listening comprehension. These results provide insight into the nature of comprehension monitoring and its role in reading comprehension for beginning readers.  相似文献   

“Blips of Meaning”: The Transformation of Reader and History Text     

Grace Loh  C.T. Patrick Diamond 《Asia Pacific Journal of Education》1989,10(1):35-42

The study focused on the interpretations of eight “good” or effective Secondary One teachers. It suggests that the teachers interpreted the “text” (consisting of 12 elements) on the basis of their practical knowledge. The teachers tended to describe the literal meaning of the content. This, however, is a rather restricted form of interpretation which ignores the role of both the reader and the plurality of meanings in the message(s) of the text. To be receptive to the text, the teachers need to reflect on their often taken-for-granted knowledge and practices. The repertory grid was used to elicit such tacit knowledge. Like a mirror, the grid reflected to the teacher his or her own frame of reference for his or her consideration. This is a vital first step in the transformation of both the teacher and his or her interpretation of the text.  相似文献   

Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties     

Carol McDonald Connor  Beth M. Phillips  Young–Suk Grace Kim  Christopher J. Lonigan  Michael P. Kaschak  Elizabeth Crowe 《Scientific Studies of Reading》2018,22(6):462-484

Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children’s reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and comprehension monitoring. Third- and 4th-graders with language skills falling below age expectations participated (N = 645). Overall, the component interventions were only somewhat effective in improving the targeted skills, compared to a business-as-usual control (g ranged from ?.14 to .33), and no main effects were significant after correcting for multiple comparisons. Effects did not generalize to other language skills or to students’ reading comprehension. Moreover, there were Child Characteristic × Treatment interaction effects. For example, the intervention designed to build sensorimotor mental representations was more effective for children with weaker vocabulary skills. Implications for component models of reading and interventions for children at risk of reading comprehension difficulties are discussed.  相似文献   

Gender and Education for All: Progress and problems in achieving gender equity     

Grace Chisamya  Joan DeJaeghere  Nancy Kendall  Marufa Aziz Khan 《International Journal of Educational Development》2012

The paper explores the effects of rapid increases in gender parity in primary schooling in Bangladesh and Malawi on gender inequities in schools and communities. Based on an analysis of comparative case studies of marginalized communities, we argue that educational initiatives focused on achieving gender parity provide limited evidence that girls’ educational experiences modeled significantly different gender norms than in communities, or that by being educated, girls experienced a transformation of the inequitable gender relations they faced in society. The data illustrate persistent gender discrimination related to educational attainment and learning, and gender-based violence in schools. These patterns of gendered discrimination and violence largely mirrored those that girls and boys experienced in their homes and communities, raising important questions about the transformational capacity of current gender parity and schooling models.  相似文献   

Supporting Lesotho teachers to develop resilience in the face of the HIV and AIDS pandemic     

Lesley Wood  Grace Makeletso Ntaote  Linda Theron 《Teaching and Teacher Education》2012,28(3):428-439

HIV and AIDS threaten to erode the wellbeing of teachers who are faced with an increasing number of children rendered vulnerable by the pandemic. This article explores the usefulness of a supportive group intervention, Resilient Educators (REds), in supporting Lesotho teachers to respond to the HIV and AIDS-related challenges. A time-series pre- and post-intervention design was used to evaluate the programme. The findings indicate that the intervention led to an increase in the sense of agency of participating teachers both on a personal and community level. The findings have international significance for teachers working in similar contexts characterised by extreme adversity.  相似文献   

Undergraduates’ text messaging language and literacy skills     

Abbie Grace  Nenagh Kemp  Frances Heritage Martin  Rauno Parrila 《Reading and writing》2014,27(5):855-873

Research investigating whether people’s literacy skill is being affected by the use of text messaging language has produced largely positive results for children, but mixed results for adults. We asked 150 undergraduate university students in Western Canada and 86 in South Eastern Australia to supply naturalistic text messages and to complete nonword reading and spelling tasks. The Australian students also completed two further real word and nonword reading tasks, a spoonerisms task, a questionnaire regarding their reading history, and a nonverbal reasoning task. We found few significant correlations between literacy scores and both use of textisms (such as u for you) and measures of texting experience. Specifically, textism use was negatively correlated with spelling for the Canadian students, and with scores for timed nonword reading, spoonerisms, and Adult Reading History for the Australian students. Length of phone ownership was negatively correlated with spelling (Canadians), but positively correlated with Word Attack scores (Australians), whereas daily message sending volumes were negatively correlated with Word Attack scores (Australians). Australian students who thought that using textisms was more appropriate had poorer nonword reading and reported having had more difficulty learning to read, than those who found it less appropriate. We conclude that there is inconsistent evidence for negative relationships between adults’ use of textisms and their literacy skills, and that these associations may be influenced by attitudes towards the appropriateness of textism use. A model of the potential relationship between adults’ textism use and literacy skills is presented.  相似文献   

AMERICAN RADIO IN CHINA: INTERNATIONAL ENCOUNTERS WITH TECHNOLOGY AND COMMUNICATIONS, 1919–41     

Grace Ai-Ling Chou 《Media History》2013,19(2):239-241

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Cultural Diversity in Brazil: A Guide to Reference Sources     

Grace M. Wadholm 《Behavioral & Social Sciences Librarian》2013,32(3):63-80

ABSTRACT

Brazil is a unique and vibrant country. Researching the diverse cultures of Brazil, although a fascinating pursuit for many individuals, is made difficult by the vast amount of information available for this topic, published in many different languages. In an effort to bring together materials from various sources, assess their quality, and provide a listing of high quality titles, this bibliography presents a compilation of relevant materials from a wide variety of resources.  相似文献   

Knowledge and Utilization of the United States National Library of Medicine's Biomedical Information Products and Services Among African Health Sciences Librarians     

Christine Wamunyima Kanyengo  Grace Ada Ajuwon  Nancy Kamau  Cristina Horta  Abdrahamane Anne 《Medical reference services quarterly》2013,32(3):257-268

The United States National Library of Medicine (NLM) has the largest collection of biomedical information products and services in the world. Little is known of the extent to which librarians in sub-Saharan Africa are aware of and use these resources. The study's aim was to assess knowledge and frequency of use of NLM's biomedical information products and services among African librarians. Forty-three of the 50 delegates at the 11th biannual Congress of the Association of Health Information and Libraries in Africa (AHILA) participated in the study. The findings showed that participants' knowledge of NLM information products and services was low and that there is a need for increased awareness and training in the use of NLM's information products and services in order for users on the African continent to effectively benefit from them.  相似文献