A Dance with the Butterflies: A Metamorphosis of Teaching and Learning Through Technology     

Sarah McPherson 《Early Childhood Education Journal》2009,37(3):229-236

This paper describes a web-based collaborative project called A Dance with the Butterflies that applied the brain-based research of the Center for Applied Special Technologies (CAST) and principles of Universal Design for Learning (UDL) to Pre-K-4 science curriculum. Learning experiences were designed for students to invoke the Recognition, Strategic, and Affective neural networks for learning identified in the CAST research. Instruction was based on the Science Education content standard that all students should develop an understanding of the characteristics, life cycles, and environments of living organisms. Teachers designed interdisciplinary projects for students with the metamorphosis of the butterfly as the theme the unit. Participants from nine states and four countries learned about UDL to transform teaching and to collaborate through a blog that supported their learning. They shared new technology applications for use in their projects. The learning that occurred and the excitement to use technology for learning clearly demonstrate the power of the UDL framework for increasing engagement and understanding by all learners.  相似文献   

Young Children's Use of Surface and Object Information in Drawings of Everyday Scenes          下载免费PDF全文

Moira R. Dillon  Elizabeth S. Spelke 《Child development》2017,88(5):1701-1715

Pictorial symbols such as photographs, drawings, and maps are ubiquitous in modern cultures. Nevertheless, it remains unclear how children relate these symbols to the scenes that they represent. The present work investigates 4‐year‐old children's (N = 144) sensitivity to extended surface layouts and objects when using drawings of a room to find locations in that room. Children used either extended surfaces or objects when interpreting drawings, but they did not combine these two types of information to disambiguate target locations. Moreover, children's evaluations of drawings depicting surfaces or objects did not align with their use of such information in those drawings. These findings suggest that pictures of all kinds serve as media in which children deploy symbolic spatial skills flexibly and automatically.  相似文献   

Finding the Evidence: Clinical Guidelines from Source to Practice. IFM Healthcare study day,Scottish Health Service Development Group,Edinburgh, 26th January 1998     

Moira Napper 《Health information and libraries journal》1998,15(3):210-211

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Differing Views on the State of Equity and Excellence in Schools: A Review     

Byrd L. Jones  Moira E. Collins 《Equity & Excellence in Education》2013,46(1):69-74

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Parental choice in Scotland     

Frank Echols  Andrew McPherson  J. Douglas Willms 《教育政策杂志》2013,28(3):207-222

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The Democratising Potential of Dialogical Focus in an Action Enquiry   总被引：1，自引：0，他引：1  

Moira Laidlaw 《Educational Action Research》2013,21(2):223-241

This article considers the role of classroom‐based action research in the development of media education in British schools. The first part of the article offers some general observations on the contribution of action research in this field, and on the relationship between action research and broadly ‘ethnographic’ approaches within media and cultural studies. It identifies shared dilemmas in the politics of such research, and in the relationships between researchers and their subjects. The second part of the article develops these themes through brief accounts of two contrasting forms of classroom practice, drawn from collaborative research between an academic (DB) and a classroom teacher (JSG) in a largely working‐class North London comprehensive school. First, there is an examination of the difficulties of ‘reading’ students’ creative media productions, with particular emphasis on questions of gender and subjectivity. Secondly, there is an account of classroom work in which students themselves carried out research projects on aspects of media consumption, using both quantitative and qualitative methods.  相似文献   

Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text     

Rebecca Schisler  Laurice M. Joseph  Moira Konrad  Sheila Alber‐Morgan 《Psychology in the schools》2010,47(2):135-152

The purpose of this study was to compare the instructional effectiveness and efficiency of oral retelling, written retelling, and passage review comprehension strategies on third‐grade students' accuracy and rate of answering reading comprehension questions. A modified alternating treatment design was used to compare the effects of oral retelling, written retelling, and passage review strategies. Each strategy occurred within the context of repeated readings with phrase drill error correction. This study extended previous research findings by examining the effects of oral and written retelling as strategies for improving both literal and inferential comprehension and by investigating the efficiency of retelling procedures. Findings revealed that students' accuracy in answering reading comprehension performance was better under both retelling conditions than the passage review condition. The oral retelling coupled with repeated readings and phrase drill error correction was the most efficient instructional method for answering comprehension questions correctly. © 2009 Wiley Periodicals, Inc.  相似文献   

Collaborative Research in Scotland: a New Departure     

John Gray  Andrew McPherson  David Raffe 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):178-185

A programme of collaborative research has been attempting to decentralize control over the process of research into Scottish education. Teachers and other practitioners have been involved in analysing data collected in surveys of Scottish school leavers, and stored in the Scottish Education Data Archive. Some of their analyses have been published in the Collaborative Research Newsletter. This paper briefly describes the programme, and summarizes some of the Newsletter articles in two areas of study: the secondary school curriculum, and the attitudes and experiences of non‐Certificate school leavers.  相似文献   

New professionalism in austere times: the employment experiences of early career teachers in Scotland     

Moira Hulme  Ian Menter 《Teachers and Teaching》2013,19(6):672-687

International concern to raise educational standards and improve teacher quality has directed attention to the need to sustain career-long professional learning. Teacher induction and early professional learning (during years 2–6) have been associated with patterns of attrition and improved pupil outcomes. As the economic crisis impacts on public sector employment, the rhetoric of professionalism stands in contrast to the employment experiences of many recently qualified teachers. This article draws on interviews with 20 early career teachers in Scotland who achieved full registration from 2006. Work histories drawn from this small-scale study challenge the implicit assumptions of staged models of teacher development and draw attention to the increasing fragmentation and casualisation of experience in the teacher labour market.  相似文献   

How Students without Special Needs Perceive Social Inclusion of Children with Physical Impairments in Mainstream Schools: A Scoping Review     

Brydne M. Edwards  Debra Cameron  Gillian King  Amy C. McPherson 《International Journal of Disability, Development & Education》2019,66(3):298-324

ABSTRACT

Despite the importance of students without special needs’ perspectives in promoting successful social inclusion strategies in the classroom, their perspectives are not well represented in the literature. The purpose of this scoping review was to summarise the perspectives of students without special needs around the social inclusion of students with physical impairments in mainstream classrooms, describe factors impacting these perspectives and identify research gaps. Five databases were searched and 6229 articles were screened for eligibility. Ten articles met the inclusion criteria and were included in this review. The findings suggest that students without special needs avoid interacting with students with physical impairments, and are less accepting and less willing to befriend a student with a physical impairment. Combined, there were 13 individual, interpersonal and contextual factors influencing these perspectives, which should be considered to inform future inclusion practices.  相似文献