Reading Recovery and Evidence‐based Practice: A response to Reynolds and Wheldall (2007)     

Robert M. Schwartz  Angela Hobsbaum  Connie Briggs  Janet Scull 《International Journal of Disability, Development & Education》2009,56(1):5-15

Reynolds and Wheldall reviewed research relating to Reading Recovery (RR) and concluded that “RR has provided an excellent model in demonstrating how to plan, promote, and implement an intervention across an educational system and how to design a professional development programme” (2007 Reynolds, M. and Wheldall, K. 2007. Reading Recovery 20 years down the track: Looking forward, looking back. International Journal of Disability, Development and Education, 54: 199–223. [Taylor & Francis Online] [Google Scholar], p. 218). They balanced this praise with concerns about the research base for RR, its effectiveness for the lowest‐performing first‐grade students, long‐term change in literacy achievement for RR students and RR’s cost‐effectiveness. This response aims to address these concerns by discussing four central issues of evidence‐based practice from their review: evidence of effectiveness; sustained gains; programme evaluation data from a response to intervention perspective; and cost‐effectiveness versus cost‐benefit.  相似文献   

Developing Optimized Adaptive Interventions in Education     

Daniel Almirall  Connie Kasari  Daniel F. McCaffrey  Inbal Nahum-Shani 《Journal of research on educational effectiveness》2018,11(1):27-34

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Recent Books in the Field of Public Opinion Research     

de Boer  Connie 《Int. Journal of Public Opinion Research》2006,18(4):513-518

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Web-based distance continuing education: a new way of thinking for students and instructors     

Garrison JA  Schardt C  Kochi JK 《Bulletin of the Medical Library Association》2000,88(3):211-217

As people have more difficulty taking time away from work to attend conferences and workshops, the idea of offering courses via the Web has become more desirable. Addressing a need voiced by Medical Library Association membership, the authors developed a Web-based continuing-education course on the subject of the librarian's role in evidence-based medicine. The aim of the course was to provide medical librarians with a well-constructed, content-rich learning experience available to them at their convenience via the Web. This paper includes a discussion of the considerations that need to be taken into account when developing Web-based courses, the issues that arise when the information delivery changes from face-to-face to online, the changing role of the instructor, and the pros and cons of offering Web-based versus traditional courses. The results of the beta test and future plans for the course are also discussed.  相似文献   

The messenger may be wrong,but the message may be right     

Connie Juel 《Journal of Research in Reading》1995,18(2):146-153

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I think I can,I think I can: Expanding book experiences     

Sharen Halsall  Connie Green 《Early Childhood Education Journal》1991,18(4):18-20

A favorite book of Julia, age three, wasThe Little Engine That Could. When her teacher asked her if she could eat nicely with the class next door, she replied, I think I can, I think I can. As Jenny tramped across a bridge on a bike, she called to her mom, Hey, mom, trip trap trip trap; I hope there's no ugly troll down there. One of her favorite bedtime stories at age four was The Three Billy Goats Gruff.Sharen Halsall is an Assistant Professor in Child Development at Santa Fe Community College, Gainesville, FL. Connie Green is an Associate Professor in Curriculum and Instruction at Appalachian State University, Boone, NC.  相似文献   

The role of visual and auditory temporal processing for Chinese children with developmental dyslexia     

Chung KK  McBride-Chang C  Wong SW  Cheung H  Penney TB  Ho CS 《Annals of dyslexia》2008,58(1):15-35

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Responses to the Negative Emotions of Others by Autistic, Mentally Retarded, and Normal Children   总被引：9，自引：0，他引：9  

Marian D. Sigman  Connie Kasari  Jung-Hye Kwon  Nurit Yirmiya 《Child development》1992,63(4):796-807

Attention, facial affect, and behavioral responses to adults showing distress, fear, and discomfort were compared for autistic, mentally retarded, and normal children. The normal and mentally retarded children were very attentive to adults in all 3 situations. In contrast, many of the autistic children appeared to ignore or not notice the adults showing these negative affects. As a group, the autistic children looked at the adults less and were much more engaged in toy play than the other children during periods when an adult pretended to be hurt. The autistic children were also less attentive to adults showing fear, although their behavior was not different from the normal children. Few of the children in any group showed much facial affect in response to these situations. The results are discussed in terms of the importance of affect in the social learning experiences of the young child.  相似文献   

Focused Activities and the Development of Social Capital in a Distributed Learning “Community”     

Y. Connie Yuan  Geri Gay  Helene Hembrooke 《The Information Society》2006,22(1):25-39

This study examined the development of individual social capital in a distributed learning community. Feld's theory of focused choice predicts that the formation of network ties is constrained by contextual factors that function as foci of activities. In our research, we examined how group assignment and location could function as such foci to influence the development of individual social capital in a distributed learning community. Given that networks with different content flows may possess different properties, we examined two different types of networks—task-related instrumental networks and non-task-related expressive networks. A longitudinal research design was used to evaluate the evolution of networks over time. Hypotheses were tested using a sample of 32 students enrolled in a distributed learning class. The results show strong support for Feld's theory. While serving as foci of activities to organize social interactions, both group assignment and geographic separation can also function to fragment a learning community.  相似文献   

An Introduction to the Special Issue: Developmental Theory and Research: Applications to the Education of Young Children with Disabilities: Individual and Contextual Features of Developmental Approaches to Children with Disabilities     

Robert M. Hodapp  Connie Kasari 《Early education and development》1998,9(4):327-339

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