Fast Assessments with Digital Tools Using Multiple-Choice Questions     

Dusti D. Howell  Daphne ChingYu Tseng  Jozenia T. Colorado-Resa 《College Teaching》2017,65(3):145-147

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Identifying the challenges and opportunities to meet the needs of children with speech,language and communication difficulties          下载免费PDF全文

Julie E. Dockrell  Peter Howell 《British Journal of Special Education》2015,42(4):411-428

The views of experienced educational practitioners were examined with respect to the terminology used to describe children with speech, language and communication needs (SLCN), associated problems and the impact of speech and language difficulties in the classroom. Results showed that education staff continue to experience challenges with the range of terminology used to refer to the children's needs. Terms used to refer to difficulties with speech were least familiar to the respondents. Difficulties were noted in distinguishing between children with SLCN and children where English was an additional language. Respondents indicated a variety of additional difficulties experienced by the children. Literacy difficulties were reported to be more prevalent in children with language difficulties, while levels of bullying and anxiety were reported to be higher in children with speech problems. Respondents reported that tools for identifying speech and language difficulties and procedures for accessing effective resources are required.  相似文献   

Promoting lower-carbon lifestyles: the role of personal values,climate change communications and carbon allowances in processes of change     

Rachel A. Howell 《Environmental Education Research》2014,20(3):434-435

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Teaching mixed‐mode: a case study in remote delivery of computer science in Africa     

Sheila Howell  Michael C. Harris  Simon A. Wilkinson  Catherine Zuluaga  Paul Voutier 《Educational Media International》2013,50(4):297-306

In February 2003, RMIT University in Melbourne, Australia, commenced delivery of a Computer Science diploma and degree programme using mixed mode delivery to 250 university students in sub‐Saharan Africa, through a World Bank funded project designed for the African Virtual University (AVU). The project is a unique experience made possible by collaboration and co‐operation between Australian and African partners and incorporating a student‐centred philosophy and mixed‐mode delivery. The project also has an ongoing commitment to building African capacity for online development and delivery of courseware through a defined capacity building programme for the University of Dar es Salaam, (UDSM), which will take over the project in 2007. This paper discusses the relevant philosophies of the major partners in the project, outlines the components of the mixed mode delivery strategy and identifies the successes and challenges uncovered in the first year of operation.

Enseignement par méthode mixte : Une étude de cas sur les cours par correspondance de sciences d’informatique en Afrique

En février 2003, l’université RMIT de Melbourne en Australie a réalisé un projet pour l’Université Virtuelle Africaine (AVU) fondé par la Banque mondiale qui a permit à 250 étudiants d’universités de la région sous‐saharienne d’Afrique d’obtenir un grade universitaire en sciences d’informatique en participant a un cours par correspondance. Ce projet est une expérience unique qui a été rendue possible par une collaboration et coopération entre des partenaires australiens et africains et par l’incorporation d’une philosophie orientée sur les étudiants et d’assistance par méthodes mixtes de diffusion. Ce projet à une obligation permanente d’améliorer la productivité africaine du développement en ligne et de la diffusion de matériaux de cours en ligne, ce qui est effectué par un programme d’augmentation de la productivité défini pour l’Université de Dar es Salaam (UDSM), qui va assumer ce projet en 2007. Cet exposé décrit les philosophies principales des partenaires de ce projet, esquisse les composants de cette stratégie de diffusion à méthode mixte et identifie les succès et les défis découverts lors de la première année d’opération.

Unterrichten kombinierter Methoden: eine Fallstudie zum Fernstudium der Computerwissenschaften in Afrika

Im Februar 2003 begann die RMIT Universität in Melbourne in Australien mit Hilfe eines durch die Weltbank gegründeten Projekts für die Afrikanische Virtuelle Universität (AVU) mit einer kombinierten Methode der Wissensvermittlung 250 Studenten aus der unteren Sahara‐Region in Afrika die Teilnahme an einem Fernstudiumsprogramm mit einem Abschluss in Computerwissenschaften zu ermöglichen. Bei diese Projekt handelt es sich um eine einzigartige Erfahrung, die durch die Zusammenarbeit zwischen australischen und afrikanischen Partnern ermöglicht wurde und die die auf Studenten ausgerichtete Philosophie und die kombinierte Form der Wissensvermittlung einbezieht. Dieses Projekt hat die ständige Verpflichtung, die afrikanische Leistungsfähigkeit der Online‐Bildung und die Verfügbarkeit von Kursmaterialien zu verbessern, und zwar über ein definiertes Aufbauprogramm für die Universität Dar es Salaam (UDSM), die dieses Projekt 2007 übernehmen wird. Dieser Bericht erläutert die relevanten Kernphilosophien der Hauptpartner des Projekts, beschreibt die Komponenten der kombinierten Methode der Wissensvermittlung und identifiziert die Erfolge und Herausforderungen, die im Laufe des ersten Jahres erkannt wurden.  相似文献   

Synchronous and asynchronous interactions of bilingual Hispanic pre‐ and in‐service teachers in distance learning     

Luisa Lara  Richard Howell  Jeronimo Dominguez  José Navarro 《The American journal of distance education》2013,27(3):50-67

Abstract

This study investigated differences in online written interactions of bilingual Hispanic pre‐ and in‐service teachers across two types of online discussion groups: synchronous and asynchronous. Participants were exposed to a shortened version of a wholly online special education course and participated in instructional activities as well as synchronous and asynchronous discussion groups over a six‐week period. The research used both an alternating treatment design to gather quantitative data, and interviews and questionnaires for qualitative data. The results support the contention that synchronous discussion group interactions are an important feature of successful online courses with Hispanic students.  相似文献   

BOOK REVIEWS     

Liz Rymer  Charlotte Wilmot  Barbara Howell  Sue Thompson 《Learning, Media and Technology》2008,33(1):81-85

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NEGRO MINISTERS AND THE COLOR LINE IN AMERICAN PROTESTANTISM     

Jesse Howell Atwood 《Religious education (Chicago, Ill.)》2013,108(9):823-829

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Seven-Year Outcome of the Vermont Intervention Program for Low-Birthweight Infants   总被引：1，自引：0，他引：1  

Thomas M. Achenbach  Vicky Phares  Catherine T. Howell  Virginia A. Rauh  Barry Nurcombe 《Child development》1990,61(6):1672-1681

We compared 24 low-birthweight subjects of an experimental intervention (LBWE), 32 no-treatment controls (LBWC), and 37 normal birthweight (NBW) subjects. The intervention involved 7 hospital sessions and 4 home sessions in which a nurse helped mothers adapt to their LBW babies. At age 7, LBWE scored significantly higher than LBWC on the Kaufman Mental Processing Composite (p less than .001), Sequential (p = .02), and Simultaneous (p = .001) Scales, after statistical adjustments for socioeconomic status. LBWE did not differ from NBW (F less than 1). These results bear out a divergence between the LBWE and LBWC that first became statistically significant at age 3. The findings suggest that the intervention prevented cognitive lags among LBW children, and that long-term follow-ups are needed to evaluate the developmental effects of efforts to overcome major biological and environmental risks.  相似文献   

Towards the Spatial Analysis of Vague and Imaginary Place and Space: Evolving the Spatial Humanities through Medieval Romance   总被引：1，自引：0，他引：1  

Patricia Murrieta-flores  Naomi Howell 《Journal of Map & Geography Libraries》2017,13(1):29-57

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Resident rats’ aggression toward intruders     

Paul F. Brain  David Benton  Patricia A. Howell  Sandra E. Jones 《Learning & behavior》1980,8(2):331-335

A study was performed in which attacks by four different types of “resident” rat (males housed with fertile females, males housed with sterile females, paired males, and isolated males) on six different types of intruder (isolated males, grouped males, castrated males, isolated females, grouped females, and ovariectomized females) were investigated. The objective was to study features of resident and intruder rats that would allow the designing of an aggression test that used a minimum of animals and produced a rapid behavioral response. In some combinations of residents and intruders, attack was generated within a 10-min test period. Isolated resident males attacked as much as males housed with females; however, paired rats showed only low incidences of attack. The fertility of the female partner did not influence the male’s aggressiveness. Most male attacks were directed towards like-sexed intruders. Only isolated males differentiated between the different treatment types of male intruder, attacking group-housed and castrated rats less intensely than isolates. Of the females, only those that were fertile produced significant amounts of attack behavior and almost exclusively attacked female intruders. Group-housed intruder females received more attacks than isolates. The results suggest optimal conditions for generating two models of attack behavior in the laboratory rat.  相似文献