A Critique of the external product evaluation of the brazilian system of undergraduate education     

Lilia da Rocha Bastos  WilliamBurton Michael  DenizeTorres de Oliveira 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,17(1):151-158

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The Impact of Changing Roles on Relationships between Professionals in Inclusive Programs for Young Children     

Joan Lieber  Paula J. Beckman  Marci J. Hanson  Susan Janko  Jules M. Marquart  Eva Horn  Samuel L. Odom 《Early education and development》1997,8(1):67-82

As inclusion of young children with disabilities into preschool programs has become more prevalent, there have been concomitant changes in the roles assumed by the professionals and paraprofessionals in these programs. In this paper we examine the ways in which inclusive models influence the roles assumed by the program staff and the factors that affect the ability of staff members to assume these roles. Data, which included interviews, participant observation and document analysis, were collected as part of a multi-site national study of inclusive education programs and practices. From these data, themes emerged regarding the changing roles and relationships of staff members in inclusive early childhood programs. These themes are discussed as both facilitators of and barriers to successful inclusive programs.  相似文献   

The credibility of online news: an evaluation of the information by university students / La credibilidad de las noticias en Internet: una evaluación de la información por estudiantes universitarios     

Paula Herrero-Diz  Jesús Conde-Jiménez  Alejandro Tapia-Frade  David Varona-Aramburu 《Cultura y Educación》2019,31(2):407-435

Abstract

The spread of online disinformation is one of the 10 global risks of the future according to the World Economic Forum, and 51% of experts believe that this situation will not improve in the coming years. By 2022, half of the news will be fake news. In terms of users, young people and adults have problems understanding where the information they find online comes from and what sources to trust or not. In order to ascertain the degree of credibility that young users in Andalucía give to information, this study presents the results of the evaluation of online news by university students pursuing degrees in communication and education (N = 188), using the CRAAP test. The data reveal differences in gender and degree programme in the credibility assigned to the news. The conclusion is that university students have difficulty differentiating the veracity of the sources, in line with previous studies, with fake news earning higher ratings than real news.  相似文献   

Task-related variation in communication of mothers and their sons with learning disability     

Paula Lyytinen  Helena Rasku-Puttonen  Timo Ahonen  Anna-Maija Poikkeus  Marja-Leena Laakso 《European Journal of Psychology of Education - EJPE》1995,10(1):3-12

The purpose of the present study was to examine whether mother-child communication patterns vary as a function of the type of the task. Groups of learning disabled (LD=30) and normally achieving boys (NLD=30) were videotaped interacting with their mothers in two different tasks. The children were matched for age (8 to 11 year-olds) and for parent’s SES. The results indicated that the teaching task differentiated the groups more than did the story task. Academic character of the teaching task increased mothers’ task involvement in both groups. Mothers of the LD group showed, however, significantly more dominance and expressed less emotionality while teaching their child. Mothers’ interaction partly followed from their children’s behaviour on this task. The children with LD did not cooperate with their mothers and were not emotionally involved in the teaching task as highly as were the normally achieving children. Corresponding features of interaction were not found for the LD group in the story task. Consistency of children’s communication across the tasks was significant in the LD group. The normally achieving boys were more responsive to changes in task conditions showing different behavior as a function of task.  相似文献   

Preservice Teachers' Beliefs About Family Involvement: Implications for Teacher Education   总被引：1，自引：0，他引：1  

Angela C. Baum  Paula McMurray-Schwarz 《Early Childhood Education Journal》2004,32(1):57-61

Teacher educators have long recognized the importance of adequately preparing preservice teachers for their work with families. Preservice teachers express many concerns that they believe may impact the development of comfortable and collaborative relationships with members of children's families. In a previous study, the authors found that preservice teachers expressed concerns about the quality of the teacher–family relationship, meeting children's basic needs in school, and the role of parents in education. These concerns, along with some recommendations for incorporating family involvement across the teacher education curriculum, are the focus of this article.  相似文献   

The GlobalEd Project: Gender differences in a problem-based learning environment of international negotiations     

Brown  Scott W.  Boyer  Mark A.  Mayall  Hayley J.  Johnson  Paula R.  Meng  Lin  Butler  Michael J.  Weir  Kimberly  Florea  Natalie  Hernandez  Magnolia  Reis  Sally 《Instructional Science》2003,31(4-5):255-276

The GlobalEd Project employs a technology richenvironment for high school students who wishto participate in a simulation of internationalrelations and negotiation. A simulationconsists of negotiations on a variety ofinternational policy issues conducted bystudents from 10–15 schools through anInternet-based interface. This study reportsthe findings of 234 high school participants'changes in academic and technologyself-efficacy skills, as well as knowledge,attitudes and behaviors related to academicpreparation and performance, the use ofeducational technology, and associated outcomesfrom participating in a simulation ofinternational relations. The results arediscussed in terms of the current literature onself-efficacy and gender differences incognitive process.  相似文献   

Changing organizations by changing individuals: A model of leadership training     

Paula Jorde Bloom  Marilyn Sheerer 《The Urban Review》1992,24(4):263-286

Through a grant from the Department of Health and Human Services, National-Louis University delivered a leadership training program to Head Start personnel in the Chicago Metropolitan Area. The model, which was grounded in adult learning theory, encouraged a facilitative role for the teaching faculty, active decision-making on the part of the participants, collegial support, and linkages between theory and practice. A social systems approach was used to promote the idea of leaders as change agents.The effectiveness of the training model was assessed through the use of both quantitative and qualitative methods. Results indicated that the training had a positive effect on participants' level of perceived competence, the quality of teaching practices in their classrooms, and the organizational climate of their centers. Additionally, case study data documented feelings of increased self-confidence and self-efficacy on the part of participants. Outcomes suggest that this training model improved the expertise of Head Start directors and teachers and promoted substantive change and improvement in their centers.Some of these data were presented at the annual meeting of the American Educational Research Association, San Francisco, April 1992.  相似文献   

Towards another kind of borderlessness: online students with disabilities     

Yasuhiro Kotera  Vicky Cockerill  Pauline Green  Lucy Hutchinson  Paula Shaw  Nicholas Bowskill 《Distance Education》2019,40(2):170-186

Online learning is crucial to success for higher education institutions. Whilst the existing literature predominantly focused on its economic advantages, we focused on its inclusivity. At an online learning unit of a UK university, the number of students with disabilities (SWD) is three times higher than the national average. Having a degree makes significant financial and psychological differences in the lives of SWD. Though recent literature focused on inclusivity of online learning, an appraisal of first-hand experience of SWD studying online is a missing perspective. Accordingly, we aimed to explore their experience, using thematic analysis of semi-structured interviews involving ten SWD. Three themes emerged: (1) having control over studies as an advantage of online learning, (2) personal touch helps SWD’s online learning, and (3) challenges SWD experience with the social element of online learning. Our findings will help to develop the inclusivity of online learning to a new level.  相似文献   

Four-year follow-up study of language impaired children     

Rachel E. Stark  Lynne E. Bernstein  Rosemary Condino  Michael Bender  Paula Tallal  Hugh Catts 《Annals of dyslexia》1984,34(1):49-68

Children identified as normal or as specifically language impaired (SLI) were given speech, language, and intelligence testing on a longitudinal basis. Fourteen normal and 29 SLI children between the ages of 4 1/2 and 8 years were tested at Time 1. They were retested three to four years later when they were 8 to 12 years old. The results indicated that both the normal and the SLI children continued to develop skills in receptive and expressive language and speech articulation across the 3- to 4-year period intervening between evaluations. Overall, however, the SLI children appeared to develop language skills at a slower than normal rate and 80% of them remained language impaired at Time 2. In addition, the majority of the SLI children manifested reading impairment at Time 2, while none of the normal children did so. The implications for the educational management of SLI children are discussed. Research supported by the March of Dimes, Grant #12-84. Presented at the 32nd Annual Conference of The Orton Dyslexia Society, Baltimore, Maryland, November 1982.  相似文献   

The development of children at familial risk for dyslexia: Birth to early school age     

Lyytinen H  Aro M  Eklund K  Erskine J  Guttorm T  Laakso ML  Leppänen PH  Lyytinen P  Poikkeus AM  Torppa M 《Annals of dyslexia》2004,54(2):184-220

Children at risk for familial dyslexia (n = 107) and their controls (n = 93) have been followed from birth to school entry in the Jyvaskyla Longitudinal study of Dyslexia (JLD) on developmental factors linked to reading and dyslexia. At the point of school entry, the majority of the at-risk children displayed decoding ability that fell at least 1 SD below the mean of the control group. Measures of speech processing were the earliest indices to show both group differences in infancy and also significant predictive associations with reading acquisition. A number of measures of language, including phonological and morphological skill collected repeatedly from age three, revealed group differences and predictive correlations. Both the group differences and the predictive associations to later language and reading ability strengthened as a function of increasing age. The predictions, however, tend to be stronger and the spectrum of significant correlations wider in the at-risk group. These results are crucial to early identification and intervention of dyslexia in at-risk children.  相似文献