The ‘universal’ child in local contexts     

Penny Munn Editor 《International Journal of Early Years Education》2008,16(3):187-188

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Predictors of Grade 2 Word Reading and Vocabulary Learning from Grade 1 Variables in Spanish‐Speaking Children: Similarities and Differences     

Alexandra Gottardo  Penny Collins  Iuliana Baciu  Robert Gebotys 《Learning disabilities research & practice》2008,23(1):11-24

We examined the components of first (L1) and second language (L2) phonological processing that are related to L2 word reading and vocabulary. Spanish‐speaking English learners (EL) were classified as average or low readers in grades 1 and 2. A large number of children who started out as poor readers in first grade became average readers in second grade while vocabulary scores were more stable. Binary logistic regressions examined variables related to classifications of consistently average, consistently low, or improving on reading or vocabulary across grades. Good L2 phonological short‐term memory and phonological awareness scores predicted good reading and vocabulary scores. L1 and L2 measures differentiated consistently good performers from consistently low performers, while only L2 measures differentiated children who improved from children who remained low performers. Children who are EL should be screened on measures of pseudoword repetition and phonological awareness with low scorers being good candidates for receiving extra assistance in acquiring L2 vocabulary and reading. This study suggests measures that can be used to select children who have a greater likelihood of experiencing difficulties in reading and vocabulary.  相似文献   

Preparing Graduate Teaching Assistants to Assist Biology Faculty     

Hammrich  Penny L. 《Journal of Science Teacher Education》2001,12(1):67-82

Journal of Science Teacher Education -  相似文献   

How reading research can inform mathematics difficulties: the search for the core deficit     

Chiappe P 《Journal of learning disabilities》2005,38(4):313-317

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The effect of rating augmentation on inter-rater reliability: An empirical study of a holistic rubric     

Jim Penny  Robert L. Johnson  Belita Gordon 《Assessing Writing》2000,7(2):163

A two-stage process by which a holistic rubric is applied to the assessment of open-ended items, such as writing samples, is defined. The first stage involves scoring a performance by the assignment of an integer rating that is congruent with the proficiency level that is exhibited in the performance. The second stage is the subsequent assignment by the rater of an augmentation that indicates whether or not the writing competency reflected in the paper is a bit higher or lower than the competency level reflected in the benchmark paper for the given proficiency level. If the rater feels that the paper represents benchmark proficiency for the given level, no augmentation is assigned to the rating. The results of this study indicate that the use of rating augmentation can improve the inter-rater reliability of holistic assessments, as indicated by generalizability phi coefficients, correlation coefficients, and percent agreement indices. Implications and suggestions for follow-up research are discussed.  相似文献   

A Survey into Mainstream Teachers' Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority     

Elias Avramidis  Phil Bayliss  Robert Burden 《教育心理学》2000,20(2):191-211

Attitudes of mainstream teachers towards the inclusion of children with special needs in the ordinary school were surveyed soon after the release of the Green Paper. The survey was carried out in one Local Education Authority in the south-west of England and the sample comprised of 81 primary and secondary teachers. The analysis revealed that teachers who have been implementing inclusive programmes, and therefore have active experience of inclusion, possess more positive attitudes. Moreover, the data showed the importance of professional development in the formation of positive attitudes towards inclusion. In particular, teachers with university-based professional development appeared both to hold more positive attitudes and to be more confident in meeting the IEP requirements of students with SEN. The role that training at both pre-service and post-service levels has in the development of teachers' support for inclusion is discussed.  相似文献   

A study of cross-national collaborative research: reflecting on experience in Pakistan     

Alan J. Penny  Mehru Ahmed Ali  Iffat Farah  Sissel Ostberg  Robert L. Smith 《International Journal of Educational Development》2000,20(6):443-455

This paper seeks to offer insights into the complexities involved in cross-national collaborative research. It identifies and provides an account of the various issues running through the research process, whilst at the same time derives principles upon which such work should be based. Key narratives were identified by highlighting a number of critical incidents. These narratives were related to issues of ownership, trust, and power, whilst in the course of theorising the research process itself, the metaphors of voice and crossing borders were found to be profoundly empowering and transformative. The complexities of working cross-nationally in the research group, understanding roles, clarifying professional frames and ethical values, at the same time as creating and maintaining a context for effective partnership and participation, made managing and sustaining the research process challenging.  相似文献   

The psychology of containment: (mis) representing emotional and behavioural difficulties in Australian schools     

Penny Van Bergen  Linda J. Graham  Naomi Sweller  Helen F. Dodd 《Emotional and Behavioural Difficulties》2015,20(1):64-81

The number of students in special schools has increased at a rapid rate in some Australian states, due in part to increased enrolment under the categories of emotional disturbance (ED) and behaviour disorder (BD). Nonetheless, diagnostic distinctions between ED and BD are unclear. Moreover, despite international findings that students with particular backgrounds are over-represented in special schools, little is known about the backgrounds of students entering such settings in Australia. This study examined the government school enrolment data from New South Wales, the most populous of the Australian states. Linear and quadratic trends were used to describe the numbers and ages of students enrolled in special schools in the ED and BD categories. Changes between 1997 and 2007 were observed. Results showed an over-representation of boys that increased across the decade and a different pattern across age for boys and girls. Consistent with international findings, these results indicate that trends in special school placements are unrelated to disability prevalence in the population. Rather, it is suggested that schools act to preserve time and resources for others by removing their more challenging students: most typically, boys.  相似文献   

‘Seeing’ into the past and ‘looking’ forward to the future: visual methods and gender and education research     

Alexandra Allan  Penny Tinkler 《Gender and education》2015,27(7):791-811

A small number of attempts have been made to take stock of the field of gender and education, though very few have taken methodology as their explicit focus. We seek to stimulate such discussion in this article by taking stock of the use of visual methods in gender and education research (particularly participatory and image-based methods). We undertake this exercise by looking at the claims researchers have made about the ways in which visual methods have advanced gender and education research, and by examining how these methods have been employed in research. We argue that the visual has become somewhat invisible in accounts of gender and education research. We conclude by considering different ways in which we might develop image-based research in the future.  相似文献   

Rethinking the ‘Western Tradition’     

Penny Enslin  Kai Horsthemke 《Educational Philosophy and Theory》2015,47(11):1166-1174

Abstract

In recent years, the ‘Western tradition’ has increasingly come under attack in anti-colonialist and postmodernist discourses. It is not difficult to sympathise with the concerns that underlie advocacy of historically marginalised traditions, and the West undoubtedly has a lot to answer for. Nonetheless, while arguing a qualified yes to the central question posed for this special issue, we question the assumption that the West can be neatly distinguished from alternative traditions of thought. We argue that there is fundamental implicit and explicit agreement across traditions about the most difficult of issues and on standards about how to reason about them and that the ‘West’ has demonstrably learned from within and without itself. But, we question the very viability under conditions of heightened globalisation and neo-colonialism of distinguishing between thought of the ‘West’ and thought outside the West. It is time to move beyond the reified assumptions that underlie the idea of ‘Western thought’, cast as an agent with a collective purpose.  相似文献