Effect of Twinning on Chinese and English Vocabulary Knowledge     

Simpson W.L. Wong  Him Cheung  Mo Zheng  Xiujie Yang  Catherine McBride  Connie Suk-Han Ho  Judy Sze-Man Leung  Bonnie Wing-Yin Chow  Mary Miu Yee Waye 《Child development》2020,91(6):1886-1897

Vocabulary knowledge was tested in a native (Cantonese-Chinese) and foreign (English) language in 150 twins and 150 singletons aged 6–11 years, matched on age, gender, grade level, nonverbal intelligence, parents’ education, family income, and number of siblings and household members. The singletons clearly outperformed the twins on the native vocabulary, but this “twinning effect” was much less noticeable for the foreign vocabulary. The effect on English vocabulary was further reduced after exposure to English at home was controlled. Given that these participants learned most of their English in school rather than home, the present findings support the notion that the twinning effect is associated with increased competition for family interaction in twins compared with singletons.  相似文献   

Sharing Science Through Technology     

Judy Scotchmoor 《Curator: The Museum Journal》2000,43(2):139-146

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Letters Home: The meaning of instructional technology     

James A. Pershing  Michael H. Molenda  Trena Paulus  Lai Har Judy Lee  Emily Hixon 《TechTrends》2000,44(1):31-38

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A little TLC (technology learning cycle) as a means to technology integration     

Rose?M.?MarraEmail author  Jane?Howland  Judy?Wedman  Laura?Diggs 《TechTrends》2003,47(2):15-19

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Developing the Librarians' Role in Supporting Grant Applications and Reducing Waste in Research: Outcomes From a Literature Review and Survey in the NIHR Research Design Service     

Mary L. Edmunds Otter  Judy M. Wright  Natalie V. King 《New Review of Academic Librarianship》2017,23(2-3):258-274

ABSTRACT

Librarians and information specialists' involvement during the development of grant applications for external funding can save researchers' time, provide specialist support, and contribute to reducing avoidable waste in research. This article presents a survey of information specialists working for the National Institute for Health Research's Research Design Service within English applied health services research and a scoping review to identify other examples of librarians supporting grant applications. The survey found that support included: verifying proposed research has not already been performed; searching literature to provide background for the project; and advising on or writing systematic review methods. The scoping review found three examples where librarians were involved: in writing sections of the application; conducting reviews, and becoming a co-applicant. We recommend librarians engage with researchers by checking whether search requests are to support an application and by becoming familiar with resources and techniques to support grant proposal development.  相似文献   

How can the inspection process enhance improvement in special schools?     

Judy Sebba  John Clarke  Brian Emery 《欧洲特需教育杂志》2013,28(1):82-94

Abstract

The new system for the inspection of special schools was introduced in England in September 1994, using common criteria as those used for mainstream schools. One of the main purposes of inspection stated by the Office for Standards in Education (OFSTED) is school improvement. This paper presents the perceptions of headteachers of the inspection process arising from the first inspections carried out during September‐December 1994. The evidence base used on these inspections is also considered. These data are used to suggest that school improvement can be enhanced by the inspection process under certain conditions. A preliminary exploration of these conditions is provided in the paper. Implications for the school inspection process, school self‐review and future research questions are identified.  相似文献   

Issues in identifying gifted students: How Renzulli's model stacks up     

LaDonna MacRae  Judy L. Lupart 《Roeper Review》2013,35(2):53-58

Traditional approaches to the identification of gifted and talented students are the subject of increasing scrutiny and criticism. Several problems, limitations and issues have been noted in the literature, and as a result, new conceptualizations and procedures have been advanced. Renzulli's Revolving Door Identification Model (RDIM) is one such model which has been widely adopted. This article first gives a brief summary of the model and investigates the reasons for its popularity. It then addresses some of the more serious criticisms that have been levelled against the model. Finally, it reviews what the authors feel are the more legitimate concerns about the model as they assess its validity and utility for identifying and serving gifted students.  相似文献   

Learning to write in the street     

Judy Kalman 《International journal of qualitative studies in education》2013,26(3):187-203

In Mexico City there is a system of public scribes who function as written language brokers, composing letters, filling out forms, drawing up contracts, designing invitations or producing any other kind of written product that a client might require. The main question to be addressed in this paper is how the scribes learned their trade, and how they acquired the literacy practices and knowledge they need to make a living writing for others. The scribes' views about what they needed to learn and how they went about learning it is of interest to researchers and practitioners alike. Of particular relevance is the relationship they establish between the specific context in which they write and the use of ''local knowledge'' (as defined by Geertz) while writing. Their commentary on what they learned to do at school, what they learned to do in order to meet the demands of their clients, and how they must meet those demands is of particular interest at a time when educators are broadening their views about literacy, how it is learned, and how it is accomplished.  相似文献   

From data to personal user models for life-long,life-wide learners     

Judy Kay  Bob Kummerfeld 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):2871-2884

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The Earlier the Better? Individual Participant Data and Traditional Meta-analysis of Age Effects of Parenting Interventions     

Frances Gardner  Patty Leijten  G.J. Melendez-Torres  Sabine Landau  Victoria Harris  Joanna Mann  Jennifer Beecham  Judy Hutchings  Stephen Scott 《Child development》2019,90(1):7-19

Strong arguments have been made for early intervention for child problems, stating that early is more effective than later, as the brain is more malleable, and costs are lower. However, there is scant evidence from trials to support this hypothesis, which we therefore tested in two well-powered, state-of-the-art meta-analyses with complementary strengths: (a) Individual participant data (IPD) meta-analysis of European trials of Incredible Years parenting intervention (k = 13, n = 1696; age = 2–11); (b) Larger, trial-level robust variance estimation meta-analysis of a wider range of parenting programs (k = 156, n = 13,378, M_age = 2–10) for reducing disruptive behavior. Both analyses found no evidence that intervention earlier in childhood was more effective; programs targeted at a narrower age range were no more effective than general ones.  相似文献