The purpose of this study was to investigate the effect of impaired reading skills and visual discomfort on the reading rate and comprehension of university students when reading texts presented at a high school (Grade 9) or university (Grade 12) level of difficulty. Groups included impaired readers (n=18) and normal readers with (n=13) or without visual discomfort (n=19). Regardless of text difficulty the impaired reader group had a significantly slower reading rate and poorer comprehension than the normal reader control group. However, when reading rate and comprehension were compared at the assessed reading level of each group, no group differences were found. The normal reading visual discomfort group had poorer reading comprehension than other normal readers with presentation of university‐level text only. It was concluded that poor word decoding skills may exacerbate comprehension difficulties in impaired readers. In contrast, the comprehension difficulties found for normal readers with visual discomfort occurred because of the somatic and perceptual difficulties induced with exposure to the repetitive striped patterns found on text pages. The types of strategy needed to increase the reading efficiency and produce greater academic success in university students with impaired reader skills or visual discomfort are discussed. 相似文献
The questions that dominate the discourse of IT in education are mostly at the technical or craft levels. Visionary questions relating to the purpose of education and the proper place of technology are not much discussed. This paper seeks to undermine the idea that such questions should be avoided. The context of postmodernist change is described and two contrasting visions of education are discussed. Each vision is a hypothetical but recognisable representation of certain trends in educational thinking. Each vision has appeal but also severe shortcomings. The paper concludes that unless teachers, learners and communities can articulate their own visions of educational change, new technology could take them into a future that they would never willingly have chosen. 相似文献
Drawing on data from a major survey on the impact of information technology initiatives on Scottish schools, we assess the extent to which the outcomes resemble those that have already been reported by Larry Cuban in his study of schools in Silicon Valley. We find a large measure of agreement. Scottish teachers and school students mostly have access to computers in their homes and classrooms. The home computers appear to be frequently used. The classroom computers, however, are encountered by students only seldom and when students do use computers in the classroom the activity is often peripheral to the learning process, such as word processing of essays. We discuss some possible explanations for this state of affairs and suggest some implications for policy-making. 相似文献
The technology of knowledge-based systems undoubtedly offers potential for educational modelling, yet its practical impact on today's school classrooms is very limited. To an extent this is because the tools presently used in schools are mostly rule-based expert system shells, which lack usability. We developed three alternative tools, using ideas from knowledge acquisition research, and compared their effectiveness to that of an established rule-based shell. Children working with the new tools produced higher quality models and developed more positive attitudes. We relate these findings to the forms of representation provided by the new tools and present evidence that modelling increases children's representational skill. We conclude that knowledge acquisition systems and alternative forms of representation can contribute to improved forms of knowledge-based modelling. 相似文献
The reasons behind the demand for what is sometimes called the New Engineer are critically examined and it is argued that a focus on employability alone is not sufficient to prepare socially responsible engineers. By examining issues around work organisation and sustainability it is proposed that engineers need to understand the wider social context in which they work. It is argued that the focus of ethics education should be broadened to focus on the social structure and the way it both enables and constrains socially responsible conduct. There is a call to refocus engineers’ attitudes towards the systems of regulation so they see them not only as constraints but as potential enablers supporting socially responsible engineering. 相似文献
In England and Wales, Initial Teacher Education depends upon a legal and contractual partnership between schools and higher education institutions in which teacher mentors are often trained to support student teacher development. This paper investigates the much less formal kind of partnership model that has evolved in Scotland, using one university's PGCE (Secondary) programme as a case study. Our research shows that the partnership is based on goodwill and relationships built up over time between university and school staff. However, school staff generally have only a weak understanding of the overall direction of the PGCE programme and they are uncertain about how best to fulfil their role in placement supervision. Partly in consequence, students find it hard to integrate school and university experiences and the quality of placement is very uneven. We identify scope for the development of mentoring skills among teachers and argue that current developments in Scottish education mean that this is a propitious time to begin to strengthen the links between school and university components of PGCE programmes.
En Angleterre et au Pays de Galle, la formation initiale des professeurs repose sur un partenariat contractuel et juridique entre les écoles et les Instituts de formation, c'est‐à‐dire que des professeurs sont formés en tant que mentors pour veiller au bon développement des étudiants. Dans cet exposé nous allons étudier un modèle de partenariat beaucoup moins formel qui s'est développé en Ecosse, en nous basant sur le cas d'étude du programme du PGCE (professeurs du secondaire) d'une université. Nos recherches montrent que le partenariat est basé sur de la bonne volonté et sur des relations bâties au cours des années entre l'université et les enseignants en collège. Cependant en général ces derniers n'ont pas une vision très claire de la direction globale du programme du PGCE et ne savent pas quelle est la meilleure manière de remplir leur rôle de superviseur durant les stages. En partie pour cette raison, les étudiants ont des difficultés à faire le lien entre leur expérience au collège et leur expérience à l'université et la qualité des stages est donc très inégale. Nous constatons donc qu'il faut que les professeurs soient mieux formés à leur rôle de mentor et que—en raison des développements qui ont lieu à l'heure actuelle dans le domaine de l'éducation en Ecosse—le moment est propice pour commencer à créer des liens plus étroits entre les composants universitaires et les stages en collège des programmes du PGCE.
En Inglaterra y Gales, la Educación Inicial del Profesor depende de la asociación legal y contractual entre los colegios y los institutos de educación superior, por donde enseñan a los mentores de profesores a apoyar el desarrollo del profesor en prácticas. Este artículo examina el modelo de asociación mucho menos convencional que ha desarrollado en Escocia, utilizando el programa de PGCE (secundario) de una universidad como estudio de casos. Nuestras investigaciones demuestran que la asociación se funda en la buena voluntad y las buenas amistades que se hace durante cierto tiempo entre la universidad y el personal docente del colegio. Sin embargo, el personal docente del colegio tiene solamente una comprensión floja de la dirección global del programa PGCE, y no está seguro de lo que podría hacer por lo bueno para desempeñar su papel durante la supervisión de la colocación. En cierto modo por consiguiente, los estudiantes tienen dificultades para integrarse en las experiencias del colegio y de la universidad, y la calidad de la colocación es muy desigual. Identificamos el campo de aplicación para el desarrollo de destrezas de mentores entre los profesores, y sostenemos que el desarrollo actual en la educación escocesa significa que ahora es un período propicio para empezar a consolidar las conexiones que hay entre los componentes del colegio y de la universidad en el programa de PGCE.
In England und im Wales, Ausgangslehrerausbildung hängt nach einer zugelassenen und Vertragsteilhaberschaft zwischen Schulen und Ausbildunganstalten ab, in denen Lehrermentors häufig ausgebildet werden, um Kursteilnehmerlehrerentwicklung zu stützen. Dieses Papier forscht die viel weniger formale Art des Partnerschaftssmodells, das sich in Schottland entwickelt hat mit dem PGCE (Sekundär) Programm von einer Universität als Fallstudie. Unsere Forschung zeigt, daß diese Partnerschaft auf dem Wohlwollen und Verhältnissen basiert, die Überzeit zwischen Universität und Schulestab aufgebaut werden. Jedoch hat Schulestab im Allgemeinen nur ein schwaches Verständnis der gesamten Richtung des PGCE‐Programms und sie sind unsicher über, wie man gut ihre Rolle in der Plazierungsüberwachung erfüllt. Teils infolgedessen, finden Kursteilnehmer es hart, Schule zu integrieren und Hochschulerfahrungen und die Qualität der Plazierung ist‐sehr ungleich. Wir kennzeichnen Bereiche für die Entwicklung von mentoring Fähigkeiten unter Lehrern und argumentieren daß gegenwärtige Entwicklungen im schottischen Ausbildungsmittel, daß dieses eine günstige Zeit ist anzufangen, die Verbindungen zwischen Schule und Hochschulbestandteilen der PGCE‐Programme zu verstärken. 相似文献
The aim of this study was to investigate the theory that visual magnocellular deficits seen in groups with dyslexia are linked
to reading via the mechanisms of visual attention. Visual attention was measured with a serial search task and magnocellular
function with a coherent motion task. A large group of children with dyslexia (n = 70) had slower serial search times than a control group of typical readers. However, the effect size was small (ηp2 = 0.05) indicating considerable overlap between the groups. When the dyslexia sample was split into those with or without
a magnocellular deficit, there was no difference in visual search reaction time between either group and controls. The data
suggest that magnocellular sensitivity and visual spatial attention weaknesses are independent of one another. They also provide
more evidence of heterogeneity in response to psychophysical tasks in groups with dyslexia. Alternative explanations for poor
performance on visual attention tasks are proposed along with avenues for future research. 相似文献
Previous experimental studies have indicated that young people's text comprehension and summarisation skills can be improved by techniques based on text concept mapping (TCM). However, these studies have done little to elucidate a practical pedagogy that can make the techniques adoptable within the context of typical secondary school classrooms. This paper explains how a collaborative research approach has developed a new pedagogy, named TCM/4, for TCM, along with new technology that supports this pedagogy in effective ways. Case studies of the strategy indicate that pupils enjoyed their lessons and shared their teachers' views that it was helpful in comprehending texts. 相似文献
