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1.
Although it is well recognized that reading skills vary in people with autism spectrum disorders (ASD), reasons for this variability are not well understood. We used the simple view of reading model to investigate both word decoding and text comprehension processes in two well-established subtypes within the autism spectrum, those with age-appropriate structural language skills and those structural language impairments. Generally, participants with language impairments performed less well than those with age-appropriate language skills. Word-level reading was a relative strength for both groups, although it showed declines with age. Comprehension weaknesses were especially marked among those with poor structural language skills. Reading outcomes in ASD are related to variations both in decoding and comprehension and in the oral language skills that support the development of these processes. 相似文献
2.
Courtenay WJ 《Isis; an international review devoted to the history of science and its cultural influences》2000,91(3):542-548
It has long been known that Nicole Oresme was a master of arts and a student in theology at Paris by 1348. A recently discovered papal letter of provision granting Oresme an expectation of a benefice establishes that he was already a regent master in arts by 1342. The text of the letter as copied in the papal registers also mentions those persons mandated to help implement the provision, thus revealing part of Oresme's early patronage network, which included an important regent master of theology from Normandy and a bachelor of theology who had been summoned to Avignon in 1340 along with Nicolas of Autrecourt. This earlier dating of Oresme's arts degree places him at Paris during the crisis over William of Ockham's natural philosophy. 相似文献
3.
Cynthia E. Hazel Daniel S. Newman Courtenay A. Barrett 《Journal of educational and psychological consultation》2016,26(2):111-138
The evidence base for school-based consultation practice and training is limited by a small number of studies, possibly due to unique challenges in researching consultation. For example, there are myriad variables to measure and idiosyncratic cultural and contextual factors to account for when investigating what works, for whom, and in what circumstances. Survey methodology offers one means for conducting consultation research. This article proposes a process for rigorous survey research in school-based consultation training and practice, which addresses some potential concerns regarding survey research. Specifically, issues of survey development, survey validation, sampling, and data collection are addressed. These processes are illustrated through the design and administration of an online survey of 262 early career school psychologists; preliminary data analyses suggested strong scale reliability, minimal item response bias, and population representativeness. Recommendations for future consultation survey research are provided. 相似文献
4.
Linda Norbury 《New Review of Academic Librarianship》2013,19(1):87-99
This study reports the results of a peer observation programme undertaken in the Library and Information Service at Aston University (where the author then worked). The conditions necessary for a successful peer observation programme are listed, and the necessary training is described. The results of the study are discussed in relation to the literature, with particular reference to the benefits of peer observation and the barriers to its implementation. The conclusions drawn from this study are that peer observation is a useful tool for encouraging lecturers to reflect on their own teaching practice, and thus improve the quality of teaching offered. This is true irrespective of the subject being taught. It is however important that the observation takes place in a supportive environment. 相似文献
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This article reviews literature on educational gerontology, adult education, and training and identifies factors that may encourage or discourage older workers from participation in training. Previous research has emphasized models based on either motivation or deterrent factors. This article offers a unique exploratory model combining five motivational and two deterrent factors that hold the potential for predicting older worker's participation in training. Research based on the proposed model can help explain older learner's participation in work-related training and, thereby, provide practitioners with clues to enhance training programs for older workers. 相似文献
7.
Karen Jones Sally A. Sambrook Luke Pittaway Andrew Henley Heather Norbury 《Action Learning: Research and Practice》2014,11(2):131-166
This paper presents research with small- and medium-sized enterprise (SME) owners who have participated in a leadership development programme. The primary focus of this paper is on learning transfer and factors affecting it, arguing that entrepreneurs must engage in ‘action’ in order to ‘learn’ and that under certain conditions they may transfer learning to their firm. This paper draws on data from 19 focus groups undertaken from 2010 to 2012, involving 51 participants in the LEAD Wales programme. It considers the literatures exploring learning transfer and develops a conceptual framework, outlining four areas of focus for entrepreneurial learning. Utilising thematic analysis, it describes and evaluates what (actual facts and information) and how (techniques, styles of learning) participants transfer and what actions they take to improve the business and develop their people. This paper illustrates the complex mechanisms involved in this process and concludes that action learning is a method of facilitating entrepreneurial learning which is able to help address some of the problems of engagement, relevance and value that have been highlighted previously. This paper concludes that the efficacy of an entrepreneurial learning intervention in SMEs may depend on the effectiveness of learning transfer. 相似文献
8.
For typically developing (TD) children, the home literacy environment (HLE) impacts reading competence, yet few studies have explored the HLE of children with autism spectrum disorders (ASD). We collected information about the HLE of children aged 7–13 with ASD and their TD peers via a parental questionnaire and examined whether there were any differences in home literacy practices. Subtle group differences emerged. Children with ASD and concomitant language disorder (autism language disorder [ALD]) were engaged in shared reading and reading discussion more frequently than were TD children and children with ASD and age‐appropriate language skills (autism language normal [ALN]). However, both ALN and ALD children engaged in shared reading for a shorter duration than their TD peers. Across groups, frequency and duration of independent reading were positively associated with reading ability and attitude. Thus, home literacy practices appear to reflect child characteristics, and parents are well placed to facilitate their children's literacy development through encouragement and scaffolding.
Highlights
What is already known about this topic- The home literacy environment (HLE) impacts the reading development of typically developing children.
- Many children with autism spectrum disorders (ASD) have reading difficulties, but little is known about the HLE of children with ASD.
- We examined the relationship between the HLE and reading for children with ASD.
- Poorer readers with ASD were engaged in shared reading practices more frequently than proficient readers.
- Children with ASD engaged in shared reading practices for a shorter duration than their typically developing peers.
- Home literacy practices appear to reflect child characteristics.
- Parents are well placed to facilitate their children's literacy development through encouragement and scaffolding.
9.
Dr. Bradley C. Courtenay 《Innovative Higher Education》1988,13(1):11-20
This article argues that despite an absence of distinctions in implementation, there are perceived and actual differences between the Ed.D. and Ph.D. degrees in education. Failure to make the distinctions in administering the degrees has caused confusion among faculty in other fields and within graduate schools. The article suggests that all doctoral degrees in education be changed to the Ph.D. with two tracks-one for scholars of practice and one for scholarly practitioners.In addition to his professional interests in administration and program development, he teaches and conducts research in educational gerontology and instructional methods. This article describes the dilemma of having two doctoral degrees in the field of education. The Ph.D. degree with two tracks is suggested as the solution. 相似文献
10.
Daniel S. Newman Meaghan C. Guiney Courtenay A. Barrett 《Psychology in the schools》2017,54(6):624-639
This study was an exploration of school consultation interactions between instructional consultants and consultees. Of specific interest was how consultants (n = 18) and consultees (n = 18) used verb tense and emotion words during the problem identification and analysis instructional consultation stage, similarities and differences in communication patterns, and whether verb tense and emotion words were related to perceptions of collaboration, consultee outcomes, or client outcomes. Data provided mixed support for study hypotheses. Among the findings, consultants’ past tense verb use negatively correlated with the consultation relationship (r = ?.62, p = .01), consultees’ present tense use correlated with better consultee outcomes (r = .49, p = .05), and positive emotion word use by consultees was correlated with better consultee outcomes (r = .54, p = .05). Implications of these and other findings are explored in the context of interpersonal communication during school consultation. 相似文献