307,444 research outputs found
How to empower teachers working with children with language impairments : why a ‘just-in-time’ model might work
No full textChapter 19 in Ellis and McCartney (eds) Applied Linguistics and Primary School Teaching, 2011
Homing Ears : Re-Synthesis 2001
No full text“Homing Ears: Re-Synthesis 2001” contains soundwalk recordings and journal entries made by McCartney in Toronto and Lachine over the course of one year (1999). It also contains recordings of performances and remixes incorporating the soundwalks and material from participants/students. Includes a brief descriptive text for each track
The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment - implications of recent language intervention research
No full textMany UK children with severe and persistent language impairment (SLI) attend local mainstream schools. Although this should provide an excellent language-learning environment, opportunities may be limited by difficulties in sustaining time-consuming, child-specific learning activities; restricted co-professional working, and the complex classroom environment. Two language intervention studies in mainstream Scottish primary schools showed children with SLI receiving intervention from speech and language therapists (SLTs) or their assistants made more progress in expressive language than similar children receiving intervention from education staff. Potential reasons for this difference are sought in the amount of tailored language-learning activity undertaken; how actively school staff initiated contact with SLTs; and the language demands of the classroom. Tailored language learning appears to be a differentiating factor. A language support model, reflecting views of teachers and SLTs about encouraging language development for children with SLI within the ecology of the mainstream primary classroom, is also outlined
Open dialogue peer review: a response to Tymms, Merrell & Coe
No full textWe welcome Peter Tymms, Christine Merrell and Robert Coe's paper as a timely contribution to an important issue. For precisely the reasons that they state, this is an area of current concern. We are writing to suggest that for complex interventions involving educational programmes an even more complicated sequence of investigations could be useful, taking as the model the medical approach as detailed in MRC (2000). We agree that the RCT is an essential tool to investigate the efficacy of programmes. There is no other way to know if, on the whole, a programme works across a variety of contexts and if some programmes should 'work' better than others. Pragmatic randomisation as described in the Fife study outlined by Tymms et al. should be appropriate although it is a pity that it appears no children are continuing with their current exposure to peer learning, which would allow for the possibility that this is just as good as the new interventions. Blind assessment of outcomes is of course essential
1927 price list of McCartney Nursery hardy Ozark grown nursery stock, seed sweet potatoes /
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1921 price list of McCartney\u27s hardy Ozark grown small fruit plants, seed sweet potatoes
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My Pioneering Forefather
No full textMy Pioneering Forefather, by J.E. (Sy) McCartney; signed by the author. Contributed by J Dee Walker.https://openspaces.unk.edu/kc-miscellany/1011/thumbnail.jp
1921 price list of McCartney\u27s hardy Ozark grown small fruit plants, seed sweet potatoes
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