Copyright (c) 2009 All rights reserved. http://works.bepress.com/kerry_anne_hoad Recent documents in Kerry-Anne Hoad en-us Thu, 10 Sep 2009 19:51:58 PDT 3600 http://works.bepress.com/kerry_anne_hoad/6 http://works.bepress.com/kerry_anne_hoad/6 Thu, 02 Apr 2009 20:07:54 PDT The purpose of this project was to conduct research aimed at improving the literacy and numeracy outcomes of students with learning difficulties who are in Years 4, 5, and 6 in mainstream government, Catholic and independent schools. The project was designed to identify, implement and evaluate school-base intervention programs and teaching strategies that improve the literacy and numeracy achievement progress of students with learning difficulties.ISBN: 978 0 86431 758 2 Ken Rowe http://works.bepress.com/kerry_anne_hoad/5 http://works.bepress.com/kerry_anne_hoad/5 Thu, 02 Apr 2009 19:48:19 PDT The key purposes of this project are to improve the literacy and numeracy outcomes of students with learning difficulties who are in Years 4, 5 and 6 in mainstream schools, and to build capacity in teachers of these students towards pedagogical competence and confidence. Kerry-Anne Hoad http://works.bepress.com/kerry_anne_hoad/4 http://works.bepress.com/kerry_anne_hoad/4 Thu, 02 Apr 2009 19:46:18 PDT This article outlines two innovative professional development programs designed specifically to address current challenges for teachers of science. The first allows teachers of upper primary and lower secondary science to re-examine or increase their content knowledge as well as to re-examine and develop their teaching practice. The second supports teachers of science in examining and providing evidence of their teaching practice in line with the development of professional standards for teachers of science and associated certification requirements. Kerry-Anne Hoad http://works.bepress.com/kerry_anne_hoad/3 http://works.bepress.com/kerry_anne_hoad/3 Thu, 02 Apr 2009 19:42:08 PDT All children, including those with disabilities, need to play in order to develop essential life skills. An increasing number of children with disabilities attend mainstream early childhood settings, and need equal opportunities to participate in the full range of activities and experiences on offer, and to develop a sense of belonging in their local community. This article outlines practical strategies to support the inclusion of children with sensory, physical, intellectual, social or emotional disabilities and to adapt activities so that all children can play. Kerry-Anne Hoad http://works.bepress.com/kerry_anne_hoad/2 http://works.bepress.com/kerry_anne_hoad/2 Thu, 02 Apr 2009 19:39:46 PDT It has been suggested that some elements of maternal speech and language input to hearing impaired children may reflect the mother's depressed expectations of her child's communicative ability and may not facilitate the child's later language development. Cochlear implantation aims to improve the child's ability to hear and interpret speech and language as well as environmental sounds. The parents are aware of, and share in, this aim. Cochlear implantation may have the potential to affect the mother's expectations of her child's communicative ability and this may in turn have the potential to affect the mother's communicative behaviour. The present study examined the communicative behaviour of eight young cochlear implanted children, (aged 1.0 - 4.11 years) and their mothers, both before and within three months after the child's cochlear implantation. Communicative behaviours examined were turn taking behaviour, complexity of maternal language and amount of maternal speech directed to the child. No statistically significant post-implant change was found in maternal or child communicative behaviour. However, correlational results suggest a post implant relationship between maternal offers and child responses and child offers and maternal MLU. Also, although not statistically significant, it was found that mothers tended to speak more to their children after the child's cochlear implantation. Therefore, some trends towards change in maternal communicative behaviour appeared to be emerging within three months of the child's cochlear implantation. Kerry-Anne Hoad http://works.bepress.com/kerry_anne_hoad/1 http://works.bepress.com/kerry_anne_hoad/1 Thu, 02 Apr 2009 19:34:08 PDT This report presents the outcomes of the series of Symposia 'A Digital Education Revolution; realising the possibilities, managing the realities'. ACER initiated the Symposia, developed the program, delivered research content and managed the promotions and coordination for each event. ACER proposed the series of Symposia in response to the current interest, conversations and debate within schools and systems. The goals of the Symposia were to illuminate the possibilities and the realities of the DER initiative through informed presentations, discussions, debates and conversations, and to provide feedback to DEEWR on the school based concerns and key issues that emerged. ACER initially proposed a series of four Symposia to be held in Sydney, Brisbane, Adelaide and Melbourne. After discussions with DEEWR regarding funding and support, this offering extended to a fifth Symposium in Perth. ACER formed partnerships with a number of key organisations and individuals from a range of different educational and community domains to present and provide an extensive and full perspective of the possibilities and realities of learning using ICT in education. ACER invited the following advocates of ICT in education to partner ACER in various ways to conduct the series of Symposia. Linda Rosman