Now showing items 31-36 of 36
Supporting school improvement: The development of a scale for assessing pupils' emotional and behavioural development
(University of Canterbury. School of Educational Studies and Human Development, 2004)
Innovation and self-organisation: The documentation of Central Character story
(University of Canterbury. School of Educational Studies and Human Development, 2010)
This paper describes a teaching innovation where a “Central Character” was interwoven with the stories shared in a kindergarten, and how that innovation was documented. The paper traces the origins and evolution of the ...
An exploration of the interaction between speech rate, gender and cognitive style in their effect on recall
(University of Canterbury. School of Educational Studies and Human Development., 2007)
This paper explores how the interaction between cognitive style, gender, and type of task predicts task outcome, particularly when presentation speed is varied. A sample of 91 11-year-old pupils completed the Cognitive ...
The relationship between anxiety-stability, working memory and cognitive style
(University of Canterbury. School of Educational Studies and Human Development, 2008)
While prior research indicates that relationships exist between anxiety-stability and working memory, and cognitive style and anxiety-stability, they have not been considered together. The aim of this study was to consider ...
Phonological awareness and early reading development in children with childhood apraxia of speech (CAS)
(University of Canterbury. College of Education.University of Canterbury. School of Literacies and Arts in Education., 2009)
Background: Childhood apraxia of speech (CAS) is associated with phonological awareness, reading, and spelling deficits. Comparing literacy skills in CAS with other developmental speech disorders is critical for understanding ...
Working memory, cognitive style, and behavioural predictors of GCSE exam success
(University of Canterbury. School of Educational Studies and Human Development., 2008)
This study investigates the interplay of working memory, cognitive style, and behaviour. Year 8 (aged 13 years) students (n = 205) at a UK urban secondary school were tested to ascertain predictors of General Certificate ...