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Is children’s speech development changing? Preliminary evidence from Australian English-speaking 3-year-olds ...
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Is children’s speech development changing? Preliminary evidence from Australian English-speaking 3-year-olds ...
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Language-general auditory-visual speech perception : Thai-English and Japanese-English McGurk effects
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Language-General Auditory-Visual Speech Perception: Thai-English and Japanese-English McGurk Effects
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Who to Refer for Speech Therapy at 4 Years of Age Versus Who to "Watch and Wait"?
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Better in both? bilingual intervention in an Australian school context
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Concept map analysis in the assessment of speech-language pathology students' learning in a problem-based learning curriculum: a longitudinal study
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Abstract:
The aim of this study was to track students' critical thinking performance longitudinally through concept map analysis in a problem-based learning (PBL) curriculum. Concept map analysis has been employed in the assessment of students' critical thinking in medical education. Little is known concerning concept mapping (CM) in speech-language pathology (SLP) education. In this quantitative study, students in a 4-year SLP education program (N=38) were followed until the completion of a fully-integrated PBL curriculum from Years 1 to 3. Students' concept maps were analyzed using a tool developed for this study, the Concept Map Assessment Profile (CMAP). There was an increase in concept map scores across the 3 years at the beginning of the academic year. The CM performance over the 3 years predicted 21.0% to 33.6% of variance in three measures of learning outcomes. The CMAP is a reliable measure, with strong inter-rater and intra-rater reliability (r=0.85 and r=0.96, respectively). In addition to its use as an assessment tool, the CMAP might be used to facilitate students' learning as feedback concerning strengths and weaknesses in the development of critical thinking can be provided.
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Keyword:
1203 Language and Linguistics; 3310 Linguistics and Language; 3616 Speech and Hearing; Concept mapping; Critical thinking; Problem-based learning (PBL); Speech-language pathology education
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URL: https://espace.library.uq.edu.au/view/UQ:323409
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Identifying language difference versus disorder in bilingual children
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Conceptual distance and word learning: patterns of acquisition in Samoan-English bilingual children
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Early lipreading ability and speech and language development of hearing-impaired pre-schoolers
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Vocabulary learning strategies among adult learners of Spanish as a foreign language
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The relationship between speech impairment, phonological awareness and literacy
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Patterns in diversity: Lexical learning in Samoan-English bilingual children
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Long-term outcome of oral language and phonological awareness intervention with socially disadvantaged preschoolers: the impact on language and literacy
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Review of visual speech perception by hearing and hearing-impaired people: clinical implications
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A longitudinal case study of the effects of an integrated phonological awareness program for identical twin boys with childhood apraxia of speech (CAS)
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Speech-language pathology students' approaches to learning in a problem-based learning curriculum
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Cognitive flexibility in children with and without speech disorder
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Effectiveness of an integrated phonological awareness approach for children with childhood apraxia of speech (CAS)
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