Team Member: Grace Howell
Grace has been the co-ordinator of the research centre since 2002 when it was known as the Centre for Communicative and Cognitive Disabilities. From 2002 to 2005 she was also the manager of the Centre for Assistive Technology "CAT Lab" writing research project which was housed at the central branch of the London Public Library. Grace received her B.Ed. from Nipissing University in 1978 and then taught elementary and secondary grades in Northern Ontario schools. She also taught French and was involved in special education. While earning an M.Ed. degree, Grace worked with Dr. C. Crealock and former CCCD Director, Dr. M. Sitko, on a research project examining how the use of word processors affects students' writing and students' attitudes to writing. Current ProjectsGrace is currently working with researchers at Huron University College to evaluate the effectiveness of strategies which encourage students to improve their writing abilities within the disciplines. Assessing the effectiveness of writing services at the post-secondary level. There are many variables involved in any student's improvement in writing. Pemberton (2003) argues that assessing the growth of students' self-efficacy belief is the best way for writing program personnel to provide evidence of a link between services offered and students' improvement in writing. Bearing in mind Bell's (2000) call for rigorous methods of evaluation, researchers at Huron University College are measuring their students' development of good writing skill using three sources of data: the Writing Proficiency Assessment (WPA) as a pre-test and post-test measure of writing improvement between the 1st and 4th years of study; data about students' performance in writing in their essay courses; and written survey and follow-up interviews with graduating students. Results to date show a complex relationship between feedback from the WPA, feedback from professors and students' use of the Writing Skills Centre in developing writing skills over time. For more information, click on the link at Hyland, Howell & Zhang (2010) below. Selected Publications
*Hyland, T. A., Howell, G., & Zhang, Z. (2010). The effectiveness of the Writing Proficiency Assessment (WPA) in improving student engagement with writing skills at Huron University College. Report prepared for the Higher Education Quality Council of Ontario, Toronto, ON.
http://www.heqco.ca/SiteCollectionDocuments/Huron%20ENG.pdf
Nolan, J. & Howell, G. (2010, July). Hockey success and birth date: The relative age effect revisited. International Review for the Sociology of Sport. http://irs.sagepub.com/content/early/2010/07/08/1012690210371560
Specht, J., Howell, G., & Young, G. (2007). Students with special education needs and their use of assistive technology during transition to secondary school. Childhood Education , 83(6), 385-389.
Papers Presented at Scholarly Gatherings (*refereed)
*Hyland, T. & Howell, G. (2010, May). Writing proficiency assessment evaluation. Paper presented at the annual meeting of the Canadian Association for the Study of Discourse and Writing (CASDW), Congress 2010, Montreal QC.
Howell, G. (2009, April). Improving students' writing with specific software programs. Presented at the Professional Development Day, Sir John A Macdonald Public School, Thames Valley District School Board (Invited).
*Hyland, T. A. & Howell, G. (2008, August). Writing and assessment: Does the mode affect the message? Presented at the annual teaching conference, Wilfred Laurier University, Waterloo, ON.
*Nolan, J. & Howell, G. (2008, November). Using the cyber-cafe concept for a community assistive technology and learning centre. Presented at the Ontario Council for Exceptional Children (OCEC) provincial conference, London, ON.
*Clark, M., & Howell, G. (2007, November). Key features of accessible websites. Presentation to the Educational Computing Organization of Ontario conference, Mississauga, ON.
*Howell, G., Specht, J., McIssac, S., & Young, G (2006, May). Effects of school transitions on adolescents with learning disabilities: Barriers and facilitators for students using assistive technology accommodations. Presented at the annual meeting of the Canadian Society for Studies in Education (CSSE), Toronto, ON.
© 2012 Canadian Research Centre on Inclusive Education, UWO
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