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1.
For 25 years now, there has been a serious attempt to get at the fundamental cause(s) of dyslexia in our laboratory. A great deal of research has been carried out on the psychological and brain underpinnings of the linguistic dysfunctions seen in dyslexia, but attempts to get at its cause have been limited. Initially, observations were made on the brains of persons with dyslexia who had died and their brains donated for research. These observations were modeled in animal models in order to better understand the full extent of anatomical and developmental brain characteristics. More recently, models have begun to employ genetic manipulations in order to close the gap between genes, brain, and behavior. In this article based on a lecture given in memory of Dr. Norman Geschwind to the International Dyslexia Association assembly in Philadelphia in 2004, I outline the history of the research leading up to the most recent findings. These findings consist of experiments using methods that interfere with the function of DNA, using as constructs genes that have been implicated in dyslexia, which cause developmental problems of neuronal migration in rats, secondary brain changes in response to the migration problems, and abnormal processing of sounds.  相似文献   

2.
Using a national sample of children 3 to 16 years old, this study found that the lower test scores and increased behavior problems of children born to younger mothers are not due to her age but to her family background. First, for nonfirstborn children, maternal age at first birth has a significant effect on test scores, whereas maternal age at the child's birth does not. Second, this study replicated a controversial study by Geronimus, Korenman, and Hillemeier (1994) and found that the disadvantage of children born to younger mothers is greatly reduced when maternal family background is controlled through a comparison of children born to sisters. Third, maternal age is not an important predictor of children's test score rates of improvement over time. This evidence suggests that maternal age is not causal.  相似文献   

3.
Educational Studies in Mathematics - The goal of this article is to investigate Davydov’s concept of the concept against the backdrop of its philosophical system, namely, dialectical...  相似文献   

4.
1 Introduction a In theoretical physics, the problem of calculating the quantum entropy on black hole background is a hotspot. Much efforts have been devoted to study the quantum entropy via brick-wall model [1] in the last 20 years, and most conclusions [2-6] are the quantum entropy according with Bekenstein-Hawking equation, i.e. S = Ah / 4 where S is the quantum entropy; and Ah is the area of the black hole horizon. But recent research [7,8] shows that the quantum entropy also has the log…  相似文献   

5.
Several writers have appealed to the literature on communities of practice as a way of thinking about the nature of educational research. In this paper, I look at the benefits and dangers of doing this. There seem to be two main sorts of lesson that have been drawn from this literature, one about research as an activity in its own right, the other about its relationship to educational practice. These ideas certainly suggest some important points about educational research itself, for example countering the notion that it could involve merely following an abstract set of methodological rules derived from the model of natural science. However, there have long been criticisms of this type of naturalism, and so there is a question about whether the literature on communities of practice adds anything distinctive in this respect, for example by comparison with the work of Kuhn in the history and philosophy of science. There is also the issue of whether educational research is a single community of practice, or is a field containing multiple such communities; and whether the literature on communities of practice effectively rules out any attempt at community building as against the organic growth of local cultures. The second strand of argument, this time about the relationship between research and educational practice, is potentially very radical in its implications. Indeed, I will suggest that it threatens to eradicate educational research as a distinctive form of activity. However, it raises some serious questions about the literature on situated learning in communities of practice, concerning the roles of reflection, propositional knowledge and narrative. While not wishing to deny the value of this literature, I conclude that any application of its central ideas to the case of research requires considerable caution.  相似文献   

6.
We examine the effect of students' perceptions of teacher support on attitudes towards math and whether the association varies between students from historically underrepresented groups in STEM. Participants included high school students enrolled in an AP Statistics course (N = 585, Mage = 16.75 years, SDage = 0.88). Measurement invariance conducted on the basis of student background characteristics (i.e., biological sex, underrepresented race/ethnicity status, and parental educational attainment) provided evidence of metric invariance or greater. Standardized regression coefficients suggested potential differences, such that for students who were female, from an underrepresented racial/ethnicity group in STEM, or had parents with lower levels of education, the effect of teacher support appeared not as strong compared to their counterparts. However, scaled chi-square difference tests comparing nested latent path models did not suggest a moderation effect of these three characteristics. These findings have implications for understanding barriers many students face in receiving the benefits of teacher support.  相似文献   

7.
In the context of China’s increasing rural-urban migration, few studies have investigated how parental migration affects children’s experience in school. The high cost of schooling, taken together with the institutional barriers in destination cities, have compelled many rural parents in China to migrate without their children, leaving them in the care of their spouses, grandparents, relatives or other caregivers. Still other parents migrate with their children, many of whom then attend urban migrant schools in their destination city. Understanding the academic engagement of children of migrant workers is particularly salient because the poor qualities of migrant schools, a lack of parental support, and exposure to competing alternatives to schooling may render both migrant children in the cities and left-behind children in the rural villages vulnerable to disengagement, and ultimately school dropout. Using data collected in 2008 in the urban Haidian and Changping districts of Beijing and rural Henan and Shaanxi provinces, the authors of this paper investigate the association between parental migration status and two measures of academic engagement, academic aspirations and the odds of liking school, by comparing migrant children attending migrant schools and left-behind children with their rural counterparts who do not have migrant parents. The authors’ findings show that migrant children attending migrant schools have lower academic engagement compared to rural children of non-migrant parents. The correlation between academic engagement and parental migration status can be accounted for in part by the support children receive from family and teachers. The association between certain measures of family and school support and academic engagement also varies by parental migration status: for example, high teacher turnover rates significantly reduce migrant children’s odds of liking schools, but do not affect children of non-migrant parents.  相似文献   

8.
This article investigates the consequences of an expansion of domestic university places in Australia after 2009 for inequalities in access to tertiary education. I focused on how different individual-level socioeconomic factors were influencing not only the likelihood of continuing education at the tertiary level but also a type of institution one studies at. Thus, I simultaneously analyse vertical and horizontal dimensions of inequalities in access. The expansion has not dramatically changed the differentiated access within different socioeconomic groups. However, the influence of parental education and secondary school context on continuing education has weakened. But those who have benefited the most are young people from upper service class. They not only approach near-universal access faster than other social classes but also improve their relative chances to study at the most prestigious institutions. Controlling for academic ability at the age of 15 showed that socioeconomic background continuous to matter after that age. This means that student-oriented equity policies undertaken closer to the point of transition to tertiary education have a capacity to decrease educational inequalities. Results are discussed against the background of the current higher education policy trends regarding equity in access.  相似文献   

9.
Education is often prioritised by refugee children and families, as well as by their political representatives and international actors alike. This article explores the specificities of the Sahrawi refugee education system, focusing in particular on the nature, motivations and implications of Sahrawi refugee youths' educational migration to Cuba through a scholarship programme designed to promote self-sufficiency and socio-economic development in the Sahrawi refugee camps. Drawing upon interviews conducted with Cuban-educated Sahrawi refugees in Cuba and in their Algerian-based refugee camps I argue that, despite educational migration having become a central part of Sahrawi refugee children's, youths' and adults' imaginary landscapes, Sahrawi youths' educational migration to Cuba is ultimately paradoxical in nature, reshaping and reinforcing, rather than reducing, Sahrawi refugees' dependence upon Western aid providers.  相似文献   

10.
Despite a well established body of international literature describing the effect of test anxiety on student performance in a range of assessments, there has been little work conducted on samples of students from the UK. The purpose of this exploratory study is two‐fold. First, to establish the relationship between test anxiety and assessment performance in a group of students in their final year of compulsory secondary schooling, in the politicised educational context of the UK. Second, to establish if this relationship is moderated by gender and socio‐economic background. Data were gathered on trait test anxiety, GSCE examination performance in Mathematics, English Language and Science, gender and socio‐economic background from 557 mixed ability Year 11 students drawn from three secondary schools in the UK. A hierarchical regression analysis was used to establish the moderating influence of gender and socio‐economic background. Results suggest a small, but significant inverse relationship between test anxiety scores and mean examination performance and that the cognitive component of test anxiety accounts for 7% of variance in examination performance. A differential test anxiety–assessment performance relationship was reported for socio‐economic background but not gender. Although the data reported for the test anxiety–assessment performance relationship are similar to those reported in numerous other studies, it is hypothesised that contextualised features associated with secondary education in the UK, particularly efforts to raise attainment, may have influenced these results.  相似文献   

11.
全球化背景下,涉外酒店接待的外国客人越来越多,对员工的英语水平和酒店的英语培训工作提出了更高的要求.笔者对无锡地区高星级酒店客房部的英语培训状况作了调查,了解无锡地区高星级酒店员工的英语水平和对酒店当前的英语培训的满意程度,分析了目前存在的问题,并提出了合理安排培训时间、进行多形式多层次的培训和考核、采取有效的奖惩措施等建议.  相似文献   

12.
The aims of this study are to: (a) assess if cognitive self-concept (competence) and affective self-concept in mathematics and science are different constructs, (b) evaluate the construct validity of self-concept in the context of conflation and separation, and (c) test if the relationships among cognitive and affective variables are invariant across gender. The data for this study were obtained from the Trends in International Mathematics and Science Study 2007 database. Data about 2,687 out of 4,099 eighth grade Saudi students were subject to various analyses. The variables used in this study were mathematics and science self-concepts, and mathematics and science subject value as part of the Students Background Questionnaire. The relationships among constructs were examined with the use of SPSS16 and the structural equation modeling software, AMOS16. The results demonstrated that subject value and self-concept were different constructs. Also, the results demonstrated that cognitive and affective self-concepts were independent, but strongly related constructs, and the structure of the construct was clearer when self-concept was separated into cognitive and affective components than when it was conflated. The relationships among cognitive, affective, and subject value in mathematics and science were invariant across gender. However, their relationships with achievement were not invariant across gender.  相似文献   

13.
The present study investigates in what ways teachers themselves see their significance vis-à-vis their students. Seven hundred fifty-seven teachers (64% females and 36% males) from 59 Israeli schools participated in the study. We found that in general, teachers view “significant teachers” as those that help and assist their students and those that serve as a personal example for them. Some effects of teacher’s cultural background, gender, and school roles on their perceptions are reported. Teacher burnout was negatively correlated with the positive characteristics attributed to significant teachers. Implications for teachers and for educational institutions are discussed.  相似文献   

14.
In this article, I explore men’s educational experiences and aspirations in the context of UK policy discourses of widening participation and migration. Critiquing discourses that oversimplify gendered access to higher education, I develop an analysis of the impact of masculine subjectivities on processes of subjective construction in relation to be(com)ing a university student. Neoliberalism and self‐regulation emerge as significant themes by which the men make sense of their educational experiences and aspirations. Widening participation policy discursively constructs the subject as ‘disadvantaged’, ‘with potential’ and responsible for self‐improvement through participation in (alternative forms of) higher education (HE). The concept of diaspora illuminates the complex ways the men reconstruct their traumatic experiences in terms of hope and possibility, across different cultural spaces and expectations. A key question is how do the men construct and make sense of their masculine subjectivities in relation to diasporic experiences and aspirations to become HE students?  相似文献   

15.
ABSTRACT

This paper breaks new ground in its comparative analysis of two international student migration (ISM) streams, one from the Global South to the Global North (India to developed Anglophone countries), and the other within the Global North (UK to North America, Europe and Australia). These two ISM movements reflect different positionalities within the global system of international student movements, and hence necessitate a critical perspective on the assumptions behind such a comparison, which questions the dominance of ‘knowledge’ about ISM that derives from ‘the West’ as a theoretical template. Two methods are employed to collect data: an online questionnaire survey of UK and Indian students who are, or have recently been, studying abroad; and in-depth interviews to UK and Indian international students. Motivations for studying abroad are remarkably similar in the questionnaire results; more subtle differences emerge from the interviews.  相似文献   

16.
In addition to collecting achievement data, international large‐scale assessment programmes gather auxiliary information from students and schools regarding the context of teaching and learning. In an effort to clarify some of the opacity surrounding international large‐scale assessment programmes and the potential problems associated with less than optimal background questionnaires, this paper outlines how auxiliary student background data influence the black box of achievement score construction. This discussion is supplemented with a number of empirical examples that point to possible threats to accurate achievement estimation, including missing data treatment, poor scale reliability, and questionnaire respondents’ misunderstanding or inaccurate answers to the questions.  相似文献   

17.
Pro-Vice-Chancellors (PVCs) form the second-tier leadership of UK higher education institutions. However, their role and position remain under-theorised and under-researched. The present article explores the extent to which a PVC Education role requires core expertise in education or generic managerial skills. Using a mixed-methods approach, we first establish the disciplinary backgrounds of PVCs Education in Russell Group (RG) and post-1992 institutions. Fewer than one in five PVCs Education have a disciplinary background or additional formal training in education. Second, we conducted 24 semi-structured interviews with PVCs Education, Heads of Education Departments and Heads of Learning and Teaching units. These interviews suggest the PVC Education role requires managerial skills, usually acquired in previous headships, as well as academic credibility and knowledge of institutional processes rather than particular expertise in education. In sum, generic managerial skills rather than educational expertise are paramount for understanding the profile of PVCs Education in UK universities.  相似文献   

18.
Teacher loss due to migration is a global phenomenon that impacts both developed and developing nations the world over. The aim of this study was to find out about the career plans of final-year South African student teachers. A group of final-year Bachelor of Education student teachers from a South African university responded to a questionnaire on intra- and intercontinental migration. The responses were analysed quantitatively and/or qualitatively. The findings showed that 79% of the students indicated that they would be teaching in South Africa, 8% were planning to teach in another country, while 8% were undecided. More than a third of the students (38%) said that they would like to teach in another country in five years’ time. Just more than a quarter of the students (27%) preferred Australia as a destination country. The student teachers’ most important motive to teach in a foreign country was the opportunity to travel, followed by earning a higher salary, and professional development. The student teachers indicated that their most important migration needs before leaving South Africa were information about health care, accommodation, and banking assistance.  相似文献   

19.
Abstract

Since the 1970s, many western welfare states have been subject both to increased migration and to a renewed interest in progressive education. The present article addresses the question of whether these two phenomena are related and how changing notions of the welfare state shape and are shaped by this relationship. To answer the question, we concentrate our attention on the case study of Ghent (Belgium), which from the 1970s onwards has been characterised not only by a growing ethnic diversity but also by a renewed interest in progressive educational initiatives. Drawing on oral history with key figures in the local educational field and research in school archives, this article indicates that progressive initiatives in the last few decades have indeed emerged as an answer to migration patterns. But whereas initial initiatives in the 1980s arose from an endeavour to cater for the migrant child, some recent initiatives arose from an attempt to exclude the same child.  相似文献   

20.
From the case study of Evening Bell Ringing at Nanping Hill,one of the West Lake Cultural Landscapes in Hangzhou,China,we investigated the soundscape of a scenic area with a profound cultural background.First,we conducted the soundscape physical index of the area in both winter and spring seasons to analyze its objective graphical expression.Second,we focused on people’s reactions to the soundscape in order to obtain a subjective evaluation of each component in the soundscape and integrated environment.Then,the relationship between the objective data and the subjective evaluation was analyzed.Finally,the impacts of the natural environment,history,and cultural factors on the evaluation of the Jingci Temple soundscape were studied.It was found that natural sounds,cultural sounds,and historic sounds were widely acclaimed in people’s subjective feelings,which indicated the close relationships among historical and cultural background,soundscape,and natural environment.Thus,the conclusion was made that soundscape should be consistent with the local natural environment and the historical and cultural background.  相似文献   

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