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1.
Per Solvang 《International Studies in Sociology of Education》2013,23(1-2):79-94
There are several social actors involved in the process of constructing the social meaning of dyslexia—namely, parents, teachers, educational authorities and organisations representing dyslectics. Some of these actors emphasise the constructive social powers related to the dyslexia label, while others perceive dyslexia as diagnostic reasoning counter productive to the learning processes. In the discussion of this paradox, this article uses sociological medicalisation theory as a provider of perspectives on medical labelling as contested, and on how the labelling process is socially structured. Empirically, the article is based on four studies in Scandinavia of the construction of dyslexia in different social settings, such as individual life stories, parent stories, educational politics and the legal system. The medicalisation perspective is found most useful for the understanding of undesirable effects. To understand reported experience of medical labelling as empowering, other sociological perspectives are more useful. 相似文献
2.
This small‐scale qualitative study examines professional and parental perspectives of dyslexia within international schools located in Bangkok. The views of participants indicated that there is a need for a greater awareness of ‘dyslexia‐friendly’ approaches in these settings and a lack of resources to support the identification and teaching of individuals having specific needs. The findings also indicated that the collaboration between parents and professionals was central to what could be identified as ‘good practice’ and that the identification of difficulties alone, without the acknowledgement of an individual's strengths, could be detrimental. Opportunities for continuing professional development are highlighted as central to the needs of professionals working within this region. 相似文献
3.
Gordon O. Ade-Ojo 《International Journal of Lifelong Education》2013,32(5):623-641
Learners with dyslexia are likely to be over-represented in adult literacy classes because of the convergence in perceptions, causes and understanding of literacy problems and dyslexia. Given the great amount of apprehension about practitioners’ and policy makers’ understanding of dyslexia itself, it is important to carry out an exploration of the perceptions of literacy teachers, who increasingly have responsibility for teaching learners with dyslexia. This study reports such an exploration. It employed a questionnaire survey and a focus group interview to collect data on the perceptions of literacy teachers on issues around the teaching of learners with dyslexia. The data collected were analysed using the conceptual analysis strand of concept analysis. It found that their perception of dyslexia and their approaches to teaching learners with dyslexia were informed by a dominant discourse which derives from a deficit model of dyslexia and which concurs with the metaphor of dyslexia and illiteracy as a form of disease. Furthermore, participants in this research revealed that they had limited confidence in the long-term value of the tuition they provide to their learners. The study concludes by highlighting that there is a need to explore alternatives in terms of perceptions and approaches if learners with dyslexia are to succeed in literacy classes. 相似文献
4.
There is no consensus on the genuine meaning of wave-particle duality and the interpretation of quantum theory. How can we teach duality and quantum theory despite this lack of consensus? This study attempts to answer this question. This research argues that reality issues are at the core of both the endless debates concerning the interpretation of quantum theory. As practical instructional frameworks, this study suggests three different levels of meaning for duality as well as a new suspensive perspective. The key idea behind these notions is a distinction between the prediction rule and the reality-related interpretation, instead of a traditional division between formalism and interpretation. After elaborating upon those notions, this study compares this new suspensive perspective with other interpretations or educational stances concerning the interpretation of quantum theory. Several practical guides for the better instruction of duality and quantum theory as well as its implication on students’ understanding of the topics are also discussed. 相似文献
5.
Jorge M. López Ana Helvia Quintero Wanda Velázquez 《Educational Studies in Mathematics》2004,57(2):291-294
The present article compares Cantoral and Farfan's socio-epistemological approach to mathematics education research (MER)
with approaches of other current constructivist schools (such as emergent and sociocultural constructivism), in which interactionist
and realistic approaches blend together. The theoretical problems of all these perspectives seem to center on the role that
cultural tools are to play in future discourse of the different approaches to MER and identifying a set of problems with common
ground in order to make comparisons possible.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
6.
Gad Elbeheri John Everatt Gavin Reid Haya al Mannai 《Journal of Research in Special Educational Needs》2006,6(3):143-152
Despite advancements in empirical studies of developmental dyslexia, progress on methods of dyslexia assessment have been hampered by ongoing debate concerning diverse issues such as the role and validity of IQ in the assessment process, labelling and definitions ( Miles, 1994 ; Stanovich, 1991, 1992 ). With the emergence of cross-linguistic studies of dyslexia came the realisation that the manifestation of dyslexia is different in different languages ( Goulandris, 2003 ; Smythe, Everatt & Salter, 2004 ). It follows that the assessment of dyslexia should consider specific linguistic features of the language spoken by the individual to be assessed. This paper argues for the need of culture-fair assessment and calls for considerations to be given when assessing monolingual Arabic-speaking individuals with dyslexia which would take into account the specific linguistic feature of the Arabic language. 相似文献
7.
ABSTRACTThe study investigates factors motivating universities to engage in international degree collaboration. The Finnish-Russian university framework is used as the locus for studying international collaboration. The paper employs resource dependency and institutional, stakeholder and market push and pull perspectives in a conceptual model explaining the drivers of international degree collaboration. The research focuses on the interaction of the various factors that motivate partners to seek international degree cooperation, possible sources of conflict, and issues of compatibility and complementarity. In particular, the study compares the roles of different stakeholders and the institutional contexts of Finland and Russia. The motives of the Finnish and Russian universities included in the study were found to be generally compatible, yet different enough to complement each other. 相似文献
8.
Stacey Blackman 《Journal of Research in Special Educational Needs》2011,11(3):178-185
The transformative potential of pupils' voices is well documented in past research by Pedder and McIntyre; and Cooper and McIntyre. In this qualitative research, I utilise a social constructivist framework by Vygotsky to ask pupils with dyslexia about the kinds of teacher strategies that they find helpful to their learning at secondary school in Barbados. This study utilised direct observations and individual interviews as part of a multiple case study strategy of 16 pupils with dyslexia from two secondary schools in Barbados. Findings suggest that there are regular teachers' strategies like more detailed explanations, demonstrations, drama and role play, storytelling, asking questions and enquiry‐based approaches that pupils find facilitative of their learning. This research is guided by the following questions: (1) what do pupils mean when they refer to teacher strategies as helpful?; and (2) what pedagogical approaches do pupils with dyslexia find helpful to their learning at secondary school? 相似文献
9.
Brahm Norwich 《比较教育学》2010,46(2):113-135
This paper reports a comparative analysis of international perspectives about curriculum design relevant to disability in education. It was part of a larger study of the perspectives of 132 education practitioners and administrators in the UK, USA and the Netherlands on several dilemmas of difference. It also compares current perspectives to previous ones for similar groups of educators from the 1990s. Participants were interviewed about their perspectives to a presented curriculum dilemma about the consequences of having either a common or a differentiated curriculum for children with disabilities/special educational needs. Findings show that a majority in each country recognised the dilemma about curriculum commonality–differentiation, that this has continued over a decade and that there were similarities across the countries in how the dilemma was recognised and resolved. The findings are discussed in terms of national differences, common cross‐country perspectives and a general framework of curriculum differentiation informed by an assumption of dilemmas of difference. 相似文献
10.
Claes Nilholm 《欧洲特需教育杂志》2013,28(4):431-445
Initially, it is pointed out that adherents of a psycho‐medical perspective often suggest exclusive solutions to special educational dilemmas and that such theorizing has been heavily attacked in past decades. However, it is argued that opposition of the psycho‐medical understanding of special education runs the risk of blurring differences between researchers and practitioners who are more positive about inclusion. One aim of this paper is to disentangle different perspectives on special education and different notions of inclusion among those positive to the idea of inclusion. A second aim is to argue for the necessity of situating the discussion about inclusion and special education within a discussion about democracy and the role of social science within it. Such a discussion seems even more important, given the range of positions discerned in the first part of the paper. In the concluding section of the paper, a proposal is presented for how special education, democracy and inclusion could be related to one another and for the role of research within these relationships. An important argument advanced is that the issue of who is to decide is analytically prior to what is to be decided with regard to inclusive practices. 相似文献
11.
当今对制造精度的要求越来越高,随着各种先进测试仪器的发展,各种误差评定算法就显得尤为重要.本文对各种直线度误差评定算法进行了比较,给实际应用中选用算法时作了一定的参考. 相似文献
12.
Isabella Paoletti 《International journal of qualitative studies in education》2013,26(2):113-137
This paper argues that classroom “climate” is not static and cannot be measured or described objectively. Rather, it is to be described from different perspectives. The paper compares and analyzes student's and teacher's perception of the classroom from a study done in a combined year five and six class in a small town Catholic school in New South Wales. 相似文献
13.
阅读障碍是指词汇加工能力受损;而发展性阅读障碍是个体成长中出现的阅读障碍。一般从认知角度和生理基础角度出发研究阅读障碍的成因。通过对生理基础取向研究的回顾我们发现,发展性阅读障碍者阅读过程中的障碍存在脑部机能缺陷,主要包括脑电异常和脑功能异常。未来的研究应更加关注阅读障碍的定义,使之明确化;研究方法和手段要多元化;要开展多学科合作研究。 相似文献
14.
A single-subject alternating treatment design was used to investigate the extent to which a specialized dyslexia font, OpenDyslexic, impacted reading rate or accuracy compared to two commonly used fonts when used with elementary students identified as having dyslexia. OpenDyslexic was compared to Arial and Times New Roman in three reading tasks: (a) letter naming, (b) word reading, and (c) nonsense word reading. Data were analyzed through visual analysis and improvement rate difference, a nonparametric measure of nonoverlap for comparing treatments. Results from this alternating treatment experiment show no improvement in reading rate or accuracy for individual students with dyslexia, as well as the group as a whole. While some students commented that the font was “new” or “different”, none of the participants reported preferring to read material presented in that font. These results indicate there may be no benefit for translating print materials to this font. 相似文献
15.
A controversy whether developmental dyslexia is qualitatively different from other forms of reading disability has existed
among reading specialists for many years because poor readers, regardless of the labels attached to them, resemble each other
symptomatically (i.e., in reading achievement). For this reason, it is difficult to establish a priori criteria based on symptoms
to identify dyslexia and compare it with other forms of reading disability. One possible solution to this impasse is to see
if poor readers differ in the etiology of their reading disability and, if they do, then to see whether one group of poor
readers fits the traditional definition of dyslexia. This strategy was adopted in the present study. In this paper, it was
hypothesized that the etiology of dyslexia is different from that of other forms of reading disability because there is a
difference in the components that malfunction in dyslexia and other forms of reading disability. Studies have shown that the
two components that account for a large proportion of variance in reading are decoding and comprehension. Previous studies
also indicate that dyslexic children are deficient in decoding skills but not necessarily in comprehension. In this study,
reading-disabled children were divided into two groups on the basis of their listening comprehension. Children whose listening
comprehension was at or above grade level were placed in one group; poor readers with below-grade-level listening comprehension
were placed in the second group. Both groups, however, were matched for reading comprehension. The two groups and a control
group of normal readers were administered a number of tasks that were designed to assess the efficiency of the components
of reading. It was found that poor readers with normal listening comprehension were deficient in tasks that involved grapheme-phoneme
conversion (Component I, decoding). When tested on tasks that minimized decoding requirements, their reading comprehension
was comparable to that of normal readers. In contrast, the group with sub-average listening comprehension was poor in measures
of reading comprehension, even when decoding requirements were minimal. With the exception of very few children, this group
also had adequate decoding skills. Because poor readers with normal listening comprehension had average or above average IQ,
they conform to the traditional definition of dyslexia. Poor readers with below average listening comprehension had below
average IQ and could be considered as “general reading backward.” It was, therefore, concluded that the etiology of developmental
dyslexia is different from that of general reading backwardness.
In this paper, the termetiology refers to proximal causal factors such as decoding and comprehension and not to distal causal factors such as genetic and
neurological characteristics. 相似文献
16.
The Cultural Roots of Professional Wisdom: Towards a broader view of teacher expertise 总被引：2，自引：0，他引：2
Perhaps the most pressing issue concerning teacher education and training since the end of the Second World War has been that of the role of theory—or principled reflection—in professional expertise. Here, although the main post-war architects of a new educational professionalism clearly envisaged a key role for theory—considering such disciplines as psychology, sociology and philosophy as indispensable for reflective practice—there are nevertheless well-rehearsed difficulties about crediting such disciplines with quite the (applied) role in educational practice of (say) physiology or anatomy in medical practice. This paper argues that while recent developments in professional teacher education and training may have moved on from erstwhile instrumentalist and/or applied science (competence and other) perspectives, there may yet be a case for further progress towards a rather more sophisticated philosophical psychology of teacher knowledge and expertise. 相似文献
17.
This paper reviews current proposals concerning the definition of dyslexia and contrasts it with reading comprehension impairment. We then discuss methods for early identification and review evidence that teacher assessments and ratings may be valid screening tools. Finally, we argue that interventions should be theoretically motivated and evidence based. We conclude that early identification of children at risk of dyslexia followed by the implementation of intervention is a realistic aim for practitioners and policy‐makers. 相似文献
18.
19.
The assumption that specific learning disabilities are not causally related to emotional disturbances is crucial for the cognitive research approaches that endeavor to isolate specific malfunctioning cognitive-computational processes. Because there are conflicting data regarding the emotional status of subjects with learning difficulties, the purpose of this study was the evaluation of the emotional status of subjects with specific learning difficulties in comparison with that of subjects from several relevant control groups. The HSCL-90 profiles of 38 subjects suffering developmental dyslexia, 28 subjects with subjective complaints regarding general concentration and reading comprehension difficulties, and 23 psychiatric patients were compared with those of 44 skilled readers without any known emotional difficulties. All subjects were adolescents and young adults (age range = 15 to 23). A cluster analysis of subjects' HSCL-90 profiles did not reveal any significant differences between subjects with dyslexia and control subjects. Both groups, on the other hand, were easily differentiated from psychiatric patients. Subjects with severe deficits in their ability to remember details of a text, and with subjective complaints regarding concentration difficulties, tended to generate emotional profiles that testify to a high level of anxiety. Although these subjects, as well as individuals with dyslexia, may be regarded at the functional level as inefficient readers, the two groups seem to clearly differ regarding the failure factors that underlie their phenotypic difficulties. 相似文献
20.
柯继芳 《黄冈职业技术学院学报》2002,4(1):45-47
铅球是高校体育课考试内容之一,但对大学女生而言,又是一个比较困难的体育项目。本文根据女大学生的实际,对提高女生铅球成绩的两种教学方法进行了比较研究。 相似文献