Insider accounts of dyslexia from research mathematicians     

Lambert  Rachel  Harriss  Edmund 《Educational Studies in Mathematics》2022,111(1):89-107

Educational Studies in Mathematics - Within educational research, dyslexia and other disabilities are typically conceptualized as deficits. The theory of neurodiversity encourages researchers to...  相似文献   

Testing Creativity and Personality to Explore Creative Potentials in the Science Classroom     

Roth  Tamara  Conradty  Cathérine  Bogner  Franz X. 《Research in Science Education》2022,52(4):1293-1312

Integrating creativity into science classes may pave the way to tapping complex scientific phenomena. Although not yet conclusively defined nor assessed using standardized measures, creativity is understood to support cognitive learning in formal and informal settings. However, the successful integration of creativity in educational modules depends on many factors. As our knowledge of how to identify these factors is still limited, teachers may have difficulties effectively monitoring and fostering creativity. Consequently, a valid means to measure creativity would help teachers to identify creativity and its influencing factors within the limited scope of science lessons. In the present study, we collected data from 538 Bavarian secondary school students (M?±?SD?=?16.96?±?2.99; 65.4%, female) focussing on personality and creativity measures. Comparable to previous studies, two subscales for creativity were applied: act, comprising conscious and adaptable cognitive processes, and flow, describing a creative mental state of full immersion. Since personality is understood to be linked to creativity, we used the Big Five scale with its shortened item battery to assess personality. We found that personal characteristics such as conscientiousness and flow, openness and agreeableness, and extraversion and neuroticism were significantly correlated. Anticipated gender and age differences were only evident when extreme groups were compared: age influenced act in younger male students and flow in older female students. Drawing on the literature and our results, we suggest pedagogical approaches to provide opportunities for creativity in science classrooms.

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Breaking and making curriculum from inside ‘policy storms’ in an Australian pre-service teacher education course     

Karen Lambert  Justen O'Connor 《Curriculum Journal》2018,29(2):159-180

ABSTRACT

How teacher educators respond as policy actors from inside spaces where multiple policies and discourses collide provides insights into the ways in which policy plays out in educational contexts. By engaging and working within the uncertain space of our own contextual ‘policy storm’ we provide a narrative of enactment highlighting the roles and actions of policy actors simultaneously constrained and inspired by policy. We use the policy actor framework [Ball, S.J., Maguire, M., Braun, A., & Hoskins, K. (2011a). Policy actors: Doing policy work in schools, Discourse: Studies in the Cultural Politics of Education, 32(4), 625-639] to unpack policy meaning-making within university and faculty climates, teacher education, and curriculum reform in Health and Physical Education (HPE) in Australia. This paper has three tasks. Firstly, we set-up the conditions of uncertainty and possibility as a ‘policy storm’ and place where four disparate policies converged. Secondly, we provide an empirical and theoretical account of policy interpretation and enactment from the actors perspective. Finally, we test the policy actor framework to determine if it adequately describes our insider policy work. In moving beyond reductionist policy narratives we provide policy possibilities that illustrate enactment, are innovative, and explore the productive potential inside policy reform.  相似文献   

Comparative/International Research on Juvenile Justice Issues: A Review of Juvenile Justice Specialty Journals     

Bitna Kim  Wan-Chun Arizona Lin  Eric G. Lambert 《Journal of Criminal Justice Education》2015,26(4):545-562

In recent years, leaders in the field of criminology and criminal justice have advocated for comparative/international and collaborative research; however, there is uncertainty regarding how much comparative/international research on the topic of juvenile justice is being conducted and how well information on juvenile justice issues with a cross-cultural or international focus is being disseminated. This study analyzed the number and focus of studies on international/comparative juvenile justice papers in the four major US juvenile justice specialty journals (Juvenile & Family Court Journal, Journal of Juvenile Justice, UC Davis Journal of Juvenile Law & Policy, and Youth Violence & Juvenile Justice). Data came from 567 papers published during the period of 2000–2013. The authors discuss the roles of the juvenile justice specialty journals to encourage the study of juvenile justice internationally.  相似文献   

Private room as a test accommodation     

Lawrence Lewandowski  Whitney Wood  Tonya Lambert 《Assessment & Evaluation in Higher Education》2015,40(2):279-285

The effects of a private vs. group test setting were examined on a reading comprehension test for a sample of typical college students. Participants took Forms G and H of the Nelson Denny Reading Comprehension Test in both private and group (classroom) settings. Contrary to expectations, performance was slightly better in the group setting. Performance was also better during the second session, regardless of setting. There was no setting by session interaction. The correlation between scores in the two settings was quite high, indicating that both settings produced similar results. The findings suggest that a private room does not produce a performance advantage for typical students, thus meeting one of the criteria of a valid test accommodation.  相似文献   

INTERGENERATIONAL SHARING SEMINARS: THEIR IMPACT ON YOUNG ADULT COLLEGE STUDENTS AND SENIOR GUEST STUDENTS     

Mary Dellmann‐Jenkins  Lynda Fowler  Donna Lambert  Dorothy Fruit  Rhonda Richardson 《Educational gerontology》2013,39(6):579-588

A 3‐month intergenerational program was developed on the premise that it is important for young adults, who are in the formative period of career development and direction, to experience the benefits of positive interaction with older persons. Program evaluation findings showed that participation not only influenced the young adults’ interest in gerontology, but also increased their willingness to accept older persons on social and academic levels. Positive changes were documented for the Senior Guest students and included more favorable attitudes toward young adult family members as well as toward the younger generation of college students in general.  相似文献   

Preventing Problem Behaviors in Young Children with Disabilities     

Kristine Jolivette  Peggy A. Gallagher  Michael J. Morrier  Richard Lambert 《Exceptionality》2013,21(2):78-92

Young children with disabilities acquire behavior problems as a result of many factors. When planning interventions, it is important to remember that all children may display stages of inappropriate behaviors at various times during their early development. In most cases, the problems are short-lived and typically improve with guidance and age. There are children with continuing or increasing problem behaviors that result in injury to self or others or that cause damage to the environment; interfere with development, learning, and acquisition of new skills; or socially isolate the child. We discuss interventions and prevention strategies for young children with persistent and consistent behavior problems and present directions for future research.  相似文献   

Making a Mark     

Margaret Lambert 《English in Education》1983,17(1):42-47

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A ��dry and wet hybrid�� lithography technique for multilevel replication templates: Applications to microfluidic neuron culture and two-phase global mixing     

Debjani Paul  Laure Saias  Jean-Cedric Pedinotti  Max Chabert  Sebastien Magnifico  Antoine Pallandre  Bertrand De Lambert  Claude Houdayer  Bernard Brugg  Jean-Michel Peyrin    Jean-Louis Viovy 《Biomicrofluidics》2011,5(2)

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The cognitive and academic profiles of reading and mathematics learning disabilities     

Compton DL  Fuchs LS  Fuchs D  Lambert W  Hamlett C 《Journal of learning disabilities》2012,45(1):79-95

The purpose of this study was to examine the cognitive and academic profiles associated with learning disability (LD) in reading comprehension, word reading, applied problems, and calculations. The goal was to assess the specificity hypothesis, in which unexpected underachievement associated with LD is represented in terms of distinctive patterns of cognitive and academic strengths and weaknesses. At the start of 3rd grade, the authors assessed 684 students on five cognitive dimensions (nonverbal problem solving, processing speed, concept formation, language, and working memory), and across Grades 3 through 5, the authors assessed performance in each academic area three to four times. Based on final intercept, the authors classified students as LD or not LD in each of the four academic areas. For each of these four LD variables, they conducted multivariate cognitive profile analysis and academic profile analysis. Results, which generally supported the specificity hypothesis, are discussed in terms of the potential connections between reading and mathematics LD.  相似文献