The Most Important Thing: Students with Reading and Writing Difficulties Talk About their Experiences of Teachers' Treatment and Guidance     

Cecilia Nielsen 《Scandinavian Journal of Educational Research》2013,57(5):551-565

Dyslexia is a well-known phenomenon and help and assistance are offered to pupils and students who experience literacy difficulties on a regular basis. But what help do they need and want? In this article the responses people with reading and writing difficulties/dyslexia give to this question are discussed. What, if we take the student's own viewpoint, is the most important thing the teacher can do? The students never mention any particular teaching methods. What appears as important to them is that the teacher sees them as individuals, not just as dyslectics, understands the special difficulties with which each individual must grapple, and provides the students with suitable tools for their learning as well as necessary time and space.  相似文献   

Subject Characteristics and the Communicative Environment of Profoundly Retarded Adults [1]     

Mats Granlund  Jan Terneby  Cicilia Olsson 《Scandinavian Journal of Educational Research》2013,57(4):323-338

A set of questionnaires concerning subject characteristics, ability to express communicative functions and communicative environment was administered to carers of 70 profoundly retarded subjects in day‐activity centres. The purpose was to investigate the interrelationships among subject characteristics such as cognitive ability and motor ability, ability to express communicative functions, and the communicative environment. A multiple regression analysis in which the level of cognitive impairment and motor ability was adjusted for revealed significant correlations between the subjects’ ability to express communicative functions and communicative enbironment variables as perceived by staff.

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Evaluation of a learning analytics tool for supporting teachers in the creation and evaluation of accessible and quality open educational resources     

Cecilia Avila  Silvia Baldiris  Ramon Fabregat  Sabine Graf 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1019-1038

The learning analytics (LA) field seeks to analyze data about students’ interactions, and it has been applied in the development of tools for supporting both learning and teaching processes. Recent research has paid attention on how LA may benefit teachers in the creation of educational resources. However, most of the research on LA solutions is carried out to support teachers in analyzing students’ behavior data collected as they interact with virtual learning environments. While solutions to support teachers in different virtual learning and teaching contexts have become important, to date little research has been done on how LA solutions can help teachers to create and evaluate Open Educational Resources (OERs). This study aims at presenting the evaluation of a LA tool for supporting teachers in the creation and evaluation of accessible and quality OERs considering that both processes fall within the competences that teachers can acquire and strengthen by participating as authors (creation) and evaluators (evaluation) of OERs. The study was conducted with Colombian teachers and the results obtained highlight the positive effect the tool had on the teachers’ acquisition of the competences and the positive attitude they had toward using the tool.  相似文献   

Development of perfectionism in junior athletes: Examination of actual and perceived parental perfectionism     

Luke F. Olsson  Andrew P. Hill  Daniel J. Madigan  George Woodley 《Journal of sports sciences》2020,38(6):669-675

ABSTRACT

Initial research suggests that parental perfectionism is central to the development of athlete perfectionism. However, it is unclear whether perceived or actual parental perfectionism is most important. The present study aimed to address this issue in two ways. First, we re-examined the predictive ability of actual versus perceived parental perfectionism on athlete perfectionism. Second, for the first time, we tested whether perceived parental perfectionism mediated the relationship between actual parental perfectionism and athlete perfectionism. A sample of 150 junior athletes and their parents completed measures of perfectionism (perfectionistic strivings and perfectionistic concerns). Junior athletes completed two measures, one of their own perfectionism and one of perceptions of their parents’ perfectionism. Parents completed one measure of their own perfectionism. Regression analyses showed that perceived parental perfectionism predicted athlete perfectionism over and above actual parental perfectionism. Mediation analyses provided support for our proposed model. Overall, the findings suggest that both actual and perceived parental perfectionism are important in the development of perfectionism in junior athletes.  相似文献   

Transposition of Knowledge: Encountering Proportionality in an Algebra Task     

Anna. L. V. Lundberg  Cecilia Kilhamn 《International Journal of Science and Mathematics Education》2018,16(3):559-579

This article reports on an analysis of the process in which knowledge to be taught was transposed into knowledge actually taught, concerning a task including proportional relationships in an algebra setting in a grade 6 classroom. We identified affordances and constraints of the task by describing the mathematical praxeology of the two different types of knowledge exposed, in the task as such and in the activity of the classroom. Through the teacher’s explicit process of reasoning, modeling, revising, solving, and repeatedly explaining the task, we found that the transposition of knowledge was seriously affected by the contextualization of the task. Modeling word problems about everyday situations has its limitations and can, as in this case, make the problem unsolvable unless it is accepted as a “textbook task” disguised as real but adjusted to the norms of school mathematics. Such constraints may obscure mathematical ideas afforded by the task. We conclude that learning opportunities embedded in a task do not necessarily surface when a task is treated in a classroom setting.  相似文献   

Case studies—exploring students' meanings and elaborating learning theories     

Cecilia Lundholm 《Environmental Education Research》2004,10(1):115-124

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Personal Cleanliness Activities in Preschool Classrooms     

Cecilia Sem Obeng 《Early Childhood Education Journal》2008,36(1):93-99

One hundred and twelve preschool teachers in Indiana were asked to complete a questionnaire requesting them to indicate what personal health-related activities they were incorporating into their classroom routines, why they were incorporating them, and how often such activities were done. The results of the study indicate that the most incorporated activities were hand-washing, proper ways of coughing, and discussion on germs. The least incorporated personal health-related activities were proper use of bathroom and keeping things out of the mouth. Reasons for incorporating the activities include helping to curtail the spreading of colds and germs, helping the children to develop good life skills later in life, and helping the preschoolers know about the health hazards associated with germs, among others. The study recommends the need to make Health Education a core component of preschool teachers’ training.  相似文献   

Universidad de Chile: self-assessment and its effects on university’s management     

Carolina Busco  Cecilia Dooner  Andrés d’Alencon 《Higher Education》2018,75(3):431-447

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Where to look and what to do? Blank and bright spots in research on environmental and climate change education     

Cecilia Lundholm 《Environmental Education Research》2019,25(10):1427-1437

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When victims don't cry: children's understandings of victimization, compliance, and subversion     

Shaw LA  Wainryb C 《Child development》2006,77(4):1050-1062

How do children understand situations in which the targets of moral transgressions do not complain about the way they are treated? One-hundred and twenty participants aged 5, 7, 10, 13, and 16 years were interviewed about hypothetical situations in which one child ("transgressor") made an apparently unfair demand of another child ("victim"), who then responded by either resisting, complying, or subverting. In general, 5-year-olds judged compliance positively and resistance negatively and 7- to 16-year-olds judged resistance positively and compliance negatively; all but 16-year-olds judged subversion negatively. Most participants judged the transgressor's actions negatively, regardless of how the victim had responded. The findings are discussed in terms of their implications for children's developing understandings of victimization.  相似文献