Lexical stress assignment in Italian developmental dyslexia     

Despina Paizi  Pierluigi Zoccolotti  Cristina Burani 《Reading and writing》2011,24(4):443-461

Stress assignment to Italian polysyllabic words is unpredictable, because stress is neither marked nor predicted by rule. Stress assignment, especially to low frequency words, has been reported to be a function of stress dominance and stress neighbourhood. Two experiments investigate stress assignment in sixth-grade, skilled and dyslexic, readers. In Experiment 1, skilled readers were not affected by stress dominance. Dyslexic children, although affected by word frequency, made more stress regularisation errors on low frequency words. In Experiment 2, stress neighbourhood affected low frequency word reading irrespective of stress dominance for both skilled and dyslexic readers. Words with many stress friends were read more accurately than words with many stress enemies. It is concluded that, in assigning stress, typically developing and developmental dyslexic Italian readers are sensitive to the distributional properties of the language.  相似文献   

“Can I do well in mathematics reasoning?” Comparing US and Finnish students’ attitude and reasoning via TIMSS 2011     

Jihyun Hwang  Cristina Runnalls  Sneha Bhansali  Khajidsuren Navaandamba  Kyong Mi Choi 《Educational Research and Evaluation》2017,23(7-8):328-348

This study investigated differences between the US and Finland in terms of how students’ attitude is related to mathematical reasoning skills through the Trends in International Mathematics and Science Study (TIMSS) 2011. Attitude towards mathematics was observed via 3 TIMSS contextual variables: liking mathematics, valuing mathematics, and confidence in mathematics. Scores for mathematical reasoning were collected from the TIMSS 2011 database. We used hierarchical linear modelling to construct multilevel models with interactions of the attitude variables. Findings showed that confidence in mathematics had the strongest positive relationships with mathematical reasoning in both countries. Finnish students generally reported stronger positive relationships between confidence in mathematics and reasoning than US students. Strong relationships between confidence and reasoning remained visible when examining valuing and liking mathematics. Findings provide important implications regarding the complex interactions between attitude towards mathematics and reasoning, critical for mathematics educators and policymakers to consider in an increasingly competitive international environment.  相似文献   

“How do you feel about math?”: relationships between competence and value appraisals,achievement emotions and academic achievement     

Francisco Peixoto  Cristina Sanches  Lourdes Mata  Vera Monteiro 《European Journal of Psychology of Education - EJPE》2017,32(3):385-405

This study analyzes the relationships between cognitive appraisals, classroom and test emotions, and math achievement in a sample of 1219 Portuguese students from the 6th and 8th grades. Participants completed measures of perceived value, perceived competence, and seven math achievement emotions (boredom, hopelessness, anger, anxiety, enjoyment, pride, and relief) experienced in two different settings: classroom and tests. Math achievement was obtained from school records. Results showed significant associations between student competence and value appraisals, their emotional experiences in test and classroom situations, and their math achievement. However, when emotions were considered simultaneously in structural equation modeling, only anger in test situations and hopelessness were significant negative predictors of students’ math achievement. Hopelessness appears to play a particular role in the interplay between cognitive appraisals, emotions, and academic achievement as it is the only emotion that relates to math achievement both in test and classroom situations. Furthermore, findings also support the existence of differences in the relationships between cognitive appraisals and the achievement emotions students experience in these two settings.  相似文献   

The academic background of gerontologists and client satisfaction in long-term residential care for older persons     

Ana Falcão  Helena Pimentel  Cristina Teixeira  Vitor Rodrigues 《Educational gerontology》2017,43(2):62-72

In contemporary Western societies, the aging population poses new challenges both to the policies and to the support systems for older persons. In Portugal, where the phenomena have a major impact, a new professional profile, the gerontologist, has emerged. These professionals have an academic background that corresponds to the 1st cycle degree at Higher Schools and is specifically oriented to the care of older persons. This study aimed to analyze the performance of the gerontologist as a Long-term Residential Care (LRTC) manager in comparison to other professionals. A total of 160 older persons living in Portuguese LRTCs were questioned about their satisfaction in regard to the effectiveness of organization, environmental/structural factors, empathy with employees, occupational activities, and participation in the decision-making process. The client’s satisfaction questionnaire covered 30 items, and each item was rated on a 5-point Likert scale. The older persons were classified as less satisfied or more satisfied according to the median value of the scale score. The older persons from LTRCs managed by a gerontologist are more likely to be more satisfied with provided care. This association was not explained by residents’ characteristics nor by the older persons’ circumstances as residents. These findings highlight the appropriateness of gerontologist skills in managing LTRCs.  相似文献   

Mathematics education in a time of crisis—a viral pandemic     

Chan  Man Ching Esther  Sabena  Cristina  Wagner  David 《Educational Studies in Mathematics》2021,108(1-2):1-13

Educational Studies in Mathematics -  相似文献   

How Computer-Assisted Learning Influences Medical Students' Performance in Anatomy Courses     

Raquel Sofia Santos  Ana Cristina Carvalho  Stanislav Tsisar  Ana Raquel Bastos  Diogo Ferreira  Maria Amélia Ferreira  Ana Povo  Bruno Guimarães 《Anatomical sciences education》2021,14(2):210-220

Anatomy is an essential subject of the medical curriculum. Despite its relevance, the curricular time and logistical resources devoted to teaching anatomy are in decline, favoring the introduction of new pedagogical approaches based on computer-assisted learning (CAL). This new pedagogical approach provides an insight into students' learning profiles and features, which are correlated with knowledge acquisition. The aim of this study was to understand how training with CAL platforms can influence medical students' anatomy performance. A total of 611 medical students attending Musculoskeletal Anatomy (MA) and Cardiovascular Anatomy (CA) courses were allocated to one of three groups (MA Group, CA Group, and MA + CA Group). An association between the performance in these anatomy courses and the number of CAL training sessions was detected. In the MA Group (r = 0.761, P < 0.001) and the MA + CA Group (r = 0.786, P < 0.001), a large positive correlation was observed between musculoskeletal anatomy performance and the number of CAL training sessions. Similarly, in the CA Group (r = 0.670, P < 0.001) and the MA + CA Group (r = 0.772, P < 0.001), a large positive correlation was observed between cardiovascular anatomy performance and the number of CAL training sessions. Multiple linear regression models were performed, considering either musculoskeletal or cardiovascular anatomy performance as the dependent variable. The results suggest that using CAL platforms to study has a positive dose-dependent effect on anatomy performance. Understanding students' individual features and academic background may contribute to the optimization of the learning process.  相似文献   

On negotiating White science: a call for cultural relevance and critical reflexivity     

Silvia Cristina Bettez  Jean Rockford Aguilar-Valdez  Heidi B. Carlone  Jewell E. Cooper 《Cultural Studies of Science Education》2011,6(4):941-950

This article is a response to Randy Yerrick and Joseph Johnson’s article “Negotiating White Science in Rural Black America: A Case for Navigating the Landscape of Teacher Knowledge Domains”. They write about research conducted by Yerrick in which videos of his teaching practice as a White educator in a predominately Black rural classroom were examined. Their analysis is framed through Shulman’s (1986) work on “domains of teacher knowledge” and Ladson-Billings’ (1999) critical race theory (CRT). Although we appreciate a framework that attends to issues of power, such as CRT, we see a heavier emphasis on Shulman’s work in their analysis. We argue that a culturally relevant pedagogy (CRP) framework has the potential to provide a more nuanced analysis of what occurred in Yerrick’s classroom from a critical lens. Thus we examine Yerrick and Johnson’s work through the five main CRP components (as defined by Brown-Jeffy and Cooper 2011) and ultimately argue that science educators who want to promote equity in their classrooms should engage in continuous critical reflexivity, aid students in claiming voice, and encourage students to become not only producers of scientific knowledge but also users and critics of such knowledge.  相似文献   

Teachers’ perspectives and contextual dimensions to guide the design of N.C. history learning objects and ontology     

Maria Cristina Pattuelli 《Information processing & management》2008

This paper describes an ongoing research project that involves the study of teachers’ information seeking behaviors, needs and practices in relation to a collection of primary source materials available through the University of North Carolina at Chapel Hill (UNC) Library’s digital library Documenting the American South (DocSouth). By gaining an in-depth understanding of the needs and wants of teachers in the context of their work, we hope to build a collection of learning objects and a domain ontology applied to the collection to improve teachers’ access to the cultural heritage materials and to facilitate their actual use in the classroom.  相似文献   

Exploring the contribution of activity sports tourism to same-day visit expenditure and duration     

Paul Downward  Simona Rasciute  Cristina Muniz 《Journal of Sport Tourism》2020,24(2):111-126

ABSTRACT

Drawing upon a unique large-scale data source (n=5,004) and motivated by the time allocation model of consumer demand in economics, this paper critically analyses the relationship between the expenditure from, and duration of, same-day visits that comprise a large component of the domestic tourism market in England. It focusses on the contribution of activity sports tourism as a component of same-day visits. Three-stage least squares (3SLS) instrumental variable estimation is employed to account for the simultaneous determination of duration and expenditure as implied by economic theory. Controlling for socio-economic characteristics and general trip behaviours, the research identifies that although total expenditures and trip durations are positively related, there are trade-offs between these when focussing on the direct effects of the activities undertaken. However, accounting for the interrelationship between the duration of visits and the expenditures on them, it is found that walking reduces the expenditures on trips and their duration. Field sports increase them both. No effects are identified for running and cycling, as land-based activity sports tourism, or swimming and water sports, as water-based activity sports tourism. The key drivers of expenditure, which also increase the duration of trips, are visiting attractions and hospitality. The research provides a theoretically informed and empirically robust foundation for a more nuanced and targeted activity sports tourism strategy, which might have implications for how activity sports tourism may contribute to health and well-being and local economic development to better inform tourism planning and policy.  相似文献   

Fatness and fitness in relation to functional movement quality in overweight and obese children     

Pablo Molina-Garcia  Jairo H Migueles  Cristina Cadenas-Sanchez  Irene Esteban-Cornejo  Jose Mora-Gonzalez  Maria Rodriguez-Ayllon 《Journal of sports sciences》2019,37(8):878-885

This study aimed to investigate the independent and combined associations between several fatness indicators and fitness components with functional movement quality in overweight/obese children. A total of 56 children (33 girls, aged 8–12) classified as overweight/obese according to the World Obesity Federation standard cut points, participated in this study. Participants underwent assessments of fatness [body mass index (BMI), waist circumference, and bioelectrical impedance measures], fitness [1 repetition maximum bench and leg press, and ALPHA test battery], and functional movement quality [4 tests from Functional Movement Screen ^TM (FMS)]. All fatness outcomes, except waist circumference, were negatively associated with total FMS score, after controlling for cardiorespiratory fitness. Cardiorespiratory fitness, lower limbs muscle strength, and speed-agility were positively associated with the total FMS score, regardless of BMI. Our results suggest that children with greater fatness indicators demonstrate lower functional movement quality independently of their fitness level, whereas children with better fitness level (i.e. cardiorespiratory fitness, lower limbs muscular strength, and speed-agility) demonstrate greater functional movement quality independently of their fatness level. However, children´s weight status seems to be more determinant than their fitness level in terms of functional movement quality, whereas being fit seems to moderately attenuate the negative influence of fatness.  相似文献