Investigating reading development in atypical populations: The case of Williams syndrome     

Laing  Emma 《Reading and writing》2002,15(5-6):575-587

This paper presents a review of currentknowledge concerning the reading skills ofchildren and adults with Williams syndrome. The paper begins by highlighting themethodological issues surrounding research onreading in atypical populations and discussesthe issue of comparison groups. It proceeds toreview evidence from studies that havedescribed the reading profile observed inWilliams syndrome in relation to the documentedcognitive and linguistic profile, andspecifically examines the relationship betweenreading and phonological skills. The paperadvocates a more dynamic developmental approachto the study of reading in atypical populations.  相似文献   

School Refuser Child Identities     

Emma Stroobant 《Discourse: Studies in the Cultural Politics of Education》2006,27(2):209-223

“School refuser” is an always-already negative child identity. The term is used to categorize children or adolescents who appear to dislike and fear school (or aspects of school) and persistently refuse to attend or attend very unwillingly. Given that school attendance is generally considered a necessary social good, regular and anxious refusal to attend is usually understood as problematic, maladaptive behaviour. Typically, the problem is discursively linked to certain psychiatric disorders, such as separation anxiety disorder and depression. This paper critically considers the significance of the usual understanding of school refusal as pathological and school refusers as maladjusted individuals.  相似文献   

L'enseignement des mathématiques     

Emma Castelnuovo 《Educational Studies in Mathematics》1977,8(1):41-50

Sans résuméConférence à la fête du 70ème anniversaire de Hans Freudenthal, le 17 septembre 1975.  相似文献   

Real-Time Data Display, Spatial Visualization Ability, and Learning Force and Motion Concepts     

Maria Kozhevnikov  Ronald Thornton 《Journal of Science Education and Technology》2006,15(1):111-132

In this study, we examined how students' levels of spatial visualization ability interact with learning physics in a microcomputer-based laboratory (MBL) environment. Undergraduate students who had taken an introductory physics course based on MBL tools were pre- and posttested at the beginning and at the end of the semester on spatial visualization ability and their conceptual understanding of mechanics. The results showed that while spatial visualization is a reliable predictor for students' performance on physics conceptual evaluation tests before MBL instruction, the relation is not significant after the instruction. Furthermore, as a result of MBL instruction, students' levels of spatial visualization increased significantly. In addition, a group of science teachers presented with different types of MBL activities also showed a significant increase in spatial visualization ability.  相似文献   

Developing social competence and other generic skills in teacher education: applying the model of integrative pedagogy     

Päivi Tynjälä  Anne Virtanen  Ulla Klemola  Emma Kostiainen  Helena Rasku-Puttonen 《欧洲师范教育杂志》2016,39(3):368-387

The purpose of the study was to examine how social competence and other generic skills can be developed in teacher education using a pedagogical model called Integrative Pedagogy. This model is based on the idea of integrating the four basic components of expertise: Theoretical knowledge, practical knowledge, self-regulative knowledge, and sociocultural knowledge. The subjects of the study were 95 student-teachers. The data were collected with questionnaires. In addition to social skills, the student-teachers reported learning of domain-specific skills, generic academic skills, skills for acting creatively in different situations and development of independence. We conclude that the model of Integrative Pedagogy is feasible in teacher education.  相似文献   

Can the English Baccalaureate act as an educational equaliser?     

Emma Armitage  Caroline Lau 《Assessment in Education: Principles, Policy & Practice》2020,27(1):109-135

ABSTRACT

Ensuring equal access to a broad and balanced curriculum for all students is a key component of a socially just education system. Yet in England, the freedom that 16-year-old students have to choose the GCSE subjects they study has created divisions in the pathways taken by students from different backgrounds. In 2010, a new accountability measure, the English Baccalaureate (EBacc), was introduced to encourage more disadvantaged students to study the ‘core academic’ GCSE subjects. This paper investigates the success of this initiative by analysing the relationship between free school meal (FSM) eligibility, studying the EBacc subjects and GCSE attainment. The findings are used to illustrate the complexities of balancing equal access to academic subjects against fair access to future opportunities, which often depend on good grades, when trying to deliver social justice in an education system that has an entrenched attainment gap.  相似文献   

Youth voice on climate change: using factor analysis to understand the intersection of science,politics, and emotion     

Lynne Zummo  Emma Gargroetzi  Antero Garcia 《Environmental Education Research》2020,26(8):1207-1226

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Growth goals and growth mindset from a methodological-synergistic perspective: lessons learned from a quantitative correlational research program     

Andrew J. Martin  Rebecca J. Collie  Tracy L. Durksen  Emma C. Burns  Keiko C.P. Bostwick  Ana L. Tarbetsky 《International Journal of Research & Method in Education》2019,42(2):204-219

This review explores predictors and consequences of students’ growth goals and growth mindset in school with particular emphasis on how correlational statistical methods can be applied to illuminate key issues and implications. Study 1 used cross-sectional data and employed structural equation modelling (SEM) to investigate the role of growth goals in mediating the link between interpersonal relationships and academic engagement. Study 2 conducted multi-group path analysis to investigate the role of growth goals in the academic outcomes of two groups of students (ADHD and non-ADHD). Study 3 used longitudinal data and SEM to test a cross-lagged panel design to investigate reciprocal links between growth goals and growth mindset. Study 4 conducted multi-level SEM where the effects of a growth orientation on engagement and achievement were investigated at the student-level (level 1) and the classroom-level (level 2). Taking these four studies together, we aim to show how correlational data and multivariate correlational analyses have been effective in answering research questions in a way that have practical and theoretical implications for students’ academic growth. We also position this review as a substantive-methodological synergy – an approach recently recommended in response to concerns about the increasing polarization of substantive and methodological research and researchers.  相似文献   

The role of experimenter-odor cues in the performance of object-memory tasks by rats     

Dave G. Mumby  Tom J. Kornecook  Emma R. Wood  John P. J. Pinel 《Learning & behavior》1995,23(4):447-453

Two experiments assessed whether odors left on stimulus objects by experimenters who handle them might confound the interpretation of ostensibly visually guided object-memory tasks for rats. In Experiment 1, rats were able to discriminate the relative recency with which an experimenter touched two otherwise identical objects (intertouch interval = 4 sec), presumably on the basis of an odorintensity discrimination. However, after the rats mastered the odor discrimination with no delay between when the second of the two stimulus objects was last touched by the experimenter and when the rats were permitted to attempt the discrimination, their performance dropped to chance levels when this delay was increased to 15 sec. In Experiment 2, rats were trained in two slightly different ways to perform a delayed-nonmatching-to-sample (DNMS) task, one that involved systematic differences in the temporal order in which the experimenter handled the sample and novel stimulus objects and one that did not. There were no significant differences in the rate at which rats mastered the DNMS task with these two procedures, and the performance of rats that were trained according to the former procedure was unaffected when they were switched to the latter procedure. Moreover, rats required considerably fewer trials to master the DNMS task than the rats in Experiment 1 required to master the odor discrimination. These findings demonstrate that, under certain circumstances, rats can discriminate the relative recency with which two objects are handled by an experimenter, but that this ability contributes little to their performance of conventional object-based DNMS tasks.  相似文献   

Bright and Beautiful: High achieving girls,ambivalent femininities,and the feminization of success in the primary school   总被引：3，自引：0，他引：3  

Emma Renold  Alexandra Allan 《Discourse: Studies in the Cultural Politics of Education》2006,27(4):457-473

This paper refocuses attention on and problematizes girls’ experiences of school achievement and the construction of schoolgirl femininities. In particular, it centres on the relatively neglected experiences and identity work of high achieving primary school girls. Drawing upon ethnographic data (observations, interviews, and pupil diaries) from a broader study of girls’ and boys’ perceptions and experiences of schoolwork and achievement from two contrasting primary schools in a city in South Wales (UK), the paper will explore the gendered subjectivities of high achieving girls from diverse social and cultural backgrounds. Three narrative case studies are re-presented and analysed to explore the feminization of success and thus the tensions and contradictions as girls negotiate the pushes and pulls to be both “bright” (i.e. succeeding academically) and “beautiful” (succeeding in “doing girl”). Of key interest are the possibilities, costs, and consequences of girls producing ambivalent femininities and the rearticulation and transgression of normative ways of “doing clever” and “doing girl” in 21st century primary schools.  相似文献