Jane Knight (ed): International Education Hubs: student,talent, knowledge–innovation models     

Laura Sturzeis 《Higher Education》2015,70(3):601-603

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TRANSITION TO SCHOOL: THE EXPERIENCES OF CANADIAN AND IMMIGRANT FAMILIES OF CHILDREN WITH AUTISM SPECTRUM DISORDERS     

Laura Fontil  Hariclia Harriet Petrakos 《Psychology in the schools》2015,52(8):773-788

Transition to school for children with autism spectrum disorders (ASDs) places demands on children, parents, and school settings. The unique experiences of parents from diverse backgrounds have not been studied extensively. This qualitative study explored the experiences of 5 Canadian and 5 immigrant families during the transition to school for their children with ASDs. Parent perceptions of support systems during this transition and their experiences with preschool and elementary school staff were analyzed to understand their experiences. Thematic analyses of parent interviews revealed that parents perceived the quality of care during preschool as more supportive than the care received in elementary school. A variety of resources, such as familial, educational, and community support, seemed to help some Canadian and immigrant families in different ways. The transition to school experiences of parents of children with ASDs has important implications for school psychologists who facilitate and mediate parent–school partnerships and interagency collaboration.  相似文献   

Children's literacy interest and its relation to parents’ literacy‐promoting practices          下载免费PDF全文

Laura E. Hume  Christopher J. Lonigan  Jessica D. McQueen 《Journal of Research in Reading》2015,38(2):172-193

This study examined how children's literacy interests related to parent literacy‐promoting practices across time. Using a sample of 909 preschool‐age children and the newly developed Child Activities Preference Checklist, literacy interest appeared to be a complex construct, not easily captured by a single measure. In a subsample of 230 children with longitudinal data, parent literacy practices and child literacy interests related concurrently and across time. Parent literacy practices were more stable than child literacy interests, with children's literacy interest continuing to develop over the preschool year. Parent practices of exposing children to literacy and teaching them literacy concepts appeared to be distinct constructs. Exposure to literacy was especially important in the growth of literacy interests and the hypothesis that exposure has a negative effect on children with little initial interest was not fully supported.  相似文献   

Reading difficulties and attention‐deficit/hyperactivity behaviours: evidence of an early association in a nonclinical sample          下载免费PDF全文

Chiara Luoni  Umberto Balottin  Maria Zaccagnino  Laura Brembilla  Giulia Livetti  Cristiano Termine 《Journal of Research in Reading》2015,38(1):73-90

Attention‐deficit/hyperactivity disorder (ADHD) often co‐occurs with reading disability. A cross‐sectional study in an Italian‐speaking, nonclinical sample was conducted in an attempt to document the existence of an early association between reading difficulties (RD) and ADHD behaviours. We recruited a sample of 369 children in their first year at primary school. Of the sample, 8.4% displayed RD; 7.0% had ADHD; 3.5% presented both RD and ADHD behaviours; 50% of the children with ADHD displayed RD; 41.9% of those with RD displayed ADHD behaviours. Low socioeconomic status was associated with a fourfold increased probability of displaying RD (odds ratio = 3.98), but not ADHD behaviours. In this nonclinical sample, we detected an early association between ADHD behaviours and RD. A key role in this association may be played by inattention symptoms, which occurred with significantly increased frequency also in the group presenting only RD.  相似文献   

Iraqi,Syrian, and Palestinian Refugee Adolescents' Beliefs About Parental Authority Legitimacy and Its Correlates          下载免费PDF全文

Judith G. Smetana  Ikhlas Ahmad  Laura Wray‐Lake 《Child development》2015,86(6):2017-2033

This study examined intra‐ and interindividual variations in parental legitimacy beliefs in a sample of 883 Arab refugee adolescents (M_age = 15.01 years, SD = 1.60), 277 Iraqis, 275 Syrians, and 331 Palestinians in Amman, Jordan. Confirmatory factor analyses showed distinct latent factors for moral–conventional, prudential, and personal legitimacy items. Older adolescents rated legitimacy lower for personal issues, but higher for prudential issues. Beliefs were associated with socioeconomic status (fathers' education, family size), particularly for personal issues, but were more pervasively associated with displacement‐related experiences. Greater war trauma was associated with less prudential legitimacy for all youth and more authority legitimacy over moral–conventional issues for Syrian youth. Greater hopefulness was associated with more authority legitimacy over all but personal issues.  相似文献   

Qualitative Outcomes of a Homestay Immersion With Critical Reflection     

Laura Shannonhouse  Sejal Barden  A. Keith Mobley 《Counselor Education & Supervision》2015,54(4):302-319

The authors explore the impact of a 3‐week homestay cultural immersion on 10 counselor trainees by analyzing their 210 structured journals using consensual qualitative research. Findings suggest that establishing meaningful relationships and engaging in critical reflection are central to increasing multicultural awareness. Implications for multicultural counseling training and research are provided.  相似文献   

‘Acceptance of the limits of knowability in oneself and others’: performative politics and relational ethics in the primary school classroom     

Laura Teague 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):398-408

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Gaming personality and game dynamics in online discussion instructions     

Chih-Hsiung Tu  Cherng-Jyh Yen  Laura Sujo-Montes  Gayle A. Roberts 《Educational Media International》2015,52(3):155-172

Gamification is the use of game mechanics to drive game-like engagements and actions. It applies game mechanics, dynamics and frameworks to promote desired learning behaviours. Positive and effective gamification could enhance learning and engage learners in more social and context-rich decision-making for problem-solving in learning tasks. Effective gamification design should understand the game personalities of learners, social engagement styles, and intrinsic- and extrinsic-motivated user styles initially and evaluate and select appropriate game mechanics, game dynamics, to create ideal gamification instructions. The research question this study investigated is: How will four types of gaming personalities (i.e. Explorer, Socialiser, Killer and Achiever) predict the level of game dynamics in online discussion environments? This study concluded that examining how gaming personalities relate to game dynamics in a gamified online discussion instruction is not sufficient to design effective gamification. It suggests future studies in game instructions should focus on the relationships between game dynamics, gamification contexts, gaming personalities or preferences, dynamic gaming engagement styles, etc.  相似文献   

Promoting Prospective Elementary Teachers’ Learning to Use Formative Assessment for Life Science Instruction     

Jaime L. Sabel  Cory T. Forbes  Laura Zangori 《Journal of Science Teacher Education》2015,26(4):419-445

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Design-Based Research Within the Constraints of Practice: AlgebraByExample     

Julie L. Booth  Laura A. Cooper  Alexandra Huyghe  Kenneth R. Koedinger  E. Juliana Paré-Blagoev 《Journal of Education for Students Placed at Risk》2015,20(1-2):79-100

Superintendents from districts in the Minority Student Achievement Network (MSAN) challenged the Strategic Education Research Partnership (SERP) to identify an approach to narrowing the minority student achievement gap in Algebra 1 without isolating minority students for intervention. SERP partnered with 8 MSAN districts and researchers from 3 universities to design and rigorously test AlgebraByExample, a set of 42 Algebra 1 assignments with interleaved worked examples that target common misconceptions and errors. In a year-long random-assignment study, students who received AlgebraByExample assignments had an average 7 percentage point boost on a posttest containing released items from state assessments, and students in the bottom half of the performance distribution where minority students are disproportionately concentrated had an average 10 percentage point boost on a researcher-designed assessment of conceptual understanding. AlgebraByExample is easily incorporated into any existing curriculum, and naturally serves as a launch point for mathematically rich discussion.  相似文献