Identifying high-functioning dyslexics: is self-report of early reading problems enough?     

Deacon SH  Cook K  Parrila R 《Annals of dyslexia》2012,62(2):120-134

We used a questionnaire to identify university students with self-reported difficulties in reading acquisition during elementary school (self-report; n=31). The performance of the self-report group on standardized measures of word and non-word reading and fluency, passage comprehension and reading rate, and phonological awareness was compared to that of two other groups of university students: one with a recent diagnosis (diagnosed; n=20) and one with no self-reported reading acquisition problems (comparison group; n=33). The comparison group outperformed both groups with a history of reading difficulties (self-report and diagnosed) on almost all measures. The self-report and diagnosed groups performed similarly on most tasks, with the exception of untimed reading comprehension (better performance for diagnosed) and reading rate (better performance for self-report). The two recruitment methods likely sample from the same underlying population but identify individuals with different adaptive strategies.  相似文献   

The differential effects of task complexity on domain-specific and peer assessment skills     

Marjo J. van Zundert  Dominique M. A. Sluijsmans  Karen D. Könings  Jeroen J.G. van Merriënboer 《教育心理学》2012,32(1):127-145

In this study the relationship between domain-specific skills and peer assessment skills as a function of task complexity is investigated. We hypothesised that peer assessment skills were superposed on domain-specific skills and will therefore suffer more when higher cognitive load is induced by increased task complexity. In a mixed factorial design with the between-subjects factor task complexity (simple, n?=?51; complex, n?=?59) and within-subjects factor task type (domain-specific, peer assessment), secondary school students studied four integrated study tasks, requiring them to learn a domain-specific skill (i.e. identifying the six steps of scientific research) and to learn how to assess a fictitious peer performing the same skill. Additionally, the students performed two domain-specific test tasks and two peer assessment test tasks. The interaction effect found on test performance supports our hypothesis. Implications for the teaching and learning of peer assessment skills are discussed.  相似文献   

Family counseling in the Netherlands for Turkish-origin parents of deaf children with a cochlear implant     

Wiefferink CH  Vermeij BA  Uilenburg N 《American annals of the deaf》2012,156(5):459-468

Cultural elements such as language, beliefs about health, and family context play important roles in the uptake of rehabilitation and treatment of deafness. Because of cultural issues, minority groups often do not receive optimal care. Focusing on the Netherlands, the researchers explored how the rehabilitation and counseling of deaf children of Turkish-origin parents can be improved. The most important findings were that (a) most parents initially did not believe their child was deaf and regretted later that they did not start hearing rehabilitation earlier; (b) parents had little confidence in the Dutch health care system and sought a second opinion from a medical doctor of their own national origin; (c) parents did not know how to be actively involved in the care of their deaf child. Implications for practice aimed at improving rehabilitation and counseling for these children are described.  相似文献   

Can the use of web‐based comic strip creation tool facilitate EFL learners' grammar and sentence writing?     

Ferit Kılıçkaya  Jaroslaw Krajka 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(6):E161-E165

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Cognitions of Expert Supervisors in Academe: A Concept Mapping Approach          下载免费PDF全文

Gülşah Kemer  L. DiAnne Borders  John Willse 《Counselor Education & Supervision》2014,53(1):2-18

Eighteen expert supervisors reported their thoughts while preparing for, conducting, and evaluating their supervision sessions. Concept mapping (Kane & Trochim, 2007 ) yielded 195 cognitions classified into 25 cognitive categories organized into 5 supervision areas: conceptualization of supervision, supervisee assessment, supervisory relationship, supervisor self‐assessment, and administration of supervision. Implications for future research and supervisor training programs are discussed.  相似文献   

Participatory design of learning environments: integrating perspectives of students,teachers, and designers     

Karen D. Könings  Tina Seidel  Jeroen J. G. van Merriënboer 《Instructional Science》2014,42(1):1-9

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Text interpretation and educational design in Norwegian textbooks of religious education     

Jon Magne Vestøl 《British Journal of Religious Education》2014,36(1):88-101

Drawing on sociocultural perspectives on educational design, this article presents a qualitative study investigating how religious texts emerge as educational objects and mediating artefacts in Norwegian textbooks of religious and moral education. The article describes how the distribution of text references in textbooks influences the formation of religious traditions as objects. It also describes how religious texts are given various roles and how textbook assignments use various means to facilitate the interpretation of religious texts in a response to the demands posed by Norwegian syllabuses of religious and moral education.  相似文献   

Cross-cultural dimensions of applied,critical, and transformational leadership: women principals advancing social justice and educational equity     

Lorri J. Santamaría  Gaëtane Jean-Marie 《Cambridge Journal of Education》2014,44(3):333-360

This study, based on the qualitatively rendered experiences and perceptions of educational leaders from historically underserved backgrounds in the US, argues that identity impacts leadership practice. To make this point, researchers build upon an emergent theoretical framework for applied critical leadership from the theories and traditions of transformational leadership, personal leadership, critical pedagogy, and critical race theory. With regard to methodology, a two-subject case study was validated by adding three additional participants for points of verification to the findings and discussion. Interview, field notes, and relevant documents were analyzed using phenomenology and constant comparative methods. Major findings indicate participants’ practice reveal characteristics of cross-cultural applied, critical, and transformational leadership. These scholarly findings are significant because they can inform mainstream leadership practices contributing to educational equity, authentic multiculturalism, improved intercultural relations, innovation, increased academic achievement, and sustainable educational change.  相似文献   

A novel patchwork model used in lecture and laboratory to teach the three‐dimensional organization of mesenteries     

Geoffroy P.J.C. Noël 《Anatomical sciences education》2013,6(1):67-71

Anatomy teaching is seeing a decline in both lecture and laboratory hours across many medical schools in North America. New strategies are therefore needed to not only make anatomy teaching more clinically integrated, but also to implement new interactive teaching techniques to help students more efficiently grasp the complex organization of the human body. Among the difficult anatomical concepts that students struggle to understand, the anatomy of the peritoneal cavity with its complex projections of peritoneum could benefit strongly from new learning aids. In this report, an innovative teaching tool is presented to engage students during both lecture and laboratory, and help them build three‐dimensional (3D) mental maps of peritoneal cavity. The model consists of a patchwork of mesenteries and gut made from colored cloth stitched together onto a T‐shirt to denote the origin and outflow of each peritoneum projection. As the lecturer wears the life‐size model, the students can appreciate the 3D organization of the peritoneal cavity on a living body. In addition, the T‐shirt model can be used in parallel with dissection to ensure a strong reinforcement of the spatial understanding of the peritoneal cavity. Anat Sci Educ. © 2012 American Association of Anatomists.  相似文献   

Talking about death: Implementing peer discussion as a coping mechanism to overcome fears about dissection,death, and dying     

Sanet Henriët Kotzé  Calvin Gerald Mole 《Anatomical sciences education》2013,6(3):191-198

Many studies have reported on the perceptions of medical students toward dissection. It is important to understand the feelings and symptoms experienced during dissection so that they can be adequately handled. Prior to dissection, first year students are given lectures on aspects of dissection, death and dying, and death rituals in various cultures. Two separate questionnaires, one given during the first week of dissection and another given one month into the program were then completed anonymously by dissection groups. The questions were designed to be open‐ended, thereby encouraging group discussion amongst students. The questionnaires were used to determine the perception of students to dissection and to discover if these perceptions change during the dissection program. The first questionnaire revealed that students do experience fears and anxiety prior to and at the beginning of dissection; however, most of these fears dissipated by the time of the second questionnaire. One month into dissection students cited talking to peers as their main coping mechanism and fewer students mentioned emotional detachment from their cadaver as a coping mechanism, as was the case in the first questionnaire. Dissection was perceived as a positive experience by our student cohort and most students cited the main advantage of dissection as the ability to visualize organs in three dimensions. The comprehensive answers received from the students indicated that thorough discussion of feelings amongst peers occurred, introducing students to an important coping mechanism at an early stage of their learning. Anat Sci Educ. © 2013 American Association of Anatomists.  相似文献