Screening for multiple genes influencing dyslexia     

Shelley D. Smith  William J. Kimberling  Bruce F. Pennington 《Reading and writing》1991,3(3-4):285-298

Genetic linkage analysis is a means of localizing genes to specific chromosomal regions. Localization of genes influencing specific reading disability (dyslexia) can lead to characterization of the phenotypic effects of each gene and to early diagnosis of children at risk. Previous studies using the family study LOD score method of linkage analysis have identified two chromosomal regions that may contain genes influencing dyslexia. The present study examines the sib pair method of linkage analysis, which has several advantages over the LOD score method. In particular, the mode of inheritance does not need to be specified and diagnosis of parents is not required, but it is a less powerful technique. Using the same population as the previous studies (with less than 200 sib pairs) and two different means of diagnosis of dyslexia, the sib pair analysis was able to detect the same suggested linkages as the LOD score method, plus a possible third region. This confirms that the sib pair method is an effective means of screening for linkage with reasonable sample sizes.  相似文献   

Specific Language Disorders in Singaporean Children: Four Case Studies     

Helen Chandler Yeo  Susan Rickard Liow  Anthea Fraser Gupta 《Asia Pacific Journal of Education》1994,14(2):1-10

Children with specific disorders of language have failed to develop normal means of spoken and written communication. International studies suggest that 5–10% of children enter school with a significant language disorder that puts them at risk educationally and also affects their social and emotional development.

The invisible nature of language disorders makes early detection and remediation difficult. In multilingual settings, such as Singapore, early detection may be particularly difficult, and remediation is complicated by the desirability of maintaining the range of languages used in the home and at school. Two case studies of specific spoken language disorder and two of written language disorder are presented to illustrate means of remediation and the importance of early intervention.  相似文献   

Custom-designed and safe-space coaching: Australian beginning principals supported by experienced peers form pipeline of confident future leaders     

Susan Simon  Shelley Dole  Yvonne Farragher 《School Leadership & Management》2019,39(2):145-174

Transition from teacher to principal involves both a technocratic response based on ‘yearning for certainty’ that requisite leadership skills will be learned, and a critically-reflexive approach to adopting a new professional identity (Crow and Møller 2017. “Professional Identities of School Leaders across International Contexts: An Introduction and Rationale.” Educational Management and Leadership 45 (5): 749–758, 750). Globally, the maintenance of pipelines of confident and capable principals is a priority, but principal preparation programmes have often been described as decontextualised and inadequate (Cheung and Walker 2006. “Inner Worlds and Outer Limits: The Formation of Beginning School Principals in Hong Kong.” Journal of Educational Administration 44 (4): 389–407). Consequently, without opportunity to develop leadership strategies and reflect critically with a trusted mentor, newly-appointed principals often leave the role prematurely (Marks 2013. “Leadership Succession and Retention: It's Time to Get Serious about a Principal Retention Policy.” Leading and Managing 19 (2): 1–14). This Australian study aimed to evaluate the effectiveness of a Queensland Department of Education and Training coaching programme for beginning principals, designed to secure future quality leaders. A custom-built philosophy incorporated support from local master principals and a high degree of autonomy. One-on-one interviews with programme participants confirmed that: enduring professional relationships resulted from a safe-space approach; knowledge and understanding of the Australian Professional Standards for Principals (AITSL 2014. Australian Professional Standard for Principals and the Leadership Profiles. Canberra: Australian Government) increased; and feelings of empowerment and control of leadership situations accelerated. For the benefit of leadership pipelines worldwide, new principals in other contexts may be energised to continue with the complex role of being effective school leaders through similar, autonomous and peer-supported programmes.  相似文献   

Persuasive impact of loss and gain frames on intentions to exercise: A test of six moderators     

Jakob D. Jensen  Chelsea L. Ratcliff  Robert N. Yale  Melinda Krakow  Courtney L. Scherr  Sara K. Yeo 《Communication monographs》2018,85(2):245-262

The current study situated loss/gain-framing research in the extended parallel process model and tested whether two message features (dose, efficacy appeals) and four individual difference variables (walking self-efficacy, grit, consideration of future consequences, health information overload (HIO)) moderated the impact of message framing on intentions to engage in physical activity. Adults (N?=?341, M_age?=?38.09, SD?=?10.94) were randomly assigned to one of eight message conditions advocating exercise behavior. All four individual difference variables significantly moderated framing effects such that gain-framed messages were more effective for individuals with lower walking self-efficacy, grit, and consideration of future consequences and loss-framed messages were significantly more effective for individuals with higher walking self-efficacy, grit, consideration of future consequences, and for those with lower HIO.  相似文献   

Seeking a ‘critical mass’: middle-class parents’ collective engagement in city public schooling     

Linn Posey-Maddox  Shelley McDonough Kimelberg  Maia Cucchiara 《British Journal of Sociology of Education》2016,37(7):905-927

A growing body of literature has begun to explore the individual identities, motivations, and school choices of middle-class, typically white, parents who choose to reside in socioeconomically and racially mixed central city neighborhoods. Drawing on qualitative research in three US cities, we argue that a focus on middle-class parents’ collective engagement in schooling is particularly important in under-resourced urban contexts. In these environments, we show, middle-class parents’ use of social networks often extends beyond basic information-sharing about school quality to encompass a range of activities undertaken with other families ‘like them’ who have also chosen to enroll their children in an urban public school. We find that, in some instances, middle-class parents’ collective actions can benefit an entire class or school. Yet in other instances, their activation of social capital can contribute to processes of social reproduction in urban schooling by excluding or marginalizing low-income students and their families.  相似文献   

Drawing queer and trans kinship with children: Affect,cohabitation, and reciprocal care     

Hannah Dyer  Julia Sinclair-Palm  Miranda Yeo 《Review of Education, Pedagogy & Cultural Studies》2020,42(4):257-276

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First‐year university science and engineering students’ understanding of plagiarism     

Shelley Yeo 《高等教育研究与发展》2007,26(2):199-216

This paper is a case study of first‐year science and engineering students’ understandings of plagiarism. Students were surveyed for their views on scenarios illustrating instances of plagiarism in the context of the academic work and assessment of science and engineering students. The aim was to explore their understandings of plagiarism and their judgement about the seriousness of each incident, and to shed light on the decisions they might make in response to such situations. The data indicated that although students could provide sound definitions of plagiarism, they did not always appreciate the scope of class‐based activity that constitutes plagiarism. Some examples of plagiarism were regarded as less serious than others, and in contradiction with the institution’s policy. Students also generally favoured more lenient penalties than provided for by policy. The purpose of the study was to ascertain first‐year students’ developmental needs in relation to academic honesty, plagiarism and appropriate acknowledgement of others’ work.  相似文献   

Getting to the root of the matter: pre-service teachers’ experiences and positionalities with learning to teach in culturally diverse contexts     

Mark  Sheron  Id-Deen  Lateefah  Thomas  Shelley 《Cultural Studies of Science Education》2020,15(2):453-483

Cultural Studies of Science Education - This study investigated the experiences of a group of pre-service secondary science teachers in learning to teach in culturally diverse contexts. The...  相似文献   

Evaluation of Students’ Understanding of Thermal Concepts in Everyday Contexts     

Hye-Eun Chu  David F. Treagust  Shelley Yeo  Marjan Zadnik 《International Journal of Science Education》2013,35(10):1509-1534

The aims of this study were to determine the underlying conceptual structure of the thermal concept evaluation (TCE) questionnaire, a pencil-and-paper instrument about everyday contexts of heat, temperature, and heat transfer, to investigate students’ conceptual understanding of thermal concepts in everyday contexts across several school years and to analyse the variables—school year, science subjects currently being studied, and science subjects previously studied in thermal energy—that influence students’ thermal conceptual understanding. The TCE, which was administered to 515 Korean students from years 10–12, was developed in Australia, using students’ alternative conceptions derived from the research literature. The conceptual structure comprised four groups—heat transfer and temperature changes, boiling, heat conductivity and equilibrium, and freezing and melting—using 19 of the 26 items in the original questionnaire. Depending on the year group, 25–55% of students experienced difficulties in applying scientific concepts in everyday contexts. Years of schooling, science subjects currently studied and physics topics previously studied correlated with development of students’ conceptual understanding, especially in topics relating to heat transfer, temperature scales, specific heat capacity, homeostasis, and thermodynamics. Although students did improve their conceptual understandings in later years of schooling, they still had difficulties in relating the scientific concepts to their experiences in everyday contexts. The study illustrates the utility of using a pencil-and-paper questionnaire to identify students’ understanding of thermal concepts in everyday situations and provides a baseline for Korean students’ achievement in terms of physics in everyday contexts, one of the objectives of the Korean national curriculum reforms.  相似文献   

Relational Learning in Social Work Education: Transformative Education for Teaching a Course on Loss,Grief and Death     

Shelley Cohen Konrad 《Journal of Teaching in Social Work》2013,33(1):15-28

This article explores the relational learning model for teaching clinical social work practice. Evaluations of a course on loss, grief, and death illustrate that relational learning methods enhanced students' relational and communicative knowledge and skills, and contributed to a transformative learning process. Relational learning is a method of teaching that is consistent with the postmodern classroom and with the mission of contemporary social work practice.  相似文献