Task-related variation in communication of mothers and their sons with learning disability     

Paula Lyytinen  Helena Rasku-Puttonen  Timo Ahonen  Anna-Maija Poikkeus  Marja-Leena Laakso 《European Journal of Psychology of Education - EJPE》1995,10(1):3-12

The purpose of the present study was to examine whether mother-child communication patterns vary as a function of the type of the task. Groups of learning disabled (LD=30) and normally achieving boys (NLD=30) were videotaped interacting with their mothers in two different tasks. The children were matched for age (8 to 11 year-olds) and for parent’s SES. The results indicated that the teaching task differentiated the groups more than did the story task. Academic character of the teaching task increased mothers’ task involvement in both groups. Mothers of the LD group showed, however, significantly more dominance and expressed less emotionality while teaching their child. Mothers’ interaction partly followed from their children’s behaviour on this task. The children with LD did not cooperate with their mothers and were not emotionally involved in the teaching task as highly as were the normally achieving children. Corresponding features of interaction were not found for the LD group in the story task. Consistency of children’s communication across the tasks was significant in the LD group. The normally achieving boys were more responsive to changes in task conditions showing different behavior as a function of task.  相似文献   

Improving the judgment of task difficulties: prospective teachers’ diagnostic competence in the area of functions and graphs     

Andreas Ostermann  Timo Leuders  Matthias Nückles 《Journal of Mathematics Teacher Education》2018,21(6):579-605

To teach adaptively, teachers should be able to take the students’ level of knowledge into account. Therefore, a key component of pedagogical content knowledge (PCK) is the ability to assume the students’ perspectives. However, due to the so-called expert blind spot, teachers tend to misestimate their students’ knowledge, such as when estimating the difficulty of a given task. This empirically well-documented estimation bias is predicted by Nickerson’s anchoring and adjustment model, which generally explains how people take on other people’s perspectives. In this article, we present an intervention study that aims to improve the accuracy of prospective teachers’ judgments of task difficulty in the area of functional thinking. Two types of treatments are derived from Nickerson’s model. In the first condition (PCK group), participants acquire knowledge about task characteristics and students’ misconceptions. The second condition (sensitizing group) serves to control the idea that potential improvements in the PCK group are not merely based on a pure sensitization of the expert’s estimation bias. Accordingly, these participants are only informed about the general tendency of overestimating task difficulties. The results showed that the PCK group improved both in terms of the accuracy of the estimated solution rates and the accuracy of rank order, whereas the sensitizing group only improved in regard to the former. Thus, the study shows that prospective teachers’ diagnostic judgments can be improved by teaching them relevant PCK in a short amount of time.  相似文献   

Attitudes of Teachers Towards Inclusive Education in Finland     

Timo Saloviita 《Scandinavian Journal of Educational Research》2020,64(2):270-282

ABSTRACT

Positive teacher attitudes are essential for success when children with special educational needs (SEN) are placed into mainstream classrooms. The present study surveyed teachers’ attitudes towards inclusion by using a large national sample and Teachers’ Attitudes towards Inclusion Scale (TAIS). A total of 1,764 Finnish basic-school teachers participated in the e-mail survey. They included 824 classroom teachers, 575 subject teachers and 365 special-education teachers. The classroom teachers scored below and the subject teachers significantly below, the neutral midpoint of the scale. The special-education teachers’ mean scores were above the midpoint. About 20% of teachers were strong opponents of inclusion, and 8% were strong advocates. The attitudes towards inclusion had only weak associations with variables other than the teacher category. Teachers’ work orientation and self-efficacy had low associations with their attitudes towards inclusion. The results illustrate the attitudinal climate of teachers towards inclusion and indicate the existing potential for policy change.  相似文献   

Metacognition in joint discussions: an analysis of the patterns of interaction and the metacognitive content of the networked discussions in mathematics     

Tarja-Riitta Hurme  Tuire Palonen  Sanna Järvelä 《Metacognition and Learning》2006,1(2):181-200

The aim of this study was to examine metacognition in computer-supported collaborative problem solving. The subjects of the study were 13-year-old Finnish secondary school students (N = 16). The Knowledge Forum learning environment was used to support student pairs’ problem-solving task involving polygons in a geometry course. The data consist of the student pairs’ posted computer notes (n = 95). To examine metacognition in a social context in the networked discussions, the features and patterns of networked interaction, the metacognitive content of the computer notes and their relations were examined. To examine the features of networked interaction, the social network analysis measures were used. The patterns of networked interaction were displayed with the multidimensional scaling technique. In the analysis, metacognitive contents of the computer notes were categorized as metacognitive knowledge, metacognitive skills, and not metacognitive. Further, with the correspondence analysis, we examined how the student pairs’ metacognitive activity was distributed. The results of the study revealed that the metacognitive activity varied among participants, although some aspects of metacognition such as planning were never encountered. It was found that there is a relation between metacognitive activity and the features of interaction. The student pairs who monitored and evaluated the ongoing discussions had a strategically optimal position in the communication network.  相似文献   

The Validity of Comparative Educational Studies   总被引：1，自引：0，他引：1  

Timo M. Bechger  Godfried van den  Wittenboer Joop J. Hox  C. De  Glopper 《Educational Measurement》1999,18(3):18-26

What are the conditions that will allow for appropriate comparisons among groups" Should the concept of comparative validity be added to the lexicon of the psychometrician"  相似文献   

Aid effectiveness in education: Why it matters     

Desmond Bermingham  Olav Rex Christensen  Timo Casjen Mahn 《Prospects》2009,39(2):129-145

This article introduces the special issue of Prospects on “Aid effectiveness in education”. It brings together case studies of attempts in several very different contexts to improve the effectiveness of the use of aid in the education sector. By drawing on the historical evolution of the new paradigm over the last 20 years, the authors make the case for a closer focus on aid’s effectiveness in education, as well as the need to reform the aid effectiveness architecture. In particular, they identify two major obstacles that need to be overcome to improve aid’s effectiveness in education: the lack of sufficient institutional and staff incentives for coordinated and harmonized behaviour; and factors that lead to risk-aversion and discourage innovation in delivering aid effectively.  相似文献   

Mediating effects of motor performance,cardiorespiratory fitness,physical activity,and sedentary behaviour on the associations of adiposity and other cardiometabolic risk factors with academic achievement in children     

Eero A. Haapala  Niina Lintu  Aino-Maija Eloranta  Taisa Venäläinen  Anna-Maija Poikkeus  Timo Ahonen 《Journal of sports sciences》2018,36(20):2296-2303

We investigated the associations of cardiometabolic risk factors with academic achievement and whether motor performance, cardiorespiratory fitness, physical activity, or sedentary behaviour mediated these associations. Altogether 175 children 6–8 years-of-age participated in the study. We assessed body fat percentage (BF%), waist circumference, insulin, glucose, triglycerides, HDL cholesterol, and systolic and diastolic blood pressure, leptin, alanine aminotransferase, and gamma-glutamyltransferase (GGT). Reading fluency, reading comprehension, and arithmetic skills were assessed using standardized tests. Speed/agility, balance, and manual dexterity test results were used to calculate motor performance score and physical activity was assessed by combined heart rate and movement sensor and cardiorespiratory fitness by maximal cycle ergometer test. In boys, BF% was inversely associated with reading fluency (β = ?0.262, P = 0.007) and reading comprehension (β = ?0.216, P = 0.025). Motor performance mediated these associations. Leptin was inversely related to reading fluency (β = ?0.272, P = 0.006) and reading comprehension (β = ?0.287, P = 0.003). The inverse association of leptin with reading fluency was mediated by motor performance. In girls, GGT was inversely associated with reading fluency independent of confounders (β = ?0.325, P = 0.007). The inverse association of BF% with academic achievement among boys was largely explained by motor performance. Leptin in boys and GGT in girls were inversely associated with academic achievement independent of confounding factors.  相似文献   

Assessment of three-and-a-half-year-old children's emerging phonological awareness in a computer animation context     

Puolakanaho A  Poikkeus AM  Ahonen T  Tolvanen A  Lyytinen H 《Journal of learning disabilities》2003,36(5):416-423

Four computer-animated tasks were created to analyze the underlying structure of emerging phonological awareness at 3.5 years of age and to explore the factors that influence children's (N = 91) performance on the tasks. Our findings indicated that already at this young age, children are able to master tasks demanding identification, blending, and continuation of phonological units when the tasks are presented in a motivating assessment context. In line with earlier research, children showed higher mastery in dealing with words and syllables than in dealing with phonemes. Targets in the initial position of a word were easier for children to identify than those in the final position. Our analysis provided support for two major dimensions of emerging phonological awareness based on the cognitive operations of the tasks: identification and blending of phonological units.  相似文献   

A conceptual framework for developing an activity-based approach to career counselling     

Timo T. E. Vähämöttönen  P. Anita Keskinen  Rauno K. Parrila 《International journal for the advancement of counseling》1994,17(1):19-34

The present paper develops a conceptual framework for an activity-based approach to career counselling. The main objective of this approach is to combine clients' practical activity, such as visits to educational institutions, work practices etc., with their psychological processes leading to occupational choice. Some basic ideas that are relevant to developing an activity-based approach to counselling in postmodern work life and some recent changes in work life itself and in the individuals' relation to work are discussed. These include plasticity, which emphasizes the individuals' capability and activeness in shaping both their working environment and themselves; the nonnormative nature of the developmental tasks that postmodern work life sets for the individual; the openness and nonlinear nature of the counselling process and the implications of this on the role of the counsellor; and the usefulness of conceptualizing the counselling process as a metaphorical reality. Also, some preliminary findings from a research project aimed at developing a counselling process model which is congruent with activity-based approach are presented. The implications of these findings on the framework are also discussed.  相似文献   

Individual differences in sign language abilities in deaf children     

Meronen A  Ahonen T 《American annals of the deaf》2008,152(5):495-504

The study attempted to identify characteristics of individual differences in sign language abilities among deaf children. Connections between sign language skills and rapid serial naming, hand motor skills, and early fluency were investigated. The sample consisted of 85 Finnish deaf children. Their first language was sign language. Simple correlations and multiple linear-regression analysis demonstrated the effect of early language development and serial hand movements on sign language abilities. Other significant factors were serial fingertapping and serial naming. Heterogeneity in poor sign language users was noted. Although identifying learning disorders in deaf children is complicated, developmental difficulties can be discovered by appropriate measurements. The study confirmed the results of earlier research demonstrating that the features of deaf and hearing children's learning resemble each other. Disorders in signed and spoken languages may have similar bases despite their different modalities.  相似文献