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The aim of this study is to investigate the relationship between being labelled either as having dyslexia or as having general special educational needs (SEN) and a child's self‐esteem. Seventy‐five children aged between 8 and 15 years categorised as having dyslexia (N = 26), as having general SEN (N = 26) or as having no learning difficulties (N = 23), completed an age‐appropriate version of the Culture‐Free Self‐Esteem Inventory and a standard test of reading ability. When the self‐esteem scores of the groups were compared (with the discrepancy between reading and chronological age being partialled out), it was found that the self‐esteem scores of those in the ‘general SEN’ group had significantly lower self‐esteem scores than those in both the ‘dyslexia’ group and the ‘control’ group. There was no significant difference between the self‐esteem scores of the ‘dyslexia’ and the ‘control’ group. On the basis of these findings, it is suggested that being labelled as having a general SEN may negatively affect children's self‐esteem because, unlike the label dyslexia, this label offers very little in the way of an explanation for the child's academic difficulties and because targeted interventions are not as available for those with a less specific label. 相似文献
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John F. Welsh 《Assessment & Evaluation in Higher Education》2002,27(3):257-268
State higher education agencies in the US are in a propitious position to improve the educational environment for students who transfer from one institution to another within a state. This paper reports on the results of a nationwide survey on the assessment of the transfer function by state higher education agencies. Using a benchmarking methodology, the paper suggests some 'best practices' of state higher education agencies in the organisation and use of transfer student information systems. The paper has relevance for institutional personnel and public policy makers since the number of transfer-oriented institutions and the number of transfer students are increasing across the globe. 相似文献
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An investigation was conducted in which 288 undergraduate college students taking 17 live, interactive telecourses at 68 remote sites were asked to report their satisfaction with various aspects of their telecourses as well as their overall satisfaction with those courses. In addition, a measure of relative academic performance was calculated for each student in which performance in the current telecourse was compared to prior academic performance. Results showed that high levels of relative performance were associated with (1) student satisfaction with the technological aspects of the courses, (2) student satisfaction with the promptness of material exchange with the instructor, and (3) overall student satisfaction. Practical implications of these results are discussed.
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Tower of Hanoi has become a popular tool in cognitive and neuropsychology to assess a set of behaviors collectively referred to as executive functions. Substantial variability in performance on the Tower of Hanoi (TOH) disk-transfer task among normally functioning young adults, and potential contributions to these individual differences, were examined. In this expanded 60-problem version of the four-disk TOH, the degree to which problem administration (blocked vs. random) and strategy knowledge influenced overall performance and changes in accuracy across problems was examined. Eighty-seven college students were randomly assigned to a Blocked Group (problems given in ascending order of move-length) and a Random Group (problems given in a random order). After administration of the TOH task, participants described their problem solving and these verbal protocols were analyzed with regard to four elements of a strategic approach to problem solving. Problem administration order demonstrated no effect on task performance or on expressed strategy knowledge; however, strategy knowledge did predict performance on the TOH. An expected decrease in performance across trials was observed in the Blocked Group, and an increase in accuracy in the Random group indicated a learning effect. Strategy knowledge did not interact with these changes in performance across the items. These results suggest that external cues do not influence performance on the TOH to the same extent as individual differences in strategy induction relatively early in the problem solving process. 相似文献
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John Nisbet Jennifer Welsh Joyce Watt 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):172-175
The 1962 reading survey in Aberdeen was repeated in 1972, with 99 per cent coverage of year‐groups (over 2,500) of 8‐year old and 11‐year‐old pupils: Reading comprehension tests used were NFER Sentence Reading Test AD and Test NS6. The 1972 averages on these tests were within one point of score of the 1962 averages: at age eight, the average was slightly but not significantly higher in 1972; at age 11, it was slightly and significantly lower. The children whose fathers were in semi‐skilled or unskilled jobs showed a particularly sharp decline in average performance over the ten‐year interval, whereas the standard of performance had improved or been maintained among children from professional homes. 相似文献