Action protocol for the use of robotics in students with Autism Spectrum Disoders: A systematic-review     

Lorenzo  G.  Lledó  A.  Pérez-Vázquez  E.  Lorenzo-Lledó  A. 《Education and Information Technologies》2021,26(4):4111-4126

Education and Information Technologies - During the last two decades, the use of Information and Communication Technologies (ICT) has opened new paths in the intervention of people with Autism...  相似文献   

Learning environment and students’ classroom behavior differences between effective,average, and ineffective urban elementary schools for Hispanic students     

Waxman  Hersh C.  Padrón  Yolanda N.  Keese  Jeffrey 《Educational Research for Policy and Practice》2021,20(3):307-324

Educational Research for Policy and Practice - This study examined whether there are significant differences between effective, average, and ineffective urban schools with regard to (a)...  相似文献   

Peer and self-assessment applied to oral presentations from a multidisciplinary perspective     

Joan Josep Suñol  Joan Pujol  Lidia Feliu  Rosa Maria Fraguell  Anna Planas-Lladó 《Assessment & Evaluation in Higher Education》2016,41(4):622-637

This article analyses the use of peer and self-assessment in oral presentations as complementary tools to assessment by the professor. The analysis is based on a study conducted at the University of Girona (Spain) in seven different degree subjects and fields of knowledge. We designed and implemented two instruments to measure students’ peer and self-assessment, and a rubric to guide the assessment process. Results were compared with the marks awarded by the professor. In contrast with studies by other authors, which show a high correlation between these different assessment systems, our study revealed significant deviations. Applying peer and self-assessment to oral presentation activities also demonstrates their formative value above and beyond their summative usefulness.  相似文献   

Morphological priming effects on children’s spelling     

Joao Manuel Rosa  Terezinha Nunes 《Reading and writing》2008,21(8):763-781

Previous research has suggested that children in the early grades of primary school do not have much awareness of morphemes. In this study, a priming paradigm was used to try to detect early signs of morphological representation of stems through a spelling task presented to Portuguese children (N = 805; age range 6–9 years). Primes shared the stem with the targets and contained well-articulated, stressed vowels; the stems of the target words and pseudo-words contained non-stressed schwa vowels, which typically result in spelling difficulties. If priming proved effective, the well-articulated vowels in the prime should result in an improvement in the spelling of the schwa vowels. Primes were presented in two conditions: in only-oral or in oral-plus-written form. Effectiveness of priming was assessed by comparison with a no-priming condition. For both words and pseudowords, there was a significant interaction between priming effects and grade. No priming effects were detected in 6- and 7-year-old children; oral-plus-written priming produced higher rates of correct vowel spelling for 8- and 9-year-olds; only-oral priming was effective in improving the vowel spelling of 9-year-olds. Thus older children can use morphological information under priming conditions when the prime and the target are not phonologically transparent but there is no evidence to suggest that younger children do so.  相似文献   

When Parents Want Children to Stay Home for College     

Ruth N. López Turley 《Research in higher education》2006,47(7):823-846

Although previous studies show that a majority of parents want their children to go to college and graduate with a 4-year degree, the strategies used to accomplish this goal vary widely. While some parents feel it is important for their children to attend school while living at home (college-at-home parents), others do not (college-anywhere parents). This study investigates the influence of these parental strategy preferences on whether children apply to college during their senior year of high school, as well as whether they apply to multiple colleges. Net of measured ability, socioeconomic factors, and students’ own strategy preferences, students with college-at-home parents are significantly less likely to apply to college than students with college-anywhere parents; and among those who do apply to college, students with college-at-home parents are significantly less likely to apply to multiple colleges.  相似文献   

The chimera of the competency-based approach to teaching mathematics: a study of carpentry purchases for home projects     

Diego-Mantecón  José Manuel  Haro  Elena  Blanco  Teresa F.  Romo-Vázquez  Avenilde 《Educational Studies in Mathematics》2021,107(2):339-357

Educational Studies in Mathematics - The competency-based approach conceives mathematics as a necessary tool for dealing with daily-life tasks. Many studies have focused on examining the low math...  相似文献   

Fish Oil Supplementation in Pregnancy and Neurodevelopment in Childhood—A Randomized Clinical Trial     

Laerke Sass  Elín Bjarnadóttir  Jakob Stokholm  Bo Chawes  Rebecca K. Vinding  Anna-Rosa C. Mora-Jensen  Jonathan Thorsen  Sarah Noergaard  Bjørn H. Ebdrup  Jens R.M. Jepsen  Birgitte Fagerlund  Klaus Bønnelykke  Lotte Lauritzen  Hans Bisgaard 《Child development》2021,92(4):1624-1635

A double-blind randomized controlled trial of n-3 long-chain polyunsaturated fatty acid (n-3 LCPUFA) supplementation or matching placebo during third trimester of pregnancy was conducted within the COPSAC₂₀₁₀ mother-child cohort consisting of 736 women and their children. The objective was to determine if maternal n-3 LCPUFA pregnancy supplementation affects offspring neurodevelopment until 6 years. Neurodevelopment was evaluated in 654 children assessing age of motor milestone achievement, language development, cognitive development, general neurodevelopment, and emotional and behavioral problems. Maternal n-3 LCPUFA supplementation during pregnancy improved early language development and reduced the impact of emotional and behavioral problems. The n-3 LCPUFA supplementation was in boys associated with the earlier achievement of gross motor milestones, improved cognitive development, and a reduced impact of emotional and behavioral problems.  相似文献   

How to Assess and Categorize Teachers’ Views of Science? Two Methodological Issues     

Bächtold  Manuel  Cross  David  Munier  Valérie 《Research in Science Education》2021,51(5):1423-1435

Research in Science Education - This paper addresses two methodological issues related to the assessment of teachers’ views of science. The first concerns the distinction between the...  相似文献   

Evaluating effects of different forms of revision instruction in upper-primary students     

López  Paula  Torrance  Mark  Rijlaarsdam  Gert  Fidalgo  Raquel 《Reading and writing》2021,34(7):1741-1767

Reading and Writing - This study aimed to establish (a) whether teaching students revision skills provides benefit over and above teaching strategies for setting explicit goals for the...  相似文献   

Uncertain Foundations     

Ferreirós  José 《Metascience》2004,13(1):79-82

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