Computer Dialog for Children?     

Dr. Vincent N. Lunetta 《Clearing house (Menasha, Wis.)》2013,86(6):288-290

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An Orientation Program for a Middle School     

Mr. W. N. Steltzer Jr. 《Clearing house (Menasha, Wis.)》2013,86(9):452-454

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“Condom Distribution in High School”—A Rebuttal     

Robert N. Rowe 《Clearing house (Menasha, Wis.)》2013,86(4)

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Meeting the needs of pupils with learning difficulties. What do primary and secondary schools expect of their educational psychologists?     

T.A.W. N. MacKay  J. M. Boyle 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):187-196

A questionnaire survey was conducted in all primary schools in the Dunbarton division of Strathclyde region (N=117) to obtain the views of headteachers regarding the involvement of local authority educational psychologists in the area of learning difficulties. This was a follow‐up to a previously published study of the views of learning support coordinators in secondary schools throughout the division. The results of the primary survey are presented and comparisons made with the secondary schools. The findings suggest that schools perceive psychologists as having a central role to play in the area of learning difficulties but indicate a considerable shortfall between present and desired levels of service. It was also noted that after more than a decade of reconstruction of psychological services in which a major theme has been a reduced emphasis on direct work with individual children, the traditional role of individual assessment and counselling is the one which continues to be strongly endorsed by teachers. Some implications for psychological services and schools are considered.  相似文献   

Cultural sensitivity: American and British teacher trainees compared ‐ a response to Thomas Deering     

N. Burtonwood  R. Bruce 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):94-99

How effectively are teacher trainees prepared for teaching ethnic minority pupils? What part does practical teaching experience play in developing the cultural sensitivity of trainees? Do American and British trainees differ in their levels of cultural sensitivity and, if so, what are the causal factors involved? This article is a critical response to Deering, who has identified these as his research questions. While welcoming the attention given to an important subject, we question the appropriateness of Deering's research procedure and challenge his interpretation and discussion of the findings.  相似文献   

A Case Study of Giftedness and Specific Learning Disabilities: Bridging the Two Exceptionalities     

Sandra N. Kaplan 《Roeper Review》2013,35(3):124-125

Despite being unable to dress himself, sit still on a chair, or write a legible sentence, Scott was, from a very early age, able to build whole cities from construction blocks, able to complete complex puzzles, and verbally precocious. Even with his disabilities and their contrast with his academic talent, he completed K–12 school and went on to excel at university. This case study represents the challenges many parents experience with identifying their children’s disability and giftedness and ensuring that both exceptionalities are optimally developed. Through this case study, the roles an education system and the parents of such a child must assume if this development is going to happen are highlighted. Recommendations for identification, service provision, professional development for teachers, and collaboration among all parties connected with such students are made.  相似文献   

Overexcitabilities and ADHD in the Gifted: An Examination     

Anne N. Rinn  Marilyn J. Reynolds 《Roeper Review》2013,35(1):38-45

Gifted children and adolescents can display behavioral characteristics similar to those exhibited by children and adolescents who have been diagnosed with attention-deficit hyperactivity disorder (ADHD), leading to potential issues with misdiagnosis. The overlapping characteristics between giftedness and ADHD are often seen as anecdotal or to only exist in theory, such as that explained by Dabrowski's theory of positive disintegration and his notion of overexcitabilities. There is a paucity of empirical data to support this perceived relationship between ADHD and overexcitabilities. This study provides empirical support for a relationship between ADHD and overexcitabilities within a sample of gifted adolescents. Implications are discussed.  相似文献   

Curricular developments in Ireland,north and sooth,in the period 1945–1960: A study in contrasts     

Seán N. Farren 《Irish Educational Studies》2013,32(1):243-258

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Gaelscoileanna mar chóras bunoideachais in éirinn     

Niamh Ní Mhaoláin 《Irish Educational Studies》2013,32(1):300-305

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ATTITUDES ABOUT AGING AND GENDER AMONG YOUNG,MIDDLE AGE,AND OLDER COLLEGE-BASED STUDENTS     

Sarah B. Laditka  Mary Fischer  James N. Laditka  David R. Segal 《Educational gerontology》2013,39(5):403-421

Using an updated version of the Aging Semantic Differential, 534 younger, middle age, and older participants from a college community rated female and male targets categorized as ages 21–34 and 75–85. Participants also provided views about their own aging. Repeated measures of analysis of variance examined attitudinal differences by age and gender of targets, and by participant age and gender. Female targets were viewed more positively than males by most rater groups. Older targets were viewed more positively by older participants than by other age groups. Older participants had more positive views about their own aging than did participants of younger or middle ages.  相似文献