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901.
Justin C. Wise Hye Kyeong Pae Christopher B. Wolfe Rose A. Sevcik Robin D. Morris Maureen Lovett Maryanne Wolf 《Learning disabilities research & practice》2008,23(3):125-136
Limited research has examined the skills of children with a reading disability (RD) and children with RD and a mathematics disability (MD). Even less research has examined the phonological awareness (PA) and rapid automatized naming (RAN) skills in these two groups of children and how these skills relate to reading and math achievement. Additionally, various classification criteria are frequently implemented to classify children with MD. The purpose of this study, therefore, was to examine the PA and RAN skills in children who met different criteria for RD only and children with RD who are at risk for mathematics difficulties (MDR). Participants were 114 second‐ or third‐grade students with RD from public elementary schools in three large metropolitan areas. Students were classified as at risk for mathematics difficulties utilizing a 25th‐percentile cutoff and a 15th‐percentile cutoff as assessed by the KeyMath‐Revised Test ( Connolly, 1988 ). A series of PA and RAN measures were administered along with a range of reading and mathematics measures. Hierarchical regression analyses indicated that children with RD only evidenced a different pattern of results compared to children with RD + MDR. Additionally, using a more stringent criterion to classify children at risk for mathematics difficulties resulted in a differential pattern of results when compared to a less stringent classification criterion. 相似文献
902.
The UK English subject benchmark statements express the discipline’s commitment to contribute to an ‘ideal of lifelong learning’. In this article, I consider what this commitment may mean for practice and explore why its attainment is complex and contentious. In doing so, I examine some of the ways in which lecturers’ professional identities are experienced and enacted in educational settings where students have their first introduction to higher education English Studies. I suggest that the pedagogic principles and practices which lecturers describe need to be seen as deeply embedded within networks of social and discipline-based discourses and social and institutional relations. 相似文献
903.
Zwelling E 《The Journal of perinatal education》2006,15(4):10-17
Dr. Francine Nichols-President of Lamaze International from 1988 to 1991 (when the organization was known as "the American Society for Psychoprophylaxis in Obstetrics" or "ASPO/Lamaze") and the founding editor of The Journal of Perinatal Education in 1990-is a woman with many skills that have contributed to her success throughout her career. Dr. Nichols is a knowledgeable leader in maternal-newborn nursing, a respected nurse and childbirth educator, a researcher, and an author. However, these skills were not the abilities she relied upon the most to lead the Lamaze organization through a challenging period in the 1980s; rather, Dr. Nichols's tenacity, business savvy, and willingness to face controversy helped guide Lamaze International back on track so that it was able to grow into the strong organization it remains today. This interview took place by telephone on June 12, 2006, when Dr. Nichols was in Washington, D.C., for the summer to coordinate the National Institute of Nursing Research's Summer Genetics Institute, a doctoral-level course cosponsored by Georgetown University. 相似文献
904.
THE PRESENT ARTICLE describes the effectiveness of stress management classes in decreasing perceived stress among Deaf adults. Deaf adults may experience unique stressors, in addition to circumstances associated with increased stress in the general population. The Perceived Stress Scale (S. Cohen, Kamarck, and Mermelstein, 1983) was used as a pretest and posttest measure for participants in a study of the Deaf Heart Health Intervention. Results indicated that (a) some Deaf adults may have higher levels of perceived stress than the general population, and (b) culturally appropriate stress management interventions are promising as a means of assisting Deaf adults to decrease levels of perceived stress, and hence decrease risk for stress-related illnesses. Future research will focus on obtaining a larger, more diverse sample of Deaf adults and refining the intervention for maximum effectiveness. 相似文献
905.
The present study investigated the relationship between applied behavioral training and reinforcement preferences of classroom teachers. Data obtained from the Positive Reinforcement Observation Schedule (PROS), a paired comparison task, indicated minimal differential reinforcement preferences for classroom teachers with no training, limited training, or extensive training in applied behavioral analysis. The results are discussed with reference to the educational implications of existing behavioral training programs and class-room practice. 相似文献
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Murtagh Elaine M. Sawalma Jamil Martin Rosemarie 《Educational Research for Policy and Practice》2022,21(3):407-426
Educational Research for Policy and Practice - This study explores the relationship between play-based learning and achievement in mathematics in Palestinian elementary school children. Forty... 相似文献
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