Cognitive correlates of visual speech understanding in hearing-impaired individuals     

Andersson U  Lyxell B  Rönnberg J  Spens KE 《Journal of deaf studies and deaf education》2001,6(2):103-116

This study examined the extent to which different measures of speechreading performance correlated with particular cognitive abilities in a population of hearing-impaired people. Although the three speechreading tasks (isolated word identification, sentence comprehension, and text tracking) were highly intercorrelated, they tapped different cognitive skills. In this population, younger participants were better speechreaders, and, when age was taken into account, speech tracking correlated primarily with (written) lexical decision speed. In contrast, speechreading for sentence comprehension correlated most strongly with performance on a phonological processing task (written pseudohomophone detection) but also on a span measure that may have utilized visual, nonverbal memory for letters. We discuss the implications of this pattern.  相似文献   

Origins and development of adult education innovations in Tanzania     

Philemon A. K. Mushi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1991,37(3):351-363

A number of adult education innovations were introduced in Tanzania in the late 1960s and early 1970s. This article analyzes the context of three innovations, namely functional literacy, workers' education and the programme of the Folk Development Colleges. The analysis reveals that these innovations had firm roots within the socio-economic conditions prevailing in the country in the 1960s and 1970s, Nyerere's influence as President and Party leader, Tanzania's ideology of development, the policy of popular participation, the roots of educational policy in a humanistic philosophy of education, and indigenous education. Some of the factors which affected their implementation included lack of trained educators, inadequate financial resources, ineffective evaluation mechanisms, and a mis-match between participants' needs and actual programmes. It is suggested that there is a need to introduce economic innovations alongside educational innovations, to involve participants in determining their training needs, and to train and retain adult educators with a view to improving adult education initiatives in the country.

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Zusammenfassung In Tansania wurden in den späten 60ern und den frühen 70ern einige Innovationen auf dem Gebiet der Erwachsenenbildung eingeführt. In diesem Artikel werden die Zusammenhänge zwischen drei Innovationen, nämlich funktionale Alphabetisierung, Arbeiterbildung und die Programme der Folk Development Colleges (Volksbildungsschulen), analysiert. Die Analyse zeigt, daß diese Innovationen in folgenden Gründen ihre Wurzeln haben: in den im Lande herrschenden sozialwirtschaftlichen Bedingungen der 60er und 70er Jahre, Nyerere's Einfluß als Präsident und Parteivorstand, Tansanias Ideologie der Entwicklung, der Politik der Volksbeteiligung, den Wurzeln der Erziehungspolitik in einer humanistischen Erziehungsphilosophie und im einheimischen Schulwesen. Einige der Gründe, die ihre Verwirklichung beeinflußten, lagen im Mangel an ausgebildeten Lehrern, unzureichenden Finanzquellen, ineffektiven Evaluierungs-mechanismen und einer schlechten Abstimmung zwischen den Bedürfnissen der Teilnehmer und den tatsächlichen Programmen. Der Autor stellt fest, daß es nötig sei, zusammen mit den Innovationen auf dem Gebiet der Erziehung auch wirtschaftliche Innovationen einzuführen, die Teilnehmer bei der Feststellung ihres Bedarfs an Bildung einzubeziehen und die Lehrer der Erwachsenen zwecks Verbesserung der Initiativen in der Erwachsenenbildung im Lande auszubilden und zu behalten.

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Résumé Des innovations en matière d'éducation des adultes ont été introduites en Tanzanie à la fin des années 60 et au début des années 70. Cet article analyse le contexte de trois de ces innovations, à savoir l'alphabétisation fonctionnelle, l'éducation des travailleurs et le programme des Collèges du développement populaire. Cette analyse met en évidence que ces innovations étaient intimement liées aux conditions socio-économiques prévalant dans le pays à cette époque-là, à l'influence de Nyerere en tant que président et chef du parti, à l'idéologie tanzanienne de développement, à la politique de participation populaire, à la politique d'éducation ancrée dans une philosophie éducative humaniste et à l'éducation indigène. Le nombre insuffisant de maîtres formés, l'inadéquation des ressources financières, les mécanismes inefficaces d'évaluation et la disparité entre les besoins des participants et les programmes proposés sont quelques-uns des facteurs ayant entravé leur mise en oeuvre, L'auteur suggère qu'on introduise des innovations économiques à côté de celles éducatives, que les participants prennent part à la définition de leurs besoins de formation, qu'on forme et retienne les éducateurs d'adultes afin d'améliorer les innovations adoptées par le pays en matière d'éducation des adultes.

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Thyagaraju K.  Hemavathi B.  Vasundhara K.  Rao A. D.  Devi K. N. 《Journal of Zhejiang University. Science. B》2005,6(8):759-769

A comparative study was made on the tissue specific expression of glutathione transferases (GST) in brain and testis after exposure of rat to phenobarbitol (PB) and β-methylcholanthrene (MC). Glutathione transferases, a family of multifunctional proteins are involved in intracellular transport processes and in detoxication of electrophilic xenobiotics by catalyzing reactions such as conjugation, isomerization, reduction and thiolysis. On purification, the yield of GST proteins by affinity chromatography was 39% in testis and 32% in brain. The affinity purified testis GSTs were resolved by chromatofocusing into six anionic and four cationic isozymes, and in brain glutathione transferases were resolved into four anionic and three cationic isozymes, suggesting the presence of multiple isozymes with Yc, Yb, Yβ and Yδ in both of them. In testis and brain, these isozymes at identical pI values showed variable functions with a battery of substrates and the cationic isozymes of brain and testis showed identical properties in CHP (cumene hydroperoxide) at pH values of above 7.0. Substrate specificity studies and immunoblot analysis of testis and brain proteins revealed that they play a predominant role in the detoxication of phenobarbitol or β-methylcholanthrene. Expression of the isozymes in testis and brain on exposure to PB and MC indicated elevated subunit variation. In both testis and brain, Yδ of π class was expressed on PB treatment and Yc of α class and Yβ of μ class was expressed in MC treated testis and only Yc was predominantly expressed in MC treated brain. Thus these subunits expression is considered as markers for carcinogenesis and specific to chemical toxicity under phenobarbitol and β-methylcholanthrene stress. Project supported by Department of Science and Technology and Council for Scientific and Industrial Research, New Delhi  相似文献   

The inquiry level of junior high activities: Implications to science teaching     

Edward L. Pizzini  Daniel P. Shepardson  Sandra K. Abell 《科学教学研究杂志》1991,28(2):111-121

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The similarity of siblings' attachments to their mother     

van Ijzendoorn MH  Moran G  Belsky J  Pederson D  Bakermans-Kranenburg MJ  Kneppers K 《Child development》2000,71(4):1086-1098

Do siblings develop similar attachment relationships with their mother? Attachment theory suggests that brothers and sisters growing up in the same family are likely to relate in similar ways to their parents, at least when parental attachment representations and interactive styles remain stable across time. In the current study, sibling attachment data from three research groups (from Pennsylvania State University, Leiden University, and the University of Western Ontario) have been pooled to assemble a sufficiently large sample of observations (N = 138 sibling pairs) for a detailed comparison of sibling attachment relationships. Spacing between the births, differences in maternal sensitivity, and gender of siblings were examined as possible sources of concordance of nonconcordance. Attachment security (including disorganized attachment) of each sibling was assessed with the Strange Situation procedure between 12 and 14 months after birth. Maternal sensitivity was observed with the same rating scale in a laboratory play session in one of the studies and in home observations in the others. Sibling relationships were found to be significantly concordant when classified as secure/nonsecure (62% concordance, p < .01, 1-tailed, intraclass correlation = .23) but not when further subcategorized. Maternal insensitivity to both siblings (shared environment) was associated with concordance of sibling nonsecurity. Siblings of the same gender were more likely to form concordant relationships with their mother (68%; p < .01, 1-tailed, intraclass correlation = .37) than those of opposite gender. Same-sex sibling concordance was comparable to the concordance found for monozygotic twins in earlier studies. Genetic factors may, therefore, play a relatively small role in the development of attachment.  相似文献   

Helping Students Apply the Scientist-Practitioner Model: A Teaching Approach     

L. DIANNE BORDERS  KIM K. BLOSS  CRAIG S. CASHWELL  LESLIE MARTIN RAINEY 《Counselor Education & Supervision》1994,34(2):172-179

The scientist-practitioner model was taught to counseling students by giving them an opportunity to integrate theory, research, and practice via a process research case study.  相似文献   

Book Reviews     

Roberts Braden  Judith K. Meyers 《Educational technology research and development : ETR & D》1988,36(3):179-181

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Some characteristics of mathematics teaching in Zimbabwean infant and primary school classrooms     

David K. J. Mtetwa 《International Journal of Early Years Education》2005,13(3):255-264

The purpose of this paper is to highlight some observations made in a recent study aimed at describing the nature of current practice in the teaching of mathematics in Zimbabwean infant and primary school grades. It has been observed that the teaching is characterized by, among other things, a preponderance of chorus responses, non‐questioning pupils, lack of problem solving, teaching more than mathematics, more product and less process orientation, and small group work with group leaders. It is proposed that if teachers wish to improve the quality of their teaching then an appropriate starting point is that of apprehending and understanding what they currently do in their classrooms. Such an understanding can be developed through deliberate and serious observation of and reflection on their own current practice. This paper is intended to stimulate that process. It is also suggested that the observations described here can be turned into research questions for investigations that can provide insights into ways of increasing effectiveness of mathematics teaching and learning in primary schools.  相似文献   

The preparation of pre-service student teachers’ competence to work in schools     

Sylvia Y. F. Tang  May M. H. Cheng  Angel K. Y. Wong 《师资教育杂志》2016,42(2):149-162

Competence to work in schools is an important dimension of professional competence, although it is often a neglected dimension of teacher development. This article reports a qualitative study that examined student teachers’ learning experiences in initial teacher education (ITE) in relation to competence to work in schools. In-depth interviews were conducted with 12 student teachers on an undergraduate ITE programme in Hong Kong. The findings of the study show that competence to work in schools is characterised by student teachers’ deep contextualised learning. In addition, it offers a deeper understanding of this competence in the ITE context by identifying its three facets, namely understanding of the micro-political realities of schools, social capital building and social strategies. The study provides insights for ITE and schools to support student teachers’ development of their competence to work in schools, including the design of ITE curricula, ITE processes and co-curricular activities in undergraduate studies. Moreover, it suggests the importance of developing schools as growth-fostering and positive micro-political sites for ITE fieldwork and teacher induction.  相似文献   

The relationship between social support and student adjustment: A longitudinal analysis     

Michelle Kilpatrick Demaray  Christine Kerres Malecki  Lisa M. Davidson  Kelly K. Hodgson  P. Jacob Rebus 《Psychology in the schools》2005,42(7):691-706

This study is an examination of the relationship of perceived social support and adolescents' adjustment behaviors over time. The sample (n = 82) included students from two at‐risk urban middle schools. Utilizing two measures, the Child and Adolescent Social Support Scale (CASSS; C. K. Malecki, M. K. Demaray, & S. N. Elliott, 2000) and the Behavior Assessment System for Children, Self Report of Personality (BASC; C. R. Reynolds & R. W. Kamphaus, 1998), data were collected at three time points. Results point to a relationship between social support and student adjustment behaviors over time. Specifically, support from parents was related to clinical maladjustment and emotional symptoms one year later. In fact, parent support was still related to clinical maladjustment one year later even after students' earlier levels of clinical maladjustment were taken into account. Parent support was also related to personal adjustment in the short term (6 months). Classmate support was related to students' emotional symptoms one year later. Finally, school support was related to school maladjustment one year later even after students' earlier school maladjustment was taken into account. Implications for school psychologists are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 691–706, 2005.  相似文献