Individual differences in sign language abilities in deaf children     

Meronen A  Ahonen T 《American annals of the deaf》2008,152(5):495-504

The study attempted to identify characteristics of individual differences in sign language abilities among deaf children. Connections between sign language skills and rapid serial naming, hand motor skills, and early fluency were investigated. The sample consisted of 85 Finnish deaf children. Their first language was sign language. Simple correlations and multiple linear-regression analysis demonstrated the effect of early language development and serial hand movements on sign language abilities. Other significant factors were serial fingertapping and serial naming. Heterogeneity in poor sign language users was noted. Although identifying learning disorders in deaf children is complicated, developmental difficulties can be discovered by appropriate measurements. The study confirmed the results of earlier research demonstrating that the features of deaf and hearing children's learning resemble each other. Disorders in signed and spoken languages may have similar bases despite their different modalities.  相似文献   

The role of emotions in student teachers’ professional identity     

Inge Timoštšuk  Aino Ugaste 《欧洲师范教育杂志》2012,35(4):421-433

This paper presents findings of a qualitative interview study of the role of emotions in the professional identity of student teachers. Strong positive and negative emotions (mostly related to pupils and supervisors) were expressed about personal teaching experiences. The results confirm that emotions play an important role in social learning and, therefore, influence the development of professional identity. The two most important findings were that negative emotions exercised the strongest influence and that supervisors neglected the role of positive emotions as a support for learning. The study supports the concept that it is important for teacher educators to help student teachers understand their emotional experiences (focusing foremost on positive factors in their experience) and to develop the ability to express their own emotions in addition to understanding the emotions of others.  相似文献   

“Stop and Go”: In search of new ecology and dynamics in group counselling for employees in transition     

Anita Keskinen  Timo Spangar 《International Journal for Educational and Vocational Guidance》2013,13(3):233-245

“Stop and Go” (SG) is a group counselling concept developed for employees in transition. The SG approach has its main roots in relational psychology. This article explores the ecology and the dynamics of the SG process including the simultaneous presence of societal and social (‘meso’) factors, as well as the individual assessment of the group counselling process as a restructuring of the social level. The SG dynamics create a mediating dialogical space, based on peer dialogue, of connecting, affording participants the opportunity to relate differently to the world of work.  相似文献   

Factors influencing the higher education of international students from Confucian East Asia     

Serene H.-J. Choi  Timo A. Nieminen 《高等教育研究与发展》2013,32(2):161-173

Higher education, especially that leading to a degree from a high-prestige university, is strongly related to social status and employment opportunities in East Asian countries. This is a consequence of both traditional Confucian attitudes to education and the social and economic changes accompanying industrialisation. Since the number of places available at high-prestige universities is limited, competition is intense. Successful entry to such a university is not only an important achievement for the future career of the student, but also a victory for the family. In contrast, failure to do so is often seen as shameful for the family, sometimes resulting in psychological problems or suicide. This background affects the international education of East Asian students, who often have a high level of family support, with correspondingly high expectations of their success. Motives for international study vary, from avoidance of the hyper-competitive domestic system, pursuit of an overseas degree as an ‘easy option’ of moderate prestige, to an expectation of more up-to-date teaching and content. Understanding this background can be a first step for Australian or other Western educators to better meet the needs of East Asian international students and to attract students from East Asia in the long term.  相似文献   

Klassenwiederholen in PISA-I-Plus: Was lernen Sitzenbleiber in Mathematik dazu?     

Dr. habil. Timo Ehmke  Dr. Barbara Drechsel  Jun.-Prof. Dr. Claus H. Carstensen 《Zeitschrift für Erziehungswissenschaft》2008,11(3):368-387

This study analyses the effects which repeating a class has on ninth grade students’ development of mathematical competency. The following research questions were addressed: How many students repeat grades in the different types of schools? How do students who repeat a grade differ from those who do not in their performance and background characteristics? How much extra mathematics do students repeating a grade learn in one school year? What are the differences between various types of school? Can students with poor mathematics grades in particular profit from repeating a grade? The sample is a sub-sample of the PISA-I-Plus study and comprises N = 360 ninth grade students. The total sample of PISA-I-Plus is representative for all ninth/tenth grade students from the different school types in Germany. The data survey was carried out in the ninth grade and then repeated after the students had repeated a year. The results document differences in the amount of grade repeat quotas between types of school. Furthermore, compared to students not repeating, those repeating a grade had lower mathematics (d = 1.02) and german (d = 1.14) grades, a lower level of mathematical literacy (d = 0.51), and lower test results with regard to basic cognitive abilities (d = 0.32). In terms of the development of mathematical literacy, the students repeating a grade could improve by an average of 23 points (d = 0.27) on the PISA mathematics scale. However, the results identify 38 percent of students repeating a grade who do not make any significant improvement in mathematics or even get worse. A differentiation according to school types shows that students repeating a grade in integrated comprehensive secondary schools and in schools with several educational levels in particular do not, on average, show any noteworthy improvement in their mathematical literacy. The analysis of the school grades received in mathematics shows that students whose mathematics grades are unsatisfactory do not benefit more from repeating a grade than students whose mathematics performance has been rated as being “satisfactory” or better. The article concludes with a discussion of the possible consequences of changing the way in which repetitions of grades are dealt with.  相似文献   

Naturalistic intervention for Asperger syndrome – a case study     

Serene Hyun‐Jin Choi  Timo A. Nieminen 《British Journal of Special Education》2008,35(2):85-91

On the basis of their cognitive abilities, children with Asperger syndrome are attractive candidates for inclusive education and, in Australia, most are in integrated settings. However, social interaction between children with Asperger syndrome and their peers remains problematic, with the children with Asperger syndrome often being left alone despite being among or near classmates. For classroom teachers, effective interventions in terms of class management are critical to facilitate positive social interaction between these two groups of children, and case studies can tell us a great deal about what works. In practice, a combination of intervention techniques may be best, in case a single one is ineffective, and in order to take advantage of potential synergies. In this article, Serene Choi, of the School of Education at the University of Newcastle (Australia) and Timo Nieminen, of the Centre for Biophotonics and Laser Science in the Department of Physics at the University of Queensland, report a naturalistic multiple-component intervention used to develop the social skills of a boy with Asperger syndrome in a mainstream school in Australia. This combined intervention, making use of social stories, simple peer modelling and individual lessons, appears to be a practical teaching method for inclusive education.  相似文献   

Simple Bayesian Model for Bitmap Compression   总被引：1，自引：1，他引：0  

A Bookstein  St Klein  T Raita 《Information Retrieval》2000,1(4):315-328

Bitmaps are a useful, but storage voracious, component of many information retrieval systems. Earlier efforts to compress bitmaps were based on models of bit generation, particularly Markov models. While these permitted considerable reduction in storage, the short memory of Markov models may limit their compression efficiency. In this paper we accept the state orientation of Markov models, but introduce a Bayesian approach to assess the state; the analysis is based on data accumulating in a growing window. The paper describes the details of the probabilistic assumptions governing the Bayesian analysis, as well as the protocol for controlling the window that receives the data. We find slight improvement over the best performing strictly Markov models.  相似文献   

Policy–practice gap in participation of students with disabilities in the education and training programme of Ethiopia: policy content analysis          下载免费PDF全文

Abebe Yehualawork Malle  Raija Pirttimaa  Timo Saloviita 《Support for Learning》2015,30(2):121-133

This study explores the extent to which the issue of special educational and training needs for persons with disabilities is addressed in the education and training policy of Ethiopia, with a specific focus on technical and vocational education and training (TVET). Focus group discussions and interviews were used to assess the content of the policy and related strategic documents, as well as legal frameworks and implementation instruments, in terms of the principle of inclusion. A pair of focus group discussions involved 22 members of the management and governance of four networks and eight indigenous, disability‐focused, non‐governmental organisations. Moreover, 14 high‐profile experts from the ministry were interviewed. Most participants agreed that the issue of disability was not addressed appropriately in issues of strategy and prioritisation. Six recommendations are presented for enhancing the inclusion of individuals with disabilities in education and vocational training.  相似文献   

In search for the ideological roots of non-formal environment-related education in Finland: the case of Helsinki Humane Society before World War II     

Henna Rouhiainen  Timo Vuorisalo 《Environmental Education Research》2014,20(2):145-160

So far the research on historical environment-related education has focused on scientific rather than ‘humanistic’ (including Romantic and religious) educational approaches and ideologies. In the field of non-formal education implemented by associations these have, however, been common. We used content analysis to study two membership magazines of a prominent Finnish animal welfare organization, Helsinki Humane Society, before the Second World War. Our results show that the educational ideology of Helsinki Humane Society was based on romanticist and humane ideas. They emphasized especially the development of a human being’s total personality and a kindness-to-animals ethic as a solution to social problems. In the early 1900s, humane education seems to have been an effective way of advancing the animal welfare cause, but its importance declined by the 1930s. We believe that today’s environmental and sustainability educators could benefit from a better understanding of how historical animal welfare organizations were able to combine romantic and humane ideas with environmental goals.  相似文献   

Ethik und Moralerziehung     

Timo Hoyer 《Zeitschrift für Erziehungswissenschaft》2005,8(1):75-95

Zusammenfassung In der Moralphilosophie findet derzeit eine historisch reflektierte Renaissance der antiken Tugendethik statt. Auch im moralp?dagogischen Diskurs wendet man sich wieder vermehrt Fragen der Tugend- und Charaktererziehung zu, aber es fehlt an historischen Studien zu dieser Thematik. Vor diesem Hintergrund befasst sich der Aufsatz mit der Grundlegung der abendl?ndischen Moralp?dagogik in der griechisch-r?mischen Antike. Zun?chst wird die unmittelbar moralerzieherische Intention der antiken Ethik herausgestellt. Die antiken Theoretiker sind daran interessiert, konkrete Antworten auf die Frage nach dem gelingenden Leben zu geben. Dieser Sachverhalt hat sich auch auf die p?dagogische Theorienbildung ausgewirkt. In einem zweiten Schritt wird die signifikant moralp?dagogische Ausrichtung der antiken Erziehungsphilosophie aufgezeigt. Von Demokrit an bis zur r?mischen Stoa orientierten sich die unterschiedlichen p?dagogischen Konzepte am Ideal des Guten und Tugendhaften.

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Summary Ethics and Moral Education — On the foundations of the discourse on moral education in the Greek antiquity A historic-reflexive Renaissance of moral ethics based on the ideas of antiquity can be observed in current moral philosophy. Questions of virtue and character are discussed in the educational discourse on morals. However, there is a lack of historical studies on this topic. In view of this discrepancy, this paper deals with the foundations of occidental moral philosophy in Greco-Roman antiquity. The first section of this paper will deal with the moral-educative intention of the ethics of this period. The theorists of the ancient world were interested in finding concrete answers to the question of a ‘good life’. This was also reflected in pedagogical theory formation. In the second section, the significant moral-pedagogical orientation of the educational philosophy in antiquity will be shown. From Democritus to the Roman Stoics, this orientation concerned pedagogical concepts based on the ideal of the good and virtuous.

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