Emerging phonological awareness differentiates children with and without familial risk for dyslexia after controlling for general language skills     

Puolakanaho A  Poikkeus AM  Ahonen T  Tolvanen A  Lyytinen H 《Annals of dyslexia》2004,54(2):221-243

Emerging phonological awareness was compared in two groups of 3.5-year-old children belonging to the Jyv?skyl? Longitudinal Study of Dyslexia (JLD): children with familial risk of dyslexia (at-risk group n = 98) and children without such risk (control group n = 91). Four computer animated tasks were used: Word-level and Syllable-level Segment Identification, Synthesis, and Continuation of Phonological Units. The control group children manifested higher mastery than children in the at-risk group in phonological awareness, and the proportion of children with a low phonological awareness mean score was 2.5 times higher in the at-risk group than in the control group. In both groups, phonological awareness at 3.5 years was predicted by early language skills assessed between 14 and 26 months of age, and it was also associated with concurrent language. The difference between the at-risk and control group at 3.5-year in phonological awareness remained significant, even when the effect of other language skills such as productive and receptive vocabulary, and mastery of inflections, measured both at earlier ages and concurrently were controlled for. Our findings indicate that familial risk for dyslexia is reliably reflected in emerging phonological awareness already at this early age and it can be assessed independently of other language skills.  相似文献   

ISEI,ISCED, HOMEPOS,ESCS     

Timo Ehmke  Thilo Siegle 《Zeitschrift für Erziehungswissenschaft》2005,8(4):521-539

Ziel dieses Beitrages ist es, verschiedene Indikatoren der sozialen Herkunft bei der Quantifizierung von sozialen Disparit?ten zu vergleichen. Im Mittelpunkt steht dabei der in PISA eingesetzte Index für den Economic, Social and Cultural Status (ESCS). Dieser umfasst sozio?konomische und kulturelle Ressourcen des Elternhauses und deckt damit das theoretische Konstrukt umfassender ab als andere Indikatoren der sozialen Herkunft. Anhand der internationalen Schülerdaten aus PISA 2003 und aus der nationalen Erg?nzungsstudie (PISA-E) wurden Regressionsanalysen mit verschiedenen Herkunftsindikatoren gerechnet. Neben dem ESCS wurden als Pr?diktoren der sozio?konomische Status (HISEI), der h?chste Bildungsabschluss umgerechnet in Bildungsjahre (PARED) und ein Index für h?usliche Besitztümer (HOMEPOS) berücksichtigt. Es zeigt sich, dass der ESCS in allen Bildungssystemen deutlich mehr Varianz in der mathematischen Kompetenz aufkl?rt als die Einzelpr?diktoren HISEI, PARED oder HOMEPOS. Auch in einer anschlie?enden Analyse zu sozialen Disparit?ten der Bildungsbeteiligung lieferte der ESCS differenziertere Befunde als der HISEI. Insgesamt wird der ESCS als valider und theoretisch umfassender Index der sozialen Herkunft eingesch?tzt.  相似文献   

Higher education teachers’ conceptions of sustainable development: implications for interdisciplinary pluralistic teaching     

Henna Rouhiainen  Timo Vuorisalo 《Environmental Education Research》2019,25(12):1713-1730

Abstract

An interdisciplinary and pluralistic approach to teaching and learning has been proposed as one solution to the lack of a consensus definition of sustainable development (SD). For teachers, such an approach requires an awareness of the interconnections among different dimensions of SD and their underlying value-based assumptions. In this article, we investigate whether higher education teachers’ conceptions of SD are consistent with these aims. We present the results of our interviews with five university teachers who are experienced in interdisciplinary SD in Finland. Our findings show that despite the teachers’ rich conceptions of cultural sustainability, including a variety of topics, concepts and value questions, their understanding of economic sustainability is rather limited and sketchy. We suggest that universities support the teachers’ social and peer learning based on reflections on unclear concepts and emerging SD ideas.  相似文献   

Mothers of children with mild neurological disabilities: Adaptational outcomes     

Timo Virtanen  Irma Moilanen 《International journal for the advancement of counseling》1991,14(4):301-311

The relations of stress and coping over time were investigated among mothers of children (N=36) with mild neurological disabilities and mothers of matched non-disabled (ND) children (N=36). Separate stress groups were formed with respect to changes in adaptational outcomes for the mothers of disabled and ND children. Mothers of disabled children with better adaptational outcomes had considered their self-esteem higher and used problem-focused coping and social support more often than mothers of disabled children with worse adaptational outcomes. Decrease of negative affects seemed to presuppose use of problem-focused coping more often mothers of disabled children than for those of ND children.  相似文献   

Mothers of children with mild neurological disabilities: Adaptational outcomes     

Timo Virtanen  Irma Moilanen 《International journal for the advancement of counseling》1992,15(4):301-311

The relations of stress and coping over time were investigated among mothers of children (N=36) with mild neurological disabilities and mothers of matched non-disabled (ND) children (N=36). Separate stress groups were formed with respect to changes in adaptational outcomes for the mothers of disabled and ND children. Mothers of disabled children with better adaptational outcomes had considered their self-esteem higher and used problem-focused coping and social support more often than mothers of disabled children with worse adaptational outcomes. Decrease of negative affects seemed to presuppose use of problem-focused coping more often mothers of disabled children than for those of ND children.This study has received financial support from the Emil Aaltonen Foundation, Tampere, Finland, and from the University of Lapland, Rovaniemi, Finland. Correspondence concerning this article should be addressed to Timo Virtanen, Institute of Migration, Piispankatu 3, SF-20500 Turku, Finland.  相似文献   

What do I think about inclusive education? It depends on who is asking. Experimental evidence for a social desirability bias in attitudes towards inclusion   总被引：1，自引：0，他引：1  

Timo Lüke  Michael Grosche 《International Journal of Inclusive Education》2018,22(1):38-53

Recently, research has focused on attitudes towards inclusive education, and the majority of studies use questionnaires to measure this vital variable. In two consecutive experiments, we showed that attitudes towards inclusive education are not stable but instead are significantly influenced by social context. We manipulated information on the organisation conducting a survey regarding attitudes of participants towards inclusive education. The results show that the attitude of the organisation conducting the survey – as perceived by the participant – outperforms well-documented variables (e.g. sex, age, and contact to a person with disability) in predicting the attitudes of the participant towards inclusion. This one variable explains as much variance as all other predictors combined. We argue that social desirability is a neglected issue in research on attitudes towards inclusive education. Our findings challenge the validity of numerous studies on this topic because they show a positive bias in the attitudes of participants when they were surveyed by a university. Thus, we outline the first steps to reduce social desirability-induced validity problems in research on attitudes towards inclusion.  相似文献   

Teacher attitudes towards inclusive education in Finland and Brandenburg,Germany and the issue of extra work     

Timo Saloviita  Tina Schaffus 《欧洲特需教育杂志》2016,31(4):458-471

Positive teacher attitudes are considered an important prerequisite for the successful inclusion of students with special educational needs in the mainstream classrooms. This study surveyed teacher opinions about inclusion in Finland (N?=?298) and Brandenburg, Germany (N?=?163), two educational systems in which the number of students transferred to segregated special education is exceptionally high in international comparison. For the measurement of attitudes, a 10-item scale, teachers’ attitudes towards inclusive education, was used. The results showed that Finnish teachers were more positive towards inclusion than Brandenburg teachers (d?=?0.46). The Brandenburg teachers were especially worried about the extra work caused by inclusion. This concern was possibly related to the different structures of educational organisation. Additional support services were more easily available for the Finnish teachers than for their Brandenburg colleagues. It is argued that teachers’ concerns should be addressed to promote inclusion in schools.  相似文献   

Learning as the Construction and Re-mediation of Activity Systems: Environmental Management in Biogas Production     

Marco A. Pereira Querol  Timo Suutari  Laura Seppänen 《The Journal of Agricultural Education and Extension》2013,19(4):373-384

Abstract

The purpose of this paper is to present theoretical tools for understanding the dynamics of change and learning during the emergence and development of environmental management activities. The methodology consists of a historical analysis of a case of biogas production that took place in the Southwest region of Finland. The theoretical tools used helped to see how the content of an activity guided the historical emergence and change of an EM activity. The practical implication of the paper is that environmental solutions should not be restricted to the adaptation of a system, but should also include the possibility of constructing a new activity, with a new object and means of production. The paper is original in presenting theoretical tools for grasping the content of learning in environmental management activities.  相似文献   

Browne's composite direct product model for MTMM correlation matrices     

Timo M. Bechger 《Structural equation modeling》2013,20(2):191-204

This article is about the analysis of the multitrait‐multimethod (MTMM) correlation matrix with the composite direct product model proposed by Browne (1984). Campbell and Fiske's (1959) criteria for convergent and discriminant validity have a direct interpretation in the composite direct product model. The model has a multiplicative property suggested as appropriate for MTMM correlation matrices by Campbell and O'Connell (1967, 1982), and it can be fitted to the correlation matrix by means of conventional software.  相似文献   

Using structural equation modeling to fit models incorporating principal components     

Conor Dolan  Timo Bechger  Peter Molenaar 《Structural equation modeling》2013,20(3):233-261

The aim of this article is to consider models incorporating principal components from the perspective of structural equation modeling. These models include the principal component analysis of patterned matrices, multiple analysis of variance based on principal components, and multigroup principal component analysis. We demonstrate that these models can be fit readily using the programs LISREL 8 and Mx. The models and certain extensions are discussed, and several illustrations are given.  相似文献