The Nature of and Factors Related to Reading Difficulties Among Adolescents in a Transparent Orthography     

Leila Kairaluoma  Minna Torppa  Jari Westerholm  Timo Ahonen  Mikko Aro 《Scientific Studies of Reading》2013,17(5):315-332

We examined the nature of and factors related to adolescents’ reading difficulties in a highly transparent orthography. We compared word, pseudoword, and text reading speed and accuracy, rapid naming (RAN) and phonological processing between poor readers (n?=?80) and normally developing readers (n?=?189). Reading problems were manifested in reading speed and in timed pseudoword reading accuracy. RAN predicted speed, and phonological processing predicted accuracy of reading in both groups. Among poor readers, RAN also explained reading accuracy. For the normally developing sample, phonological processing also predicted reading speed.  相似文献   

The movement for the promotion of competitive women's sport in Japan, 1924–35     

Kyoko Raita 《国际体育史杂志》2013,30(3):120-134

  相似文献   

Predictive Role of Physical Education Motivation     

Sami Yli-Piipari  Esko Leskinen  Timo Jaakkola  Jarmo Liukkonen 《Research quarterly for exercise and sport》2013,84(4):560-569

In this study we examined adolescents’ physical activity (PA) stability as well as individual differences in PA across grades 7–9. In addition, we tested the predictive role of adolescents’ self-determination and goal orientations in physical education at grade 6 in relation to their PA development. Adolescents’ (N = 812) self-reported PA was measured five times and physical education motivation once. Results revealed a decreasing trajectory of PA, with individual differences diminishing over time. Although boys’ showed a consistently higher PA level, gender did not moderate the change in PA. Finally, self-determination and task orientation (boys only) predicted PA levels but did not predict change in PA.  相似文献   

Assessing the Development of Educational Research Literacy: The Effect of Courses on Research Methods in Studies of Educational Science     

Jana Groß Ophoff  Sandra Schladitz  Juliane Leuders  Timo Leuders  Markus A. Wirtz 《Peabody Journal of Education》2013,88(4):560-573

The ability to purposefully access, reflect, and use evidence from educational research (Educational Research Literacy) is expected of future professionals in educational practice. Based on the presented conceptual framework, a test instrument was developed to assess the different competency aspects: Information Literacy, Statistical Literacy, and Evidence-based Reasoning. This paper addresses the question of whether this test allows monitoring students’ development during courses on research methods in educational science. In winter semester 2013/14, two courses in Early Education and Teacher Training degree programs were accompanied. Both cross-sectional (multidimensional latent regression models) and longitudinal (paired t tests of plausible values) comparisons are reported. The results indicate no significant differences in competencies between the degree programs at start of the semester. For the end of semester, only data of the Early Education course was available. These course participants showed higher proficiency in all aspects of educational research literacy. In conclusion, the results are discussed with regard to the goals of the assessment of competencies in higher education, particularly the use of test feedback for course development, and desiderata for future research (e.g., ability to transfer research into practice) are stated.  相似文献   

The competitive funding of university research: the case of Finnish science universities     

Timo Tammi 《Higher Education》2009,57(5):657-679

The present European higher education policy and research policy can be characterized as emphasizing external financing of universities, competition between and within universities, and the need for a more practical and economically profitable output from research and education. A theoretical framework of analysing the impacts of this new rationale can be constructed on the following two premises. First, the funding structure of universities and university research is a main factor that influences the situations in which universities and their members make their decisions on teaching, research and administering. Second, universities consist of various groups of personnel each having and developing objectives and preferences of their own. This theoretical framework is applied to the Finnish science university system. On the basis of the analysis it can be seen that although the new policy probably has clarified the division of labour between universities, there have emerged some negative unintended consequences of the new funding structure. Indications of weakening performance in research and education can be identified in the empirical analysis.

Timo TammiEmail:

  相似文献   

Does IQ matter in adolescents' reading disability?     

Hanna Kortteinen  Vesa Närhi  Timo Ahonen 《Learning and individual differences》2009,19(2):257-261

We studied the connection of IQ, reading disability (RD) and their interaction with reading, spelling and other cognitive skills in adolescents with average IQ and RD (n = 22), average IQ, non-RD (n = 71), below average IQ and RD (n = 29), and below average IQ non-RD (n = 33). IQ was not connected to reading and spelling in subjects without RD, but a connection to non-word spelling in subjects with RD existed. IQ and RD showed a connection to other cognitive skills (IQ to working memory, verbal memory and syntactic skills, RD to poor performance in text reading and rapid naming and both of them to reading comprehension, phonological and arithmetic skills), but no interaction existed. Our results are consistent with those of earlier studies showing that IQ does not play a significant role in the presentation of RD. However, adolescents with below average IQ and RD seemed to have much broader deficits in academically important skills such as arithmetic and reading comprehension than the other groups.  相似文献   

Many-Level Multilevel Structural Equation Modeling: An Efficient Evaluation Strategy     

Joshua N. Pritikin  Michael D. Hunter  Timo von Oertzen  Timothy R. Brick  Steven M. Boker 《Structural equation modeling》2017,24(5):684-698

Structural equation models are increasingly used for clustered or multilevel data in cases where mixed regression is too inflexible. However, when there are many levels of nesting, these models can become difficult to estimate. We introduce a novel evaluation strategy, Rampart, that applies an orthogonal rotation to the parts of a model that conform to commonly met requirements. This rotation dramatically simplifies fit evaluation in a way that becomes more potent as the size of the data set increases. We validate and evaluate the implementation using a 3-level latent regression simulation study. Then we analyze data from a statewide child behavioral health measure administered by the Oklahoma Department of Human Services. We demonstrate the efficiency of Rampart compared to other similar software using a latent factor model with a 5-level decomposition of latent variance. Rampart is implemented in OpenMx, a free and open source software package.  相似文献   

How common are inclusive educational practices among Finnish teachers?     

Timo Saloviita 《International Journal of Inclusive Education》2018,22(5):560-575

Several instructional strategies have been recommended for use in heterogeneous classrooms, but the frequency of their actual use has remained largely unknown. Therefore, an electronic survey was sent to Finnish comprehensive school teachers (N?=?2276) in order to assess the prevalence of three selected inclusive strategies: co-teaching, group work, and differentiation. The results showed that co-teaching was used by 42% and group work by 43% of the teachers at least on a weekly basis, while differentiation was used regularly by 83% of teachers. The application of all strategies was strongly associated with teacher category, with subject teachers using them less frequently than classroom teachers or special education teachers. There was a linear trend indicating that these teaching strategies were more prevalent in bigger municipalities and among younger teacher groups. Their use was also more prevalent among female than male teachers. Additionally, among classroom teachers, their usage was associated with a more positive attitude towards inclusive education. Among classroom and subject teachers, their use was also associated with a higher sense of teacher efficacy. It is suggested that subject teachers in particular need to use more versatile teaching strategies to strengthen their ability to cope with student diversity.  相似文献   

Outcomes of teacher education in Finland: subject teachers compared with primary teachers     

Timo Saloviita 《师资教育杂志》2019,45(3):322-334

An exit survey performed for graduating students is an economical way to assess the outcomes of teacher education. In this study, exit survey data were collected from eight cohorts of Finnish student teachers who graduated between the years 2008 and 2015. A final sample consisted of 1102 preservice primary and subject teachers. A 10-item scale based on INTASC standards of teacher competency was used to measure graduates’ satisfaction regarding the knowledge and experience they had attained. This paper concentrates especially on the results of subject teachers and comparisons between the two teacher categories. The profile of the participants was uneven across domains. The highest means were observed in the domain of planning, while the lowest were in the domain of special education. Factor analysis of the scale produced two factors: instructional efficacy and pedagogic efficacy. Subject teachers scored higher than primary teachers in instructional efficacy, while primary teachers exceeded subject teachers in pedagogic efficacy. Arts, crafts and physical education teachers scored higher than other subject teacher groups. The results indicated the importance of teaching practice in the formation of teacher competence. In the future special attention should be given to the domains that obtained the lowest scores.  相似文献   

The dynamics of learning engagement and its relationship with teachers’ classroom practices in primary school     

Anne-Mai Näkk  Inge Timoštšuk 《Education 3-13》2019,47(1):89-100

The current study was part of a larger project which examined teachers’ classroom practices and relationships with students’ learning engagement in primary-school education in Estonia. The focus was the role of autonomy supportive and structured teaching on learning engagement. Two primary-school teachers and their 46 students were selected for this study. The aim of the study was to explore how teachers’ classroom practices influence students’ learning engagement over two years during grade two and grade four of the educational system. Three trained observers rated classroom practices and students self-reported learning engagement. The results highlight primary students’ high-learning engagement, and did not confirm an expectation that low-autonomy-supportive teaching results in low-learning engagement in primary school.  相似文献