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1.
ABSTRACT The demands on mathematical problem-solving have increased in almost all school systems internationally and may constitute a barrier for children with special educational needs (SEN). This study explored the role of fluid reasoning (FR), working memory (WM) and complex executive function of planning (EF) in children (N = 62) referred for assessment of SEN, and specifically of risk for mathematical difficulties (MD). Performances on FR, WM and complex EF of planning were used to predict risk for MD. Results showed that planning ability predicted children at risk for MD, beyond FR or WM ability, when comparing with children not at risk for MD. It was concluded that assessing the complex EF of planning in addition to FR and WM ability is crucial in identifying children at risk for MD. The importance of understanding how planning ability affects children’s mathematical problem-solving is discussed, in relation to assessment and teaching practices. 相似文献
2.
As teacher educators who have had extensive experience working in the field‐based secondary programs of two universities, the authors recognize the benefits, as well as the challenges, of forming partnerships with secondary educators to design and deliver collaboratively the teacher preparation program. In this article, experiences are shared and some of the major issues related to secondary teacher preparation that have been identified and contemplated are discussed. 相似文献
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A thorough understanding of academic dishonesty and the students who engage in it is necessary to develop appropriate policies and educational interventions to discourage such actions. The present study examines the frequency of academic dishonesty and the characteristics (i.e. gender, course enrollment, and grades) of students who engage in distinct forms of the behavior by surveying undergraduates at a large public university in the USA. Of 292 students, 57.19% reported some form of academic dishonesty in the previous six months, with cheating on a test being the most frequent form (51.71%). Men and students in a study strategies course had a significantly higher report rate for both plagiarism and making false excuses in comparison to women and students in a science course, respectively. Low grades corresponded with high rates of academic dishonesty, specifically in terms of having provided false excuses. Implications for college teaching settings are discussed. 相似文献
5.
Julie Kunselman Christopher Hensley Richard Tewksbury 《Journal of Criminal Justice Education》2013,24(1):17-35
Mentoring academics is an integral step in aiding their professional development. This commitment to mentoring is discussed by three criminal justice professors, each in a distinct phase of his career. Three distinct mentoring models are discussed: (1) continuing a mentoring relationship with a dissertation advisor or other mentor from graduate school, (2) developing a new mentoring relationship at an academic institution where one receives a position, and (3) developing a new mentoring relationship with an academic in the same field, but at a totally separate institution. The authors describe their advancement in the field of criminal justice as it relates to the existence of a mentoring model, focusing on identifying the strengths of each model. 相似文献
6.
The development of cognitively complex counselors has been identified as an important component of counselor education. However, there are no models to provide direction for programs to systematically promote student cognitive growth over the entire course of their graduate education. In many counseling programs, the faculty adviser is the one professor who has interactions with a student from admission through graduation and, thus, could serve an important role in coordinating efforts to facilitate student cognitive development. Toward that end, the authors propose a structured advising model to assist faculty advisers in facilitating the cognitive growth of their advisees. 相似文献
7.
Oliver D. Hensley 《Research in higher education》1980,12(3):255-269
The validity of the scholars' departmental rating (SDR) model for determining the quality of an institution's graduate program has been the subject of intense controversy for over a half-century. This study, using the aggregated data from each of four classical rankings of graduate programs in United States universities, found that the rankings of institutions in separate studies correlate significantly with each other and that the results from the SDR model correlate significantly with the objective measures of academic honors, basic research, and research and development awards. The author concludes that the SDR model is valid for the purposes intended. 相似文献
8.
Teresa Smith Billy L. Smith Joan B. Eichler Amy Gilbert Pollard 《Psychology in the schools》2002,39(6):613-619
The current researchers investigated construct, predictive, and differential validity for the Comprehensive Receptive and Expressive Vocabulary Test (CREVT). Participants were 243 public school students, ages 5.5 to 17.25 years. They represented four primary disabilities: Learning Disability (n = 115), Learning Disability with Speech Impairment (n = 29), Mental Retardation (n = 40), and Speech Impairment (n = 59). Adequate construct validity for the CREVT was documented, using the Wechsler Intelligence Test for Children–III as a criterion. Also, the CREVT significantly predicted the scores on the Wide Range Achievement Test–3. Lastly, the CREVT effectively differentiated between students with disabilities. These findings suggest that the CREVT may be helpful in identifying the presence of learning problems. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 613–619, 2002. 相似文献
9.
Billy Sperlich Matthias Haegele Silvia Achtzehn John Linville Hans-Christer Holmberg Joachim Mester 《Journal of sports sciences》2013,31(6):609-614
Abstract Three textiles with increasing compressive surface were compared with non-compressive conventional clothing on physiological and perceptual variables during sub-maximal and maximal running. Fifteen well-trained endurance athletes (mean ± s: age 27.1 ± 4.8 years, [Vdot]O2max 63.7 ± 4.9 ml · min?1 · kg?1) performed four sub-maximal (~70%[Vdot]O2max) and maximal tests with and without different compression stockings, tights, and whole-body compression suits. Arterial lactate concentration, oxygen saturation and partial pressure, pH, oxygen uptake, and ratings of muscle soreness were recorded before, during, and after all tests. In addition, we assessed time to exhaustion. Sub-maximal (P = 0.22) and maximal oxygen uptake (P = 0.26), arterial lactate concentration (P = 0.16; 0.20), pH (P = 0.23; 0.46), oxygen saturation (P = 0.13; 0.26), and oxygen partial pressure (P = 0.09; 0.20) did not differ between the types of clothing (effect sizes = 0.00–0.45). Ratings of perceived exertion (P = 0.10; 0.15), muscle soreness (P = 0.09; 0.10) and time to exhaustion (P = 0.16) were also unaffected by the different clothing (effect sizes = 0.28–0.85). This was the first study to evaluate the effect on endurance performance of different types of compression clothing with increasing amounts of compressive surface. Overall, there were no performance benefits when using the compression garments. 相似文献
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