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This study examines the effects of teachers' speech and hand gestures on the task performances of students with Attention‐Deficit/Hyperactivity Disorder (ADHD). Forty‐five 7½‐year‐old students clinically diagnosed with ADHD participated in the study. The students were asked to solve three sets of puzzles. The teachers supported the students in the tasks by using three different scaffolding modalities: speech‐only, gesture‐only and speech in conjunction with gestures. The results indicate that when the teachers used the scaffolding that contained gesture components (either speech scaffolding in conjunction with gesture scaffolding or gesture‐only scaffolding), the ADHD students were more responsive, focused longer on the tasks and were more successful in completing the tasks. Moreover, teachers' representational and deictic gestures were found to be the most effective gestures in scaffolding. This study suggests that when teachers' hand gestures are used together with speech, they are a powerful pedagogical means to engage ADHD children in tasks. 相似文献
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Prior research states that the use of living animals in the classroom leads to a higher knowledge but those previous studies
have methodological and statistical problems. We applied a meta-analysis and developed a treatment–control study in a middle
school classroom. The treatments (film vs. living animal) differed only by the presence of the living animal. Both treatments
were based on the self-determination theory. More than 400 pupils filled in pre-test, post-test and two follow-up-tests (with
a delay of 6–8 weeks and 7–8 months). After each lesson, pupils rated the lesson on a short intrinsic motivation scale. In
the meta-analysis, we found that the living animal treatments significantly scored better than a control group, but not when
comparing living animals with alternative treatments. In the treatment–control study, both treatments led to a significant
increase in knowledge but there were no differences between film and living animal treatment. Pre-test and previous grading
had a significant influence on post- and both follow-up tests. In the mouse lesson, pupils of the living animal group showed
higher values in interest and competence and lower values in pressure. Interest and competence correlated positively with
achievement, while pressure correlated negatively. 相似文献
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The purpose of this study is to examine the effects of email modeling and scaffolding on the social writing quality of students with cognitive disabilities. Ten students from a university-affiliated lab school (mean age = 19.3; SD = 1.2) with an average of IQ of 55.30 (SD = 5.98) and 10 teacher candidates in a university teacher education programme participated in the study. The results suggest that all students with intellectual disabilities were able to holistically improve their social writing quality after exchanging emails with mature writers over a period of 15 weeks. Specifically, the students progressively showed various degrees of improvement in the areas of writing mechanics, lexical and syntactic complexity, writing cohesion, pragmatic propriety and writing motivation. However, the figurative use of language remained unaffected by the email modeling and scaffolding. Taken together, this study suggests that Internet-mediated formats, such as email, can reduce the anxiety of students with intellectual disabilities. Students feel more motivated to engage in writing and do so more actively in social media exchanges, thus improving their virtual social communication skills through writing. Teaching implications of this study are discussed. 相似文献
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Many Child Protective agencies in the United States have guidelines for referring certain kinds of abuse/neglect cases for psychiatric-psychological assessments which leave up to the referring agent such decisions as: choice of assessor (psychiatrist, psychologist, other), purpose of evaluation, and part of the family system to be evaluated. In order to develop a more systematic approach to comprehensive evaluations of abusive families, the referral process from the Hawaii Child Protective Services Agency to a child guidance center was analyzed through chart review, and its influence on the outcome of psychiatric-psychological assessments was examined. Evaluations by psychiatrists were also compared with those of psychologists. The results showed that the great majority of the cases referred for assessment were victim-children and that recommendations paralleled this trend by being child rather than adult or family oriented. In addition, referral questions and resulting recommendations centered more on diagnosis than on issues of intervention (treatment, placement, legal needs), suggesting an underutilization of the assessors' clinical skills. Differences between psychiatrists and psychologists are also reported. These findings point to a need for greater commitment to family pathology. Implications for developing more effective referral guidelines and for training are discussed. 相似文献
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Christoph Randler Peter Wüst-Ackermann Christian Vollmer Eberhard Hummel 《Learning and individual differences》2012,22(3):419-424
Emotions influence motivation, but emotions, such as disgust, have attracted less attention in learning research. We assessed the influence of disgust measured as trait and specific state component, state anxiety and self-efficacy on intrinsic motivation during the dissection of a fish using a pre-/post-design in science teacher students. Anxiety and disgust had a negative influence on motivation. Students with more experience in dissections reported lower pressure. Anxiety after the lesson was influenced by prior anxiety and by animal reminder disgust. Specific state disgust after the dissection was predicted by prior specific state disgust, core disgust and state anxiety. State anxiety and specific state disgust decreased during the dissection. The future commitment to use dissection at school was solely predicted by interest; competence and pressure failed the significance level marginally. 相似文献
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Christoph Randler Christian Vollmer David Wilhelm Melanie Flessner Eberhard Hummel 《Educational gerontology》2013,39(3):230-238
Many societies are encountering significant changes in their population structure as the number of older people is increasing while children and adolescents become fewer. This study examines pupils' attitudes towards elderly people in Germany. A total of 935 pupils (458 boys, 477 girls) participated in this study. Grade distribution was as follows: 192 (5th grade), 148 (6th grade), 208 (7th grade), 219 (8th grade), and 168 (9th grade). We provide evidence for two underlying latent factors, “prejudice” and “appreciation.” The “prejudice” factor contained prejudices and negative attitudes towards old people, and the “appreciation” factor contained items that were positively related to old people. On average, pupils valued old people. Based on a multivariate general linear model, we found a significant influence of gender, grade, and distance to grandparents. Girls valued old people higher, thus rating them higher on the appreciation scale. However, effect size was comparably low. No differences existed concerning the prejudice scale. Grade effects showed that prejudice increases and appreciation declines with increasing age. Distance to their grandparents significantly influenced the attitudes. Pupils with grandparents in the near vicinity valued old people more than pupils with their grandparents farther away. We suggest implementing intergenerational educational programs in primary school and in 5th and 6th grade in Germany. 相似文献
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