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1.
Gerardo Pellegrino Nicole Casali Chiara Meneghetti Carla Tinti Anna Maria Re Barbara Sini Maria Chiara Passolunghi Antonella Valenti Lorena Montesano Barbara Carretti 《Learning disabilities research & practice》2023,38(4):274-284
In recent years, an increasing number of students with specific learning disabilities (SLDs) have enrolled in universities. The present exploratory study examined the frequency of use and appreciation of universal (open to every student) and specific services (offered to students with SLDs) and their relation to age, academic achievement, satisfaction, self-efficacy, and use of self-regulated learning (SRL) strategies. Participants were 147 Italian university students with SLD diagnoses (42 males; mean age: 22.49, SD = 3.29). Results showed that, overall, the frequency of use and appreciation of specific services were positively related to academic satisfaction, self-efficacy, and SRL strategies. Furthermore, frequency of use of compensatory tools and dispensatory measures was positively associated with academic achievement. These findings suggest that universities play an important role in supporting students with SLDs during their academic years by providing them with useful services and accommodations. 相似文献
2.
文化因素是影响英语教学中交际能力培养的一个不容忽视的问题。参考Hofst2ede 的价值维度体系, 分析在中国文化背景下文化价值观对英语交际能力培养的影响及其表现, 有助于帮助我们解决在培养交际能力过程中所遇到的难题或困惑, 从而为外语教学中交际能力的培养做出实际而有效的努力。 相似文献
3.
Outcomes of three different types of computerized training in sub-lexical items (word-initial consonant clusters) on reading
speed for 39 German-speaking poor readers in Grades 2 and 3 were evaluated. A phonological–orthographic association group, a reading aloud group, and a combined group were compared in performance with an untrained control group. During short-term training, the intervention groups showed higher gains than the control group in reading speed of the trained
sub-lexical items and of the words containing the trained segments. No differences were found between the intervention groups.
In the development of pseudoword reading, the groups did not show differential improvements. The generalization effect to
pseudoword reading was similar, whether the pseudowords contained the trained segment as a syllable or as a non-syllabic letter
string. The gains induced by training were specific to the materials used in training and did not induce gains in general
reading speed.
相似文献
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4.
Havu-Nuutinen Sari Kewalramani Sarika Veresov Nikolai Pöntinen Susanna Kontkanen Sini 《Research in Science Education》2022,52(4):1093-1108
Research in Science Education - This research is a comparative study of Finnish and Australian science curricula in early childhood education (EC). The study aims to figure out the constructivist... 相似文献
5.
Sini Kontkanen Patrick Dillon Teemu Valtonen Sami Renkola Mikko Vesisenaho Pertti Väisänen 《Education and Information Technologies》2016,21(4):919-943
Many pre-service teachers are members of the net generation and are expected to be familiar with different ICTs, yet several studies have indicated that they are not necessarily able to use them for teaching and learning. The notion of teachers’ technological pedagogical knowledge (TPK) is central to this concern. In this study we use the responses of 146 pre-service teachers to open-ended questions about the experiences and knowledge of ICT and pedagogy they brought with them when they entered university teacher training. The data were analysed qualitatively with content analysis based on an integrative framework generated from a number of theoretical perspectives. Derived categories and subcategories were used to construct a framework for ‘proto-TPK’ as a basis for establishing a starting point for the coordinated development of TPK with students in their university training and early careers. 相似文献
6.
Varpu Mehto Sini Riikonen Kai Hakkarainen Kaiju Kangas Pirita Seitamaa-Hakkarainen 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1246-1261
In this study, we examined maker-centred learning from an epistemic perspective, highlighting the agentic role of material engagement and artefacts in learning and creativity. The use of physical materials plays a crucial role in maker activities where the socio-epistemic aspects of knowledge creation entangle with the designing and making of physical artefacts. By taking a case study perspective, we analysed video data from nine design sessions involving a team of students (aged 13 to 14) developing an invention. First, we analysed knowledge that was built during the process. Our analysis revealed how design ideas evolved from preliminary to final stages and, together with the expressed design problems and conversations preceding the ideas, formed an epistemic object pursued by the team. Next, we included non-human agencies into the analysis to understand the role of materials in the process. Features of materials and human design intentions both constrained and enabled idea improvement and knowledge creation, intermixing meanings and materials. Material making invited the students to not only rely on human rationalisation, but also to think together with the materials. 相似文献
7.
The classical music academy is a site dominated by traditional meanings of creative practice and an image of the professional
creative career as solo performer that is fully available to only a very few students after graduating. The purpose of the
study reported in this paper is to explore career-young professional pianists’ talk about the transition from study within
a music academy to working life. The focus is on the ways in which they characterize the nature and significance of this transition
from very traditional practice and study, and how they (re)negotiate their identities as professional musicians and pianists
in contemporary working life. Four classical pianists were interviewed in-depth about their musicianship, including their
transition from study to working life. The qualitative analyses presented here suggest that, as they talked about their transitions
and developing musicianship, the speakers constructed, re-constructed and oriented to notions of professional trajectories.
Such trajectories are emergent, relational and contextually constituted (Sawyer 2003; MacDonald and Miell 2002; Moran and John-Steiner 2004). Rather than being fixed or dependent on communal expectations, they reflect creative freedom and independence, encompassing
multiple influences. Crucially, the transition from study to working life is implicated in the process of assuming agency
in respect of one’s own musicianship and career—a process that involves identity work, the (re)negotiation of pathways, narrations
and trajectories. 相似文献
8.
Sini Huemer Mikko Aro Karin Landerl Heikki Lyytinen 《Scientific Studies of Reading》2013,17(4):317-340
The study evaluated the effect of repeated reading on reading speed among 36 Finnish-speaking poor readers in Grades 4 to 6. A switching replications design was applied: Group A (n = 20) received training first, and during this period Group B (n = 16) acted as a control group. After a midpoint test, the design was switched. The training material consisted of syllables, which were practiced during 10 training sessions for a total of 50 times. The reading speed of the trained syllables increased more during training than during the control period. During training, the reading speed of pseudowords containing the trained syllables improved significantly. This improvement was found both in a computer task and in a list-reading task, which had a lower congruency with the training method than the computer task. Finally, training did not induce changes in a control (text reading) task that assessed general reading speed. 相似文献
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10.
Barbara Sini Barbara Muzzulini Susanna Schmidt Carla Tinti 《The Journal of educational research》2018,111(6):746-755
The authors compare school motivation in Kenya and Italy, two countries that differ in terms of socioeconomic conditions, structure of the school system, and access to education. Free primary education is indeed a recent attainment for Kenyan students. The participants, 449 Kenyan and 480 Italian students, 9–14 years old and attending Grades 4–8, were asked to complete a questionnaire about learning motivation. A factor analysis revealed that school motivation can be described by five dimensions in both contexts: intrinsic motivation, extrinsic motivation, academic self-concept, causal attribution, and amotivation. Differences between countries and lower (Grades 4–5) and higher (Grades 6–8) grades emerged: intrinsic motivation, extrinsic motivation, and academic self-concept were found to be higher in Kenyan than in Italian students, whereas amotivation was lower. Moreover, only Italian students showed less intrinsic motivation and more amotivation in higher grades than in the lower ones. 相似文献