Norwegian students abroad and foreign students in Norway

Norwegian students abroad and foreign students in NorwayCountry report on Norway     

Social acceptance of students with Down syndrome and students without disability

We investigated the influence of teacher feedback on the social acceptance of peers with intellectual disabilities and peers without disabilities. A computer task was administered to 601 students in grades 3 and 4. Twenty-six per cent of the students attend an inclusive school; the others are in regular schools without students with special educational needs. Participants are introduced to ‘new’ virtual classmates, one student with Down syndrome (DS), and one control student with no obvious disability. Additionally, teacher feedback and feedback about fun playing with the new classmates is given. Social acceptance is evaluated by asking if one would like to sit next to him/her. Both feedbacks showed a strong effect. The child with DS was less socially accepted than the child without disability. No difference regarding the social acceptance of the students with DS was found between students from inclusive and regular classes. Students from regular classes rate the social acceptance of the student without disabilities significantly higher than students from inclusive classrooms.     

Participation of deaf and hard-of-hearing students in classes with hearing students

This project identified key issues concerning participation of deaf and hard-of-hearing (D/HH) students in regular (mainstream) classes. In one study, qualitative data were collected from 40 participants in focus groups consisting of interpreters, teachers of the deaf, and notetakers. In a second study, repeated field observations were made of four elementary-level D/HH students who were participating in small-group learning activities with hearing classmates. Focus group comments indicated that regular classroom teachers, interpreters, teachers of the deaf, hearing classmates, and D/HH students contribute to active participation by the D/HH student. Focus groups identified specific barriers that interfered with participation of each of these groups of individuals, and they also identified specific strategies to facilitate participation. Qualitative analyses of field observation data yielded results consistent with the comments collected from the focus groups participants. The observations identified accommodations that regular classroom teachers, teachers of the deaf, and interpreters can make to promote integration of the D/HH student. A summary synthesis of the data presents 16 specific strategies for overcoming barriers to participation.     

Comparison between bridging students and traditional first-year students in engineering technology

To stimulate a flexible lifelong learning system students can enter university via lateral entry. Unlike traditional first-year students, lateral entrance students are not well-studied. Therefore this study focuses on comparing first-year students with a specific group of lateral entrants, namely bridging students at the Faculty of Engineering Technology, KU Leuven. Using Astin’s Input-Environment-Outcome model resulted in (1) Input variables, namely prior education and initial learning and study strategies, (2) Environmental influence, measured with a questionnaire focussing on perceived transition to university, and (3) Outcome variables, namely dropout and academic achievement. Analyses resulted in similarities for the outcome variables, but differences in terms of secondary education. Regarding the input (LASSI) and environmental questionnaires, for only two of the 13 scales a moderate effect was found (perceived preparedness and test strategies). Consequently, research findings of first-year engineering students can be compared, taking into account their specific differences, to the context of bridging students.     

The KAIT with developmental students,honor students,and freshmen

The KAIT (Kaufman Adolescent and Adult Intelligence Test) is a relatively new test of intelligence. This paper explores its use in a southwestern university with three different student groups. The results are reported and implications noted.     

Spelling rule usage among students with learning disabilities and normally achieving students

Spelling performance of students with learning disabilities (LD) was compared with that of same-age normally achieving subjects and younger normally achieving subjects. Subjects with learning disabilities were divided into two groups: poor readers/poor spellers and good readers/poor spellers. A spelling battery was administered that included one task of phoneme-grapheme correspondence rule usage and four tasks of suffix rule usage. The groups with learning disabilities performed significantly below the same-age normally achieving group on all tasks. No significant differences among the two groups with learning disabilities and their achievement-level peers emerged in primary analyses. However, secondary analyses revealed differences in mastery of the past tense spelling rule ed, and in some subskills related to the spelling of words with suffixes. The cognitive-linguistic significance of these results is discussed.     

Values of open admissions students,police students,and their teachers

This study compared the values of college open admissions students and of college police students to their teachers' values. It was found that for both groups new students differ from the faculty more than do advanced students, suggesting value changes in the direction of the faculty. Also found was no relationship between students' value similarity to the faculty and their academic success.     

高职学生科学就业与高素质技能人才培养

基于对高职学生就业状况和存在问题的分析,高职院校只有转变观念,调整措施,进一步优化"订单式"人才培养计划,培养高素质技能人才,才能提高高职院校办学效益和人才培养质量,确保学生科学就业.     

Hypertext computer study guides and the social studies achievement of students with learning disabilities, remedial students, and regular education students

Hypertext is a relatively new term for today's teachers, who work hard to stay abreast of the quickly changing field of computer technology in education. Hypertext as an educational tool is very different from traditional computer-assisted instructional software, offering the reader immediate access through its computer format to supplemental information. Two related studies were conducted to design and field-test hypertext computer study guides. In Study 1, 40 students (10 with learning disabilities, 15 remedial, and 15 regular education) worked in three different treatment groups (lecture, lecture/computer study guide, and computer study guide). Study 2 involved the five lowest achieving students (two with learning disabilities and three remedial) from Study 1 in an A-B-A design. Results indicated that (a) the computer study guide treatment was as effective as lecture, (b) the lecture/computer study guide treatment was as effective as lecture, (c) posttest scores were higher for the computer study guide group, and (d) retention test scores were higher for the computer study guide group.     

浅谈教育惩罚与学生自由

近几年来,由于学校中的不当惩罚事件频发,加之人们对西方自由主义的片面理解,误解、误用了自由的理念,导致惩罚在教育中的作用和存在的必要性受到了社会和家长们的质疑,甚至受到了抵制,并过度强调学生个体的自由发展。其结果往往是教育的失控,教师对学生行为的偏差不敢使用惩罚,学生无约束的放纵,学生行为失当现象频发,学生犯罪率逐年上升。自由绝不意味着放纵,学生自由发展的前提基础是尊重规矩,懂礼仪,学生需要引导其行为,使其健康、和谐发展。教育惩罚可以帮助学生意识到自己行为的不妥,矫正学生行为,实现学生从他律到自律的转变,使学生能够真正的自由发展。惩罚作为教育方式的一种,对学生的自由发展有着积极的作用,不可因噎废食。     

Black students and private schooling

Conclusions As black students move into private schools at greater rates, a number of questions are raised. To what extent and under what conditions is a private school education better than a public school education for black students? What are the social and educational benefits and costs of being educated in a largely white environment? And what will be the benefits and costs as private schools themselves become increasingly black? Are the economic sacrifices made by black families to send their children to private school worth it to the individual child—to the black community?     

高职生与本科生人格特质的比较研究

本研究采用Y－G人格测验量表，通过对高职生与本科生的比较研究，对商职生的人格特质进行了初步的探讨。结果发现，高职生与本科生具有许多共同的良好的人格特质，他们之间差异主要表现在高职生具有较差的合作精神和较差的社交能力上。在人格类型高职生中稳定适应型－－C型与C′型的人数明显少于本科生。     

Uncovering stereotypes and identifying characteristics of gifted students and students with emotional/behavioral disabilities

The recognition, understanding, and identification of gifted and talented behaviors in students with exceptionalities has become an increasingly important issue in the management of classrooms, yet, for the most part, the literature continues to ignore this important aspect of teacher education. The present study reports on the results of an instrument that asked preservice and in‐service teachers to categorize a set of characteristics and behaviors according to whether each described a student identified with an Emotional/Behavior Disability (EBD), who is gifted, both, or neither. Results of this survey revealed stereotypical thinking in the identification of characteristics of the student labeled EBD. The degree of teachers’ training and experience also played a role in the understanding and categorization of the characteristics/behaviors used on the survey in this project.     

独立学院贫困生与非贫困生心理健康状况调查与分析

本文采用SCL-90症状自评量表,对某独立学院的贫困生与非贫困生进行部分抽样调查。通过差异显著性检验,结果发现贫困生多项因子得分高于全国常模,强迫、恐怖、精神病性差异显著;非贫困生心理健康水平总体情况优于贫困生,除强迫、恐怖、精神病性得分高于全国常模外,其他因子得分均低于全国常模,恐怖差异显著;贫困生中男生心理健康情况优于女生。教育措施:完善资助政策;健全心理健康教育体系;完善班级心理委员制度;营造良好的校园氛围。