Supporting children with motor skills difficulties: an initial evaluation of the Manchester Motor Skills Programme

Children with motor difficulties are a very varied group. In order to target interventions more effectively researchers have attempted to identify specific sub‐groups; however, attempts to identify sub‐groups and provide interventions accordingly have met with limited success. Currently interventions can be classified into two main types, namely, general abilities and normative functional approaches. The current study outlines the Manchester Motor Skills Programme (MMSP), which adopts a normative functional approach and has been developed jointly by educational psychologists (EPs), specialist teachers and schools. In order to evaluate the effectiveness of the MMSP a quasi‐experimental repeated measures study was undertaken involving 24 children. The quasi‐experimental study yielded a medium effect size, which is a promising result for a naturalistic intervention. Methodological limitations and areas of future research are considered and identified.     

Sex equity in mathematics and science education: Research-policy links

Despite the accumulation of a large body of research concerning effective sex equity practices in math and science, the lack of change in educational procedures suggests the need to reexamine the role of research in policy and program planning. This paper reviews the current research on sex equity in mathematics and science education, focusing on research in the categories of educator-student interaction, instructional context, and macrolevel demographics. Existing applications of current research to mathematics and science education programs are examined at regional, state, district, and individual school levels. Recommendations for future directions in policy and research are made, emphasizing the gaps in knowledge on each side. The paper ends with specific suggestions for strengthening the links between research and policy in the area of sex equity.     

大学生心理问题的性别差异研究

大学生心理问题有较集中体现的特点，在统计区域分布上呈现显的男女性别差异。本从调查结果数据着手，从大学生焦虑心理、人际关系障碍心理、情感问题、职业选择困惑心理等方面具体分析性别差异特点，对高校开展心理咨询教育工作具有重要的指导意义和参考价值。     

PRETCO与学生翻译能力的拓展

拓展翻译能力是高职院校英语教学的重要内容.根据高等学校英语应用能力考试(PRETCO)A级的翻译要求,探讨翻译的应试技巧,同时建议从语言差异、文化差异、学习态度等方面打好基础,进行拓展训练翻译能力.     

Ameliorating gender differences in attitudes about science: A cross-national study

The outcomes of two studies reported here indicate that the teacher inservice workshops, combined with activity-based science lessons, affected students' attitudes and perceptions about electricity. Australian and U.S. studies produced different patterns explored and explained in the paper.This material is based upon research supported by the National Science Foundation under grant MDR-88-50570 in the United States and supported by a grant from the Special Projects Program of the Commonwealth Schools Commission in the Education of GirlsDD section of Projects of National Significance in Australia. Any opinions, findings and conclusions or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the National Science Foundation or the Commonwealth Schools Commission.     

Learning Style Preferences of Armenian, African, Hispanic, Hmong, Korean, Mexican, and Anglo Students in American Secondary Schools

This is a study concerning the basic perceptual learning style preferences (auditory, visual, kinesthetic, and tactile) and preferences for group and individual learning of Armenian, African, Hispanic, Hmong, Korean, Mexican, and Anglo students in American secondary schools. The results of the study reveal significant ethnic group and sex differences in their learning style preferences, as well as students' achievement level differences. This revised version was published online in July 2006 with corrections to the Cover Date.     

技能竞赛任务书在中职电子实验课中应用

技能竞赛任务书具有职业性、实际性、全面性特点。将技能竞赛任务书应用到电子实验课中,以项目引领、任务驱动、教师引导,学生自主学习,在探索中完成任务,在交流中评价任务,激发了学生进取精神和团队合作意识,从而提高教学质量。     

中西文化差异对英汉语言翻译的影响

英汉翻译理论、方法和技巧都是建立在英汉两种语言的对比上。而语言又是文化的组成部分,是文化的载体和折射镜。因此,观察中西文化的差异,对比两种语言的表达特点,从而达到掌握翻译技能的目的是十分必要的。     

休闲的两性差异及成因初探

以女性为中心的休闲研究在国内外都刚刚起步,只有短短三十年的历史。本文在借鉴以往学者研究成果的基础之上,通过对《第三期中国妇女社会地位调查主要数据报告》的分析解读,尝试总结在休闲领域较为显著的两性差异,即:休闲时间、空间、内容及质量的差异。笔者还结合调研采访实例,总结出影响其休闲差异形成的主要因素大致有:社会观念、自身性格、受教育程度、经济、人际关系、环境等六个方面。     

Communicator style and social style: Similarities and differences between the sexes

Currently there is much interest in the research literature concerning sex differences for communicator style. This study investigated differences between males' and females' self‐perceptions on Norton's (1983) Communicator Style Construct and on the Social Style Profile (Buchholz, Lash brook & Wenberg, 1976). Forty‐three males and 42 females completed these measures as volunteers in a classroom setting. The results indicated that males' and females' self‐report responses do not differ significantly across these measures. An exploratory cluster analysis of communicator style provided a heuristic for future research.     

英汉语言对比与口译技巧

对比英汉两种语言的特点,如句子重音和节奏、句子结构、词汇选择和文化因素等,是为了说明掌握英汉口译技巧应该从语言的对比尤其是差异对比开始。充分认识语言的差异能更好地提高口译技巧,从而发挥口译的桥梁作用。     

科学过程技能的性别差异

本研究运用表现性评价方式评价科学过程技能,结果发现男女学生的总体科学过程技能不存在差异,但除找出变量之外,其他各过程技能均存在差异。最后,针对这种性别差异讨论了相应的教学和评价建议。     

Motor processing difficulties: guidance for teachers in mainstream classrooms

Difficulties in motor processing are often seen in children with specific literacy difficulties. Indeed many children with dyslexia may also have a diagnosis of dyspraxia. This article seeks to increase understanding of difficulties in motor processing and to provide practical advice to teachers to assist in identification of such difficulties. It will examine a range of presenting issues in the classroom, but with a primary focus on handwriting. Drawing on the experience of the authors and literature in this area, practical strategies are offered that may be implemented by teachers in mainstream classrooms.     

论韦尔福特的“感觉—运动”操作模式在声乐教学中的运用及启发

韦尔福特的\"感觉—运动\"模式揭示了动作技能形成过程中感觉系统和运动系统的运行模式。根据韦尔福特\"感觉—运动\"模式操作中应注意的心理学问题,在声乐教学实践中应注意四个方面:要加强感觉刺激的强度和独特性;保持学生高度集中的注意力,在歌唱技能形成的不同阶段有不同的侧重点,技能练习中应遵循重复和反馈的原则。从而使声乐教师更加科学地从心理学角度掌握声乐技能的形成规律,以更好地提高声乐教学效果。     

基于任务驱动教学模式在《计算机组装与维护》的应用

任务驱动教学法整合了传统教学理念,案例教学法、情境教学法和分组讨论法,加以衍变以完成教学任务为主的多维一体探究式的教学理念,以学生为主体,充分调用自己对教学任务的理解,融合团队的知识和教师的教学经验,提出相对完善的任务解决方案。根据《计算机组装与维护》独有的教学规律和特点。在我的教学活动组织中主要采用任务驱动式教学模式,辅以分组讨论教学、案例教学和情景式教学等方法。本文主要从《计算机组装与维护》课程教学实施过程中:任务资讯、任务决策、任务计划、任务实施、任务检查和任务评价六个过程实现任务驱动教学法。     

College Students’ Views on Drug Policy in the United States: The Impact of Reading Michelle Alexander’s The New Jim Crow

Using a quasi-experimental research design to test the “Marshall Hypothesis,” we investigated the effects of reading Michelle Alexander’s The New Jim Crow: Mass Incarceration and the Age of Colorblindness on college students’ views of drug policy in the United States. One hundred and twenty-eight undergraduate students at a predominantly white Midwest university took part in this study. Test subjects read the text and took both a pre- and posttest questionnaire, while a control group of students, who did not read the book, was also surveyed concerning their views on drug policies. Additionally, reflective essays written by the test population were also analyzed. Findings offer limited support for the Marshall Hypothesis, which asserts that a properly informed constituency would conclude that certain policies in the U.S. are unjust. Students, in general, showed significant changes in their perceptions of drug policies after reading the text. However, disaggregating students by gender showed that female students, more than male students, are more convinced by Alexander’s arguments that current drug policy unfairly target communities of color.     

On the Relevance of Research Findings in Cognitive Neuroscience to Educational Practice

In their target article, Byrnes and Fox (1998) argue that many of the recent findings from the field of cognitive neuroscience have particular importance for education. In our commentary, we lend support to their contention by reporting on some of our work that has potential relevance to the proposed interface between cognitive neuroscience and education. Specifically, we discuss the findings from several studies investigating the neuropsychology of intellectual giftedness, and sex differences in the brain, each of which suggest a unique functional organization that differentiates gifted from average ability adolescents, as well as males from females. We further propose that the translation of cognitive neuroscience findings into specialized classroom instructional methods which capitalize on the plasticity of the brain, as well as the apparent individual differences in its functional organization, may be the most significant challenge facing those in the front-lines of educational practice.