Implicit sequence learning is preserved in dyslexic children

This study investigates the implicit sequence learning abilities of dyslexic children using an artificial grammar learning task with an extended exposure period. Twenty children with developmental dyslexia participated in the study and were matched with two control groups—one matched for age and other for reading skills. During 3 days, all participants performed an acquisition task, where they were exposed to colored geometrical forms sequences with an underlying grammatical structure. On the last day, after the acquisition task, participants were tested in a grammaticality classification task. Implicit sequence learning was present in dyslexic children, as well as in both control groups, and no differences between groups were observed. These results suggest that implicit learning deficits per se cannot explain the characteristic reading difficulties of the dyslexics.     

Involvement in sedentary activities and academic performance in adolescents: differences according to sociodemographic variables / Implicación en actividades sedentarias y rendimiento académico en adolescentes: diferencias según variables sociodemográficas

This study provides a first-time analysis of the differences in the time dedicated each day to different sedentary activities (SA) (productive, technology-based recreation and social activities) and their relation with the academic performance of Spanish adolescents according to sex, school year and socioeconomic status (SES). The sample was made up of 681 participants (50.2% girls), between 12 and 18 years old, who completed self-reported questionnaires. The likelihood of obtaining lower levels of academic success increase in adolescents who spend two or more hours on social SAs and have a lower SES. With boys, this increases further if they spend four or more hours on SAs involving technology-based recreation and two or less hours on productive SAs. In conclusion, adolescents spend a high number of hours carrying out sedentary activities after school. This is something that needs controlling since it may have a detrimental effect on their academic success, especially among adolescent boys.     

Differences in African‐American and European‐American students' engagement with nanotechnology experiences: Perceptual position or assessment artifact?

This study examined middle and high school students' perceptions of a weeklong science experience with nanotechnology and atomic force microscopy. Through an examination of student self assessments and their writing, the study allowed us to examine some of the issues that may contribute to discrepancies that are seen between European‐American and African‐American students in science. The results of the study showed that after instruction, African‐American students were significantly more likely to agree with the statement that “science involves mostly memorizing things and getting the right answer,” than European‐American students. In addition, European‐American students were significantly more likely to write their newspaper stories from a first person perspective than their African‐American peers. The results are discussed in light of the assessment task, students' interpretations of formal writing, cultural differences in the use of language in writing, and possible cultural differences in students' perceptions of the science experience. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 787–799, 2007     

Game Over? No Main or Subgroup Effects of the Good Behavior Game in a Randomized Trial in English Primary Schools

Abstract

This study aimed to examine the impact of a universal, school-based intervention, the Good Behavior Game (GBG), on children’s behavior, and to explore any subgroup moderator effects among children at varying levels of cumulative risk (CR) exposure. A 2-year cluster-randomized controlled trial was conducted comprising 77 primary schools in England. Teachers in intervention schools delivered the GBG, whereas their counterparts in control schools continued their usual provision. Behavior (specifically disruptive behavior, concentration problems, and pro-social behavior) was assessed via the checklist version of the Teacher Observation of Classroom Adaptation. A CR index was calculated by summing the number of risk factors to which each child was exposed. Multilevel models indicated that no main or subgroup effects were evident. These findings were largely insensitive to the modeling of CR although a small intervention effect on disruptive behavior was found when the curvilinear trend was used. Further sensitivity analyses revealed no apparent influence of the level of program differentiation. In sum, our findings indicate that the GBG does not improve behavior when implemented in this sample of English schools.     

The relationship between resistance to change and Romanian teachers’ attitude towards continuing education: the moderating role of conscientiousness

Previous research highlights that personal factors are more important than contextual factors in explaining teachers’ behaviours in relation to learning participation. The present study explores the relationship between two personal factors (dispositional resistance to change and teachers’ attitude towards continuing education) and the moderating role of conscientiousness on this relationship. The data have been gathered from 142 teachers from the field of special and public education, using three questionnaires: Revised Adult Attitudes Towards Continuing Education Scale, Resistance to Change Scale and IPIP-50. The main results show that, firstly, conscientiousness has a moderating role on the relationship between dispositional resistance to change and enjoyment of learning, and secondly, teachers in special education consider their continuing education as being more important than teachers in the regular system. Knowing this, we can predict and increase teachers’ participation in continuing education and can improve training design.     

Organizational Capacity Building for Sexual Health Promotion

We present an organizational capacity building program that is a systemic approach to training professionals, creating organizational policies and practices, and enhancing the physical environment with materials about sexual and reproductive health. The evaluation of four different organizations showed increases over six months in: staff reports of administrative support for providing materials and referrals to clients, as well as having sexual health conversations with clients; positive staff attitudes about, and preparedness for, providing sexual health information; and knowledge about sexual health. All were sustained at twelve months. Environmental enhancement with educational materials and condom distribution also increased.     

Health Literacy of Students with and without Individualized Education Programs: A Brief Report

While much is known about the educational, behavioral, and social needs of adolescents receiving school-based special education services, one critical domain, health literacy, has been largely unexamined. Given the impact of health and health management on the well-being of all persons, and the likelihood of additional challenges for students receiving special education supports, this study sought to examine and compare the health needs and transition preparedness of 341 adolescents with and without Individualized Education Programs (IEPs). Survey items were selected from widely used health literacy, health risk, and health related quality of life measures. Findings revealed that for students with IEPs, the risk for having limited health literacy was 128% higher than for their peers without IEPs. Students with IEPs were also significantly more likely to demonstrate risk across indicators of health related quality of life, health risk, and access. Limitations, research recommendations, and implications are addressed.     

Teaching socio-cultural impacts of technology in advanced technical courses: a case study

ABSTRACT

Engineering education has traditionally focused on the development of technical skills and knowledge. Nowadays, the need for educating engineers in non-technical skills, such as reflective thinking, is being recognised internationally. This paper proposes that socio-cultural impacts of technology be studied together with the technology itself through the integration of social awareness modules into advanced technical courses, providing a venue for students to exercise their reflective thinking skills in the context of technologies that are of interest to them. The paper presents an exploratory study of the essays of senior year engineering students on the socio-cultural impacts of computer vision technologies. It provides insights on the themes that are of interest to the students and on the students’ strengths and weaknesses relating to their reflective thinking abilities. Similar modules would apply well to other advanced courses in the engineering curriculum, to help contextualise technology and enhance the reflective abilities of engineering graduates.     

Religious education in Russia: a critical analysis of a widely used textbook

Religious education (RE) has been recently introduced into the Russian educational system as a compulsory regular school subject. The present study offers a critical analysis of one of the most popular Russian textbooks of RE. This critical analysis supports our earlier findings regarding the controversial character of RE in Russia. Despite the official cultorological and religious studies approach to RE, the textbook on the module of Fundamentals of Orthodox Culture is catechetical in content and approach and also serves the political indoctrination of students. The textbook enhances patriotism and turns Russian RE into a specific kind of citizenship education.