The Effects of Peer‐Mediated Instruction in Mathematics for Students with Learning Problems: A Research Synthesis

The purpose of this synthesis is to summarize the effectiveness of peer‐mediated interventions on the mathematics performance of both students with disabilities and those at risk for mathematics disabilities. Meta‐analytic techniques were used to calculate mean effect sizes for 17 studies that met inclusion criteria. Results indicate that peer‐mediated interventions in mathematics are moderately effective for improving students' mathematics performance. Also, findings are strongest for students at risk for mathematics disabilities, elementary‐aged participants, and mathematics computation content. Recommendations for future research and practical implications are discussed.     

Supporting English non-dominant language authors’ efforts to publish: perspectives from the editors-in-chief of highly recognised journals in Mathematics Education

Educational Studies in Mathematics - In this article, we document the support provided by highly recognised journals in Mathematics Education in response to the challenges faced by English...     

The early assessment conundrum: Lessons from the past,implications for the future

The early childhood educational field has garnered attention with initiatives to foster skill acquisition in young children prior to kindergarten entry. These initiatives, in conjunction with the rigorous demands of curricular reform and a burgeoning accountability movement, invoke questions regarding the adequacy of the instruments used to assess young children and the inherent difficulties in conducting such assessments. Because the effectiveness of education relies critically on the sound diagnoses of children's readiness for learning and the measurement of their subsequent progression throughout the schooling process, critical issues in early assessment must be addressed. An examination of past practices was synthesized with recent research to focus awareness on the insufficient content domain, restrictive context, adverse timing and questionable psychometric properties, specifically the inappropriate norms and low predictive validity, of many instruments. Both the implications of and compensatory strategies for each issue are considered. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 737–749, 2004.     

跳远运动员股后肌群损伤的预防

跳远运动员多数股后肌群的损伤是有共同原因的。本文讨论造成股后肌群损伤的因素,提供了能最大限度地预防这些损伤的方法。力量准备(包括核心力量、弹性力量、关节灵活性、肌肉的灵敏性)、短跑与跳远技术的修正与能识别缺点的早期生物力学分析都能减少损伤发生的可能性。以下策