A coaching intervention for college students with Attention Deficit/Hyperactivity Disorder

In this article we describe coaching as an intervention for college students with attention deficit/hyperactivity disorder (ADHD). Coaching college students with ADHD empowers individuals to organize and execute their responsibilities, both in academia and in everyday life. With the assistance of a coach, individuals with ADHD can create structure and execute change by identifying strategies that circumvent their deficits in executive functioning. We also present an example of a representative client to illustrate the methods used in coaching. Given the increased risks facing college students with ADHD, coaching is a useful complement to academic advising and intensive therapy. Our discussion includes obstacles to implementing and evaluating an ADHD coaching intervention. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 647–656, 2005.     

When Average Joe met the Inexperienced Superstar—a case study of the consequences for a university of a partnership with IKEA

Higher Education - The aim of this study was to explore how consequences from a university-wide partnership unfolded at various levels within a university and induced intra-organizational dynamics....     

不可思议的阿拉斯加探险之旅

在阿拉斯加,你能看到绵延的山脉、广阔的森林,在湖泊、河流的映衬下,纯净又天然的大自然风光美不胜收。此外,一望无际的冰川也是阿拉斯加的独特景观。还等什么,这就跟随本刊外籍专家Jeff的脚步,来一场阿拉斯加探险之旅吧!     

Using culture as a resource in mathematics: the case of four Mexican–American prospective teachers in a bilingual after-school program

This paper explores Mexican–American prospective teachers’ use of culture—defined as social practices and shared experiences—as an instructional resource in mathematics. The setting is an after-school mathematics program for the children of Mexican heritage. Qualitative analysis of the prospective teachers’ and children’s interactions reveals that the nature of the mathematical activities affected how culture was used. When working on the “binder activities,” prospective teachers used culture only in non-mathematical contexts. When working on the “recipes project,” however, culture was used as a resource in mathematical contexts. Implications for the mathematics teacher preparation of Latinas/os are discussed.     

The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school

The present study investigated the role of vocabulary depth in reading comprehension among a diverse sample of monolingual and bilingual children in grades 2?C4. Vocabulary depth was defined as including morphological awareness, awareness of semantic relations, and syntactic awareness. Two hundred ninety-four children from 3 schools in a Mid-Atlantic district and 3 schools in a Northeastern school district participated in the study and were assessed at the beginning and end of one school year on a wide variety of language and literacy measures. Bilingual children were assessed in English and Spanish. A latent difference score model that assessed change in a latent indicator of English reading comprehension from Time 1 (Fall) to Time 2 (Spring) was tested with results showing that vocabulary depth measures made significant contributions to initial status, but not change, in reading comprehension over and above between-subjects factors (grade, ethnicity, language status) and baseline control within-subject factors (word identification and vocabulary breadth). There was no added contribution of Spanish language measures to English reading comprehension among the bilingual students.     

Learning to read in Russian: effects of orthographic complexity

Much attention has been paid to the delay in writing acquisition caused by irregularities of Russian orthography, but little is known about their effect on reading acquisition. Results of the present longitudinal reading acquisition study of Russian first graders suggest that phonological recoding is the dominant strategy in the initial phase of reading development in Russian, while there is evidence of gradual shift towards orthographic processing in reading high‐frequency regular words. The study confirms that Russian readers encounter difficulties in reading orthographically complex words, where phonological recoding does not completely succeed. These findings are compared with results of reading acquisition studies in other orthographies, and their relevance for models of reading acquisition in different types of orthographies is discussed.