Parents' views on changing communication after cochlear implantation

We sent questionnaires to families of all 288 children who had received cochlear implants at one center in the United Kingdom at least 5 years previously. Thus, it was a large, unselected group. We received 142 replies and 119 indicated that the child and family had changed their communication approach following cochlear implantation. In 113 cases the change was toward spoken language and in 6 cases the change was toward signed communication. Parents were asked to respond to statements about communication with their deaf child, and their responses indicated that parents wanted the most effective means of communication and one that their child would find most useful in the future. Findings that emerged from parents' comments indicated that the change toward greater use of spoken language was child-led and driven by increased audition. Parents also valued the contribution of signed communication.     

Cross-language transfer of reading skills: an empirical investigation of bidirectionality and the influence of instructional environments

Reading and Writing - The linguistic interdependence hypothesis (Cummins, 1979, 2000) states that children’s second-language (L2) proficiency is, to some extent, a function of their...     

The Academic Credit Bank System in the Republic of Korea: An effective medium for lifelong learning in higher education?

International Review of Education - Drawing on critical theory for adult education, the authors of this article examine the Academic Credit Bank System (ACBS), an open educational system operating...     

'Don't cross a man's feet': Hmong parent-daughter communication about sexual health

Parent-adolescent communication about sexual health is one strategy to encourage healthy adolescent sexual behaviour. However, this literature has largely overlooked immigrant families. Hmong youth, identified as facing extreme challenges to parent-adolescent communication, are considered. Content analysis was used to examine parent-adolescent communication about sexual health for forty-four pregnant or parenting Hmong adolescent girls. The minority of adolescents recalled an actual conversation about sexual health in their families with mothers most often identified as the source. Their stories reflect discussions about abstinence, puberty, pregnancy, and STIs - with much information being inaccurate. With culture being a recurrent theme, communication was reported to be hindered by cultural traditions, comfort level, applicability, and perceived consequences. The results identify opportunities for culturally-relevant sex education materials in the Hmong community.     

The Relationship between Metacognitive Ability and Metacognitive Accuracy

Metacognition and Learning - Judgments of learning (JOLs), as one type of metacognitive judgments, are assessments that people make about how well they have learned material. The effective use of...     

Viewing the reconstruction of primary schooling in Southern Sudan through education data, 2006–2009

After one of the longest wars in the history of Africa, Southern Sudan accomplished one of the world’s quickest education reconstruction programmes. Once the Comprehensive Peace Agreement (CPA) was signed in 2005, the international donor community and the government and people of Southern Sudan united under a common goal: to increase access to education for both children and adults. Southern Sudan’s experience leads to three lessons. First, countries entering a post-conflict situation should anticipate and plan for the possibility of a large and rapid influx of new students immediately after hostilities end. Second, after a prolonged conflict, an alternative education system is critical to allow children, and the young adults who were previously deprived of education, the opportunity to acquire the skills they need to earn a living. Finally, donors must respond rapidly, demonstrate considerable flexibility, forgo extensive planning and documentation before acting, and be willing to make a multi-year commitment.     

The association between education and society: The educational struggle for Korean identity in Japan 1945–1948

This study attempts to elucidate the idea that education reflects the contemporary social structure. This inference is focused on the educational struggle for Korean identity led by the Korean Federation in Japan (KFJ) during 1945– 1948. The KFJ disseminated the educational movement for Koreans in Japan (Zainichi). The General Head Quarters (GHQ) suppressed Korean identity education (KIE) and tried to disrupt the activities of the KFJ. KIE was identified and destroyed during the HanShin educational struggle as part of the conflict with the GHQ. However, HanShin movement survived to form the basis for the new start of the Korean educational movement in Japan and has served as the cornerstone of KIE. This case elucidates the ways in which education is strongly associated with the social structure and the status quo.