Auditory frequency discrimination in children with dyslexia

A popular hypothesis holds that developmental dyslexia is caused by phonological processing problems and is therefore linked to difficulties in the analysis of spoken as well as written language. It has been suggested that these phonological deficits might be attributable to low‐level problems in processing the temporal fine structure of auditory cues. Evidence for this has come from studies showing poor performance of dyslexic individuals on measures of auditory frequency discrimination (FD). We compared the FD thresholds of 28 children with dyslexia to 28 age‐matched controls aged 6–13, on a task that minimised demands on short‐term memory. To investigate the mechanisms involved in potential FD deficits, FD thresholds were measured at 1 kHz, where temporal cues were available, and at 6 kHz, where they were not. The dyslexic group had significantly higher FD thresholds than controls in both the 1‐ and 6‐kHz conditions. These findings confirm that children with dyslexia often have poor FD, even when, as in this sample, they have normal language comprehension and expressive vocabulary, and when they are tested using a paradigm that minimises memory demands. However, their perceptual deficit was evident for both the 1‐ and 6‐kHz tones, and so cannot readily be explained in terms of problems in processing temporal fine structure.     

An investigation of Zimbabwe high school chemistry students' laboratory work–based images of the nature of science

This study investigates the proximal and distal images of the nature of science (NOS) that A‐level students develop from their participation in chemistry laboratory work. We also explored the nature of the interactions among the students' proximal and distal images of the NOS and students' participation in laboratory work. Students' views of the NOS and the nature of their chemistry laboratory work were elicited through students' responses to an open‐ended questionnaire and semistructured interviews. The results suggest that students build some understandings of the NOS from their participation in laboratory work. Students' proximal NOS understandings appear to build into and interact with their understandings of the nature and practice of professional science. This interaction appears to be mediated by the nature of instruction. It is posited that each student's conceptual ecological system is replete with interactions, which govern attenuation of proximal understandings into distal images. Methodologically, the study illustrates how students' laboratory work–based proximal and distal images of the NOS can be identified and extracted through analyzing and interpreting their responses to protocols. Implications for A‐level Chemistry instruction and curriculum development are raised. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 127–149, 2006     

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Deviating from the Data: A Response to Bleakley and Bleakley

Interchange - Positive behaviour for learning (PBL) was introduced to the state education sector in Queensland in the early 2000s in an effort to move schools away from use of punitive disciplinary...     

A Cardiopulmonary Instructor's Perspective on a Standardized Patient Experience: Implications for Cardiopulmonary Physical Therapy Education

Purpose: Standardized patients (SP) in Doctor of Physical Therapy (DPT) curricula are increasingly used for students to practice developing clinical reasoning, communication, and professional skills in an authentic learning environment. The purposes of this article are to: (1) describe an instructional model that synthesized SPs, Internet-based communities of practice, and reflection to teach clinical reasoning in DPT students; and (2) a cardiovascular and pulmonary physical therapy (CPPT) instructor''s perspective on the educational process and student clinical skill development. Summary of Key Points: The model, employed in a course: “Integrative Physical Therapy Practice,” enabled the instructor to document student clinical performance and reasoning during an SP interaction. For students, clinical reasoning was illuminated through the model''s assessment process. Data collected through the assessment process provided important feedback to the instructor on classroom instructional effectiveness. Conclusions: Examination of student learning experiences enabled the instructor to consider: (1) key aspects of examination and management for persons with cardiovascular or pulmonary disorders, (2) methods for visualizing clinical reasoning, (3) the impact of teaching on student learning, and (4) strategies for teaching CPPT. More research is indicated to investigate pedagogy for the development of clinical reasoning in DPT students.Key Words: standardized patient, clinical reasoning, reflection, physical therapy education, cardiovascular, pulmonary     

Strategic leadership for large‐scale reform: the case of England's national literacy and numeracy strategy

Both ‘strategic’ and ‘distributed’ forms of leadership are considered promising responses to the demands placed on school systems by large‐scale reform initiatives. Using observation, interview and survey data collected as part of a larger evaluation of England's National Literacy and Numeracy Strategies, this study inquired about sources of leadership, the distribution of leadership functions across roles and how such distribution could also provide the strategic coordination necessary for successful implementation of such an ambitious reform agenda     

Mainstreaming Information Literacy Skills Into a Social Enterprise Environment

The need for the integration of information literacy (IL) into the world of social enterprise (organizations that apply market-based strategies to achieve a social purpose) is critical for like organizations providing workforce development services to disabled populations. The skill set associated with IL is vital to the success of this population to achieve economic self sufficiency. Disability Program Navigators trained in information sciences and placed into community-based One Stop Career Centers can serve as the gatekeepers for, and trainers on, the multiple resources available to support this goal. This article examines an exciting new program model that charts the course for expanding collaborative IL and social enterprise pilots nationwide.     

Paradoxical Empowerment: Immaterial Labor Translated in a Web of Affective Connections

This perspective explores the production of user-generated content by contrasting two analyses that are convergent in some respects, divergent in others. In our first line of analysis we use the work of Negri (1996) and Moulier-Boutang (2007) on “cognitive capitalism” to extend some elements explored by Fuchs (2010; 2012) and Arvidsson and Colleoni (2012) on labor and value. This approach foregrounds the adaptability of capitalism and suggests that workers are endowed with “an inventive subjective power” that simultaneously influences and reproduces the mode of production. Our second line of analysis explores the later work of André Gorz (1997; 2003), who invites us to imagine a society in which social relationships would no longer be determined by the laws of the market, a postmarket utopia. This approach points to the importance of collective organization and relational value production of user-generated content and suggests recentering the debate not around individuals and their labor, but on the web of affective connections between them.