A study of the relationship between the Stroop effect and reading age in dyslexic subjects

40 dyslexic subjects were given a version of the Stroop test and the magnitude of interference was plotted as a function of reading age as measured by the British Ability Scale. A negative linear relationship emerged, such that greater reading proficiency was associated with less interference. This result is discussed in the context of LaBerge and Samuel's theory of automatic information processing in reading.     

A Distance-Education Chemistry Course for Nonmajors

A course for nonchemistry majors has been developed at Florida Atlantic University using a distance-education format. Chemistry in Modern Life surveys the chemistry relevant to environmental and consumer issues. The class lectures are on videotape, providing the maximum flexibility in scheduling options. In order to enhance instructor-student contact, a web-page and electronic communication are used to handle questions and class assignments. Student performance is primarily evaluated using thematic research assignments. In addition, take-home lab projects are included to provide practical exposure to experimental methods. The objective of the assigned work is for each student to observe how chemical issues affect their local community and to evaluate individual contributions to environmental problems and personal exposure to chemicals.     

Knowledge about Attention‐Deficit/Hyperactivity Disorder: A comparison of in‐service and preservice teachers

Attention‐Deficit/Hyperactivity Disorder (ADHD) is a common childhood disorder, yet relatively little research has assessed teachers' knowledge of this disorder or how teacher characteristics affect such knowledge. There also is a dearth of research comparing in‐service and preservice teachers' knowledge about ADHD. The aims of this study were (a) to investigate the relationships between various teacher characteristics and teachers' knowledge about ADHD, and (b) to compare perceived and actual ADHD knowledge across in‐service and preservice primary‐school teachers. Participants included 120 primary‐school teachers and 45 final‐year education undergraduates who were asked to complete a questionnaire. Two of the five hypotheses were supported: (a) that knowledge would be significantly correlated with experience in teaching a child with ADHD and (b) that in‐service teachers would obtain higher scores than preservice teachers on the actual knowledge (about ADHD) questionnaire. Implications stemming from this research include ensuring that teachers receive more training about ADHD and greater exposure to students with ADHD in the classroom. Overall, this study highlighted that deficits in teachers' knowledge about ADHD are common for both in‐service and preservice teachers. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 517–526, 2004.     

Educational psychology service contribution to community cohesion: an appreciative inquiry

ABSTRACT

The United Nations Convention on the Rights of a Child (UNCRC) calls for education to prepare children for ‘ … responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin’. The current study examines the potential role of Educational Psychologists (EPs) in addressing the UNCRC call to promote community cohesion through their work in schools. Through an Appreciative Inquiry cycle EPs considered facilitators of and barriers to working with communities. Facilitators included EP practices, skills and knowledge and seeing schools as communities in themselves. Barriers included public service funding and aspects of service delivery. A multi-level approach to promoting community cohesion is put forward, including acknowledgement of the context within which the work takes place as well as positing a continuum of community cohesion to community conflict.     

An Evaluation of the Delacato Method For The Facilitation of Reading Behaviour∗

This study examines the effectiveness of the Delacato program on reading behaviour by the utilization of three treatment groups. Sixty reading disabled twelve and a half year‐old boys from the one technical school were randomly assigned to three treatment groups. One group was a conventional Delacato group, one a gymnastics group, and the third a phonics treatment group. The results indicated that there was no significant difference between any of the three groups in respect to reading ability after one school year of treatment. Because the motor program groups did less reading per week than the others, it was concluded that motor programs are of value in that these appear to stimulate reading responses. However, since there was no difference between the two motor program groups, it was also concluded that there was no justification in believing in any special efficacy of the Delacato program.

     

REACTIONS OF SOME AUSTRALIAN MOTHERS TO THE BIRTH OF THEIR MENTALLY HANDICAPPED CHILD

A small sample of Australian mothers who had given birth to mentally retarded children were studied with respect to their attitudes upon discovery that the child was retarded. A variety of reactions ranging from self pity to overwhelming pity for the child were noted and the implications for professional parental counselling considered.     

What actually works to enhance graduate employability? The relative value of curricular,co-curricular,and extra-curricular learning and paid work

Higher Education - The focus on short-term graduate employment metrics has catalysed the employability agenda as a strategic directive in universities. A raft of embedded, co-curricular, and...     

Decolonization,Nationalism, and local identity: rethinking cosmopolitanism in educational practice in Hong Kong

ABSTRACT

Cosmopolitanism and its application for education in western societies has been well examined. Yet cosmopolitanism in society and in education has not been systematically explored in many Asian societies. Facing a large number of people from diverse backgrounds, the society and its education system in Hong Kong are troubled by issues similar to those found in western postindustrial societies, related to cultural and national belonging and identity. Prejudice and racism towards ethnic minorities – particularly those from South Asia and Africa, is quite common. Additionally, animosity and hostility to mainland Chinese newcomers has increased and intensified in the context of Hong Kong’s “repoliticization” after its 1997 handover. This article aims to explore how cosmopolitanism is understood, valued, and approached in Hong Kong education. We start by exploring the role of decolonization and nationalization in political education in Hong Kong. We then discuss cosmopolitanism, and consider how it impacts particular social and educational issues in Hong Kong. We also provide an analysis of discourses on cosmopolitanism taken from Hong Kong General Studies and History textbooks, to identify challenges faced in facilitating cosmopolitan values, a balance of identities, and global citizenship in Hong Kong education.