Specific Learning Disabilities and the Portuguese Educational System

Although the Portuguese educational system advocates the accommodation of all students in regular schools, it has not adopted a coherent discourse that would contribute to meeting effectively the needs of students with specific learning disabilities (SLD). As such, the successive reorganizations of special education have resulted in uninformed decisions that have caused the education of students with SLD in Portugal to be, in many instances, detrimental to their academic and social growth. We describe the reality of SLD in Portugal, considering four main topics: (1) the establishment of the SLD concept, (2) the birth of a Portuguese definition of SLD, (3) the context of educational policy, and (4) the provision for students with SLD.     

A Follow‐Up of Mathematics Interventions for Secondary Students with Learning Disabilities

Abstract This article extends a previous review of the literature ( Maccini & Hughes, 1997 ) on mathematics interventions for secondary school students with learning disabilities (LD). A systematic review of the literature from 1995 to 2006 yielded 23 articles that met the criteria for inclusion. It was determined that a number of practices demonstrated significant gains for secondary school students with LD in math, including mnemonic strategy instruction, graduated instructional approach, cognitive strategy instruction involving planning, schema‐based instruction, and contextualized videodisc instruction. We also discuss the nature and focus of math interventions and implications for both research and practice based on the findings.     

Child extrafamilial sexual abuse: predicting parent and child functioning

Objective: This study evaluated the emotional and behavioral adjustment of parents and children within 3 months and 1 year after the discovery of child extrafamilial sexual abuse.Method: Ninety-two case parents (63 mothers, 29 fathers) and 56 children were compared to a nonclinical comparison group of 136 parents (74 mothers, 62 fathers) and 75 children. Parent adjustment was assessed using self-report measures while child functioning was assessed using a combination of child-, parent- and teacher-report measures.Results: Mothers, fathers and sexually abused children experienced clinically significant effects both initially and at 12 months post-disclosure. Children’s perceptions of self-blame and guilt for the abuse and the extent of traumatization predicted their self-reported symtomatology at 3 months and 1 year post-disclosure. Child age and gender also significantly contributed to the prediction of many of the child outcome measures. No abuse-related variable was related to any child self-report measure. Mothers’ satisfaction in the parenting role, perceived support and intrusive symptoms predicted their initial emotional functioning. Avoidant symptoms, child’s internalizing behavior and mothers’ initial emotional functioning were significant predictors of longer-term emotional functioning.Conclusions: Results emphasize the need to address children’s abuse-related attributions and underscore the need to expand our focus beyond the child victims to the traumatized families.     

Non-iterative Conditional Pairwise Estimation for the Rating Scale Model

We investigate two non-iterative estimation procedures for Rasch models, the pair-wise estimation procedure (PAIR) and the Eigenvector method (EVM), and identify theoretical issues with EVM for rating scale model (RSM) threshold estimation. We develop a new procedure to resolve these issues—the conditional pairwise adjacent thresholds procedure (CPAT)—and test the methods using a large number of simulated datasets to compare the estimates against known generating parameters. We find support for our hypotheses, in particular that EVM threshold estimates suffer from theoretical issues which lead to biased estimates and that CPAT represents a means of resolving these issues. These findings are both statistically significant (p < .001) and of a large effect size. We conclude that CPAT deserves serious consideration as a conditional, computationally efficient approach to Rasch parameter estimation for the RSM. CPAT has particular potential for use in contexts where computational load may be an issue, such as systems with multiple online algorithms and large test banks with sparse data designs.     

Towards a typology of intermediaries in sustainability transitions: A systematic review and a research agenda

Intermediary actors have been proposed as key catalysts that speed up change towards more sustainable socio-technical systems. Research on this topic has gradually gained traction since 2009, but has been complicated by the inconsistency regarding what intermediaries are in the context of such transitions and which activities they focus on, or should focus on. We briefly elaborate on the conceptual foundations of the studies of intermediaries in transitions, and how intermediaries have been connected to different transition theories. This shows the divergence – and sometimes a lack – of conceptual foundations in this research. In terms of transitions theories, many studies connect to the multi-level perspective and strategic niche management, while intermediaries in technological innovation systems and transition management have been much less explored. We aim to bring more clarity to the topic of intermediaries in transitions by providing a definition of transition intermediaries and a typology of five intermediary types that is sensitive to the emergence, neutrality and goals of intermediary actors as well as their context and level of action. Some intermediaries are specifically set up to facilitate transitions, while others grow into the role during the process of socio-technical change. Based on the study, as an important consideration for future innovation governance, we argue that systemic and niche intermediaries are the most crucial forms of intermediary actors in transitions, but they need to be complemented by a full ecology of intermediaries, including regime-based transition intermediaries, process intermediaries and user intermediaries.     

Coloniality and Education: Negotiating Discourses of Immigration in Schools and Communities Through Border Thinking

In this article, we examine the discursive construction of knowledge about immigration in two geographic spaces whose “border” many students navigate: a school context meant to support English Language Learners and an out-of-school faith based organization serving immigrant communities. We draw on the concept of “border thinking” (Mignolo, 2000, p. 18) to understand how colonial histories continue to influence contemporary educational contexts. Through examples from students’, community members’, and educators’ interactions with available discourses of immigration, we elaborate on the implications of community knowledge for revising school practices to represent a fuller complexity of immigration experiences.     

Identification of ICD codes suggestive of child maltreatment

Objective

In order to be reimbursed for the care they provide, hospitals in the United States are required to use a standard system to code all discharge diagnoses: the International Classification of Disease, 9th Revision, Clinical Modification (ICD-9). Although ICD-9 codes specific for child maltreatment exist, they do not identify all maltreatment-related hospital and emergency department discharges. To increase the usefulness of medical data for public health surveillance of child maltreatment, this project sought to identify ICD-9 codes that are suggestive of child maltreatment.

Methods

After review of the literature and discussions with experts, injuries and conditions that should raise suspicion of child maltreatment (physical or sexual abuse or neglect) were identified and a list of corresponding ICD codes was compiled. Using a statewide electronic database of hospital discharges and emergency department (ED) visits for the year 2000, visits by children assigned these ICD codes were identified, a sample of visits was selected, and medical records were reviewed to assess the circumstances of the injury or illness that led to the visit. Based on information in the medical record, the injury or illness was classified as maltreatment-related, or not.

Results

There were 3,684 visits selected for review. Of these, 2,826 records were reviewed and classified; 1,200 (43%) records met the criteria for being maltreatment-related, 1,419 (50%) contained adequate information indicating the injury/condition was not likely maltreatment-related, and 207 (7%) records did not contain enough information to classify. Sixty-eight ICD codes had >66% of visits classified as maltreatment-related, the a priori criteria for a code to be considered suggestive of maltreatment. Codes suggestive of maltreatment include specific fractures, burns, and injuries of undetermined intent, among others.

Conclusion

Several ICD codes were found that, when used with age restrictions and other specific exclusion criteria, are suggestive of maltreatment. This information may increase the usefulness of hospital discharge data for public health surveillance of child maltreatment.

Practice implications

Use of these suggestive codes facilitates identifying conditions and injuries that are likely maltreatment-related in hospital discharge and ED visit data. When used in conjunction with ICD maltreatment-specific codes, these suggestive codes may enhance the use of medical data for monitoring child maltreatment trends.     

Do inequalities in parents’ education play an important role in PISA students’ mathematics achievement test score disparities?

This paper measures and decomposes socioeconomic-related inequality in mathematics achievement in 15 European Union member states. Data is taken from the 2003 wave of the OECD Programme for International Student Assessment (PISA). There is socioeconomic-related inequality in mathematics achievement, favoring the higher socioeconomic groups in each country. There are important differences among countries. The inequality is higher in Germany, Greece, Great Britain, Belgium, and Portugal and is lower in Sweden and Finland. Socioeconomic factors represent between 14.9% and 34.6% of the overall inequality in education.     

In-depth analysis of handwriting curriculum and instruction in four kindergarten classrooms

The quality of handwriting curriculum and instructional practices in actual classrooms was investigated in an in-depth case study of four inner city kindergarten classrooms using quantitative and qualitative methods. The handwriting proficiency of students was also evaluated to assess the impact of the instructional practices observed. The findings suggest that even though teachers employ a number of effective strategies, there is room for improvement in implementing effective, research-approved handwriting instruction. In particular, daily, explicit instruction, writing for fluency, writing from memory, and use of self-evaluation are areas that need improvement. Results indicate that the lack of emphasis on these practices impacted the quality of teaching and learning of handwriting skills. Future research is needed on the impact of teacher training, use of an assessment tool that objectively assesses students’ handwriting, use of reading and handwriting curriculum that complement and reinforce one another, and the effectiveness of research-based strategies in practice.     

How to promote conservation behaviours: the combined role of environmental education and commitment

This study tested the influence of both environmental education (EE) and commitment interventions among teenagers for promoting energy and water conservation at home. Conservation behaviours were measured in two ways – directly and through questionnaires – prior to and after the interventions. Results indicate (1) EE participants may have saved more energy than non-participants and (2) those signing a public commitment saved more energy and water than those who did not. Results from the questionnaire measures demonstrated the importance of EE for promoting ecological self-identity and a personal norm for energy conservation. Based on these results the use of commitment interventions in EE initiatives for promoting conservation behaviours among teenagers is proposed.