Using Electroencephalography to Measure Cognitive Load

Application of physiological methods, in particular electroencephalography (EEG), offers new and promising approaches to educational psychology research. EEG is identified as a physiological index that can serve as an online, continuous measure of cognitive load detecting subtle fluctuations in instantaneous load, which can help explain effects of instructional interventions when measures of overall cognitive load fail to reflect such differences in cognitive processing. This paper presents a review of seminal literature on the use of continuous EEG to measure cognitive load and describes two case studies on learning from hypertext and multimedia that employed EEG methodology to collect and analyze cognitive load data.     

Strategies for Transitioning Preschoolers with Autism Spectrum Disorders to Kindergarten

In recent years, there has been a rapid increase in the number of children diagnosed with autism spectrum disorders (ASD), worldwide. Since children with ASD have limited social interaction and communication skills, they tend to lag behind their peers without disabilities in many areas. In particular, they are unable to easily transition smoothly from one stage of their life to another. Transitions from preschool settings to kindergarten and beyond should be a critical issue of concern for educators and parents of young children with ASD. The results of a survey completed by 65 preschool teachers from Ghana and 210 of their counterparts in the United States of America, about characteristics of effective transition programs for children with ASD, are presented. Implications for preschool teacher preparation and transition planning are discussed.     

Defining the Difference: Comparing Integrated and Traditional Single-Subject Lessons

Early childhood curricula should be authentic and child-centered, however, many teachers still rely on direct instruction lessons. To better define how an integrated curriculum meets the needs of students, this study examined teacher talk and actions during instructional activities with first and second graders under two conditions: (1) subject-integrated social studies lessons of an integrated curriculum unit (experimental condition); and (2) single subject-focused mathematics lessons of a traditional separate subject curriculum (control condition). The mixed-methods study sought to define and compare characteristics of both curriculum approaches. Fourteen hours of observations were collected in each setting. In the integrated curriculum setting, the teacher was a facilitator of teamwork, offering choices, and giving praise; students made choices, decisions, and worked collaboratively. In the traditional setting, the teacher delivered direct instruction and controlled behavior; students followed directions, recalled knowledge, and worked individually. Less teacher energy was expended for behavior management in the integrated curriculum setting, indicating intrinsic motivation of students. Implementation of integrated curricula is recommended because of the student-centered focus that results in greater motivation, ownership, and teamwork, along with deeper knowledge connections. Because many factors hinder implementation, teachers need support when first teaching with this approach.     

Environmental Factors Affecting Preschoolers’ Motor Development

The process of development occurs according to the pattern established by the genetic potential and also by the influence of environmental factors. The aim of the present study was to focus on the main environmental factors affecting motor development. The review of the literature revealed that family features, such as socioeconomic status, mother’s educational level, and the existence of siblings can affect children’s motor competence. Preschool centers have also become important for children’s development, due to the large amount of time children spend at them nowadays. Moreover, the social cultural context in which a child is reared forms certain demands for his/her motor behavior, favoring specific aspects of motor development and impairing others. A very influential factor (and consequently a very significant educational means) is the use of intervention movement programs. A developmentally adequate movement program can enhance motor development, thus preventing the long term negative consequences that an unfavorable influence of several genetic or the aforementioned environmental factors may have.     

Attachment Styles,Social Skills,and Depression in College Women

Attachment styles, social skills, and depression were studied in 93 college women using the Relationship Questionnaire (K. Bartholomew & L. M. Horowitz, 1991), the Beck Depression Inventory‐II (A.T. Beck, R.A. Steer, & G. K. Brown, 1996), and the Interpersonal Competence Questionnaire (D. Buhrmester, W. Furman, M.T. Wittenberg, & H.T. Reis, 1988). The self and other attachment models and the social skills of negative assertion, self‐disclosure, and conflict management all correlated with depression. Conflict management partially mediated the relationship between attachment self‐model and depression. Implications for counseling are discussed.     

Education of Young Chinese Migrant Children: Challenges and Prospects

Challenged by the national residency registration system in China, migrant children have always faced obstacles in accessing public education. Recent policy changes, however, have brought hope for these children. This article introduces some international concerns regarding migrant children and provides a close view of Chinese perspectives. Issues relating to access to public education and recommendations for policies and practices are also discussed.     

Training with ICT for ICT from the trainee’s perspective. A local ICT teacher training experience

The introduction of ICT (Information and Communication Technologies) presents new challenges for teachers and often meets with their belief that ICT, as well as other changes present a factor, which can cause several changes in school. Although there have been many education reforms regarding teachers’ training policy in recent years and the number of training programs has been increased, they have not been able to satisfy teachers’ needs to a substantial degree. In this research the results from an exploratory study conducted within the framework of a national training programme in Greece on ICT known as In-service teacher training in the use of ICT in Education are presented. Based on a specially constructed questionnaire intended for the educators, this research elicits teachers’ attitudes towards this programme. Some of the main results point out the preparedness of these teachers to use ICT in the daily school practice. Furthermore, they expressed their wish for further in-training programmes concerning the pedagogical development of the ICT use in class practice.     

China-ASEAN Relations in Higher Education: An Analytical Framework

China’s dramatic economic rise has tended to overshadow other wider perspectives on the developing China and Association of Southeast Asian Nations (ASEAN) relationship, including in higher education. The article examines contemporary relations between China and ASEAN, set against the longer term development of cultural and trade relations. It is argued that, notwithstanding current territorial disputes, and a history of discrimination against ethnic Chinese in several parts of ASEAN, prospects for a deepening of relations in higher education remain strong. Singapore, Malaysia, and Vietnam are selected as three instances of the developing relationship in higher education and some of the links traced, with the former assessed as best placed to take advantage of its China relations in higher education. The developing sense of regionalism is seen as likely to further enhance China-ASEAN relations in higher education.