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71.
72.
Yuen Mantak Chung Y. B. Lee Queenie A. Y. Lau Patrick S. Y. Chan Raymond M. C. Gysbers Norman C. Shea Peter M. K. 《International Journal for Educational and Vocational Guidance》2020,20(3):653-676
International Journal for Educational and Vocational Guidance - This study provides insights into how Chinese adolescents in Hong Kong interpret the concept of “meaning in life.” Data... 相似文献
73.
The Urban Review - Scholars note the multitude of ways that the continual shifts in the racial composition of schools affect students, but fewer studies consider the implications of such shifts for... 相似文献
74.
A. W. E. A. Bakx J. M. M. Van der Sanden K. Sijtsma M. A. Croon Y. J. M. Vermetten 《Higher Education》2006,51(1):71-104
An important purpose of higher social work education is to guide students to acquire and develop social-communicative competencies.
The purpose of this study was to investigate the role students’ personality characteristics, self-perceived communicative
competence and learning conceptions play in the acquisition and development of social-communicative competencies. We designed
and tested a hypothetical model on the student-related variables – self-perceived communicative competence, learning conceptions
and reported learning activities regarding communication – in relation to performance scores. We were interested in developmental
trends in the above mentioned variables. We also wanted to gain insight into the relationships among the variables. The study
was set up according to a longitudinal, within-subjects design in order to study intra-individual changes. One-hundred and
twenty-three first-year social-work students participated in this study. Many changes were found in students characteristics,
reported deployed learning activities and study results during their first academic year. Except for confidence in “showing
sympathy”, which was already relatively high at the beginning of the study, all scores on aspects of students’ self-perceived
social-communicative competence increased. Assessment scores on comparable communication tests also increased significantly.
Extraversion and emotional stability were the only two personality characteristics, which seemed rather stable. Agreeableness
decreased while autonomy increased continuously during the first academic year. It seemed to be possible to set up a model, which may
serve as a starting point for further research into the development of social-communicative competence. 相似文献
75.
Olson RK 《Annals of dyslexia》2006,56(2):205-238
This article presents an overview of some methods and results from our continuing studies of genetic and environmental influences
on dyslexia, and on individual differences across the normal range that have been conducted over the past 25 years in the
Colorado Learning Disabilities Research Center (CLDRC) and in related projects. CLDRC investigators compare the similarities
of identical twin pairs who share all their genes and fraternal twins who share half their segregating genes to assess the
balance of genetic, shared family environment, and nonshared environment influences on dyslexia and on individual differences
across the normal range. We have learned that among the children we have studied in Colorado, group deficits in reading (dyslexia)
and individual differences in reading across the normal range are primarily due to genetic influences, and these genetic influences
are often shared with some of the same genetic influences on deficits and individual differences in language and ADHD. We
have also learned from our molecular-genetic linkage studies that there are regions on several chromosomes likely to contain
genes that influence dyslexia. Several specific genes within these regions have been tentatively identified through molecular-genetic
association analyses, but much more research is needed to understand the pathways among specific genes, regions of noncoding
DNA that regulate the activity of those genes, the brain, and dyslexia. I conclude with a discussion of our research on individual
differences in early reading development, on the role of early learning constraints in dyslexia, and on how genetic influences
are expressed through their interaction and correlation with the environment. 相似文献
76.
This study utilized data from the Avon Longitudinal Study of Parents and Children (N = 14,860) to examine whether early-life family income (age 0–5) predicted long-term academic achievement (age 16–18) and to investigate the role of executive function (EF) assessed multiple times across age 7–11 in explaining this association. Task-based EF was a significant mediator between early-life family income and later academic achievement in every model. This mediating pathway persisted when adjusting for a comprehensive panel of covariates including verbal IQ, sex, family income at ages 8 and 18, and early-life temperament. Additionally, teacher-rated and parent-rated EF mediated in some models. Overall, these findings suggest that childhood EF may play an important role in perpetuating income-based educational disparities. 相似文献
77.
Research in Higher Education - State financial aid grant programs are commonly categorized as either need-based, merit-based, or both, but their initial eligibility requirements include many more... 相似文献
78.
Infancy (0–3 years) represents a unique time for language learning. Previous research shows that infants' second language (L2) learning advances rapidly in early education centers, through a research‐based method and curriculum delivered by native‐speaking language tutors. Here we test the potential of this method for broad application, through an interactive online tool, SparkLing?, which trains and certifies language tutors to implement the program in infant education centers. Intervention infants (n = 168) from families of predominantly low socioeconomic status (SES) backgrounds in Madrid, Spain, experienced 18 or 36 weeks of L2 (English) exposure, through daily, 45‐min, group sessions led by SparkLing?‐trained tutors and were compared to a matched Current Practice Comparison (CPC) group of peers (n = 72). Intervention children outperformed the CPC group and showed rapid gains in English comprehension and production. SES was not a significant factor in learning. Infants' L2 skills advance quickly using this research‐to‐practice, scalable program for play‐based infant L2 instruction. 相似文献
79.
The study examined whether schools for the deaf were providing services to assist parents in communicating with their children about sexuality (including sexual signs) and whether parents were involved in the sexuality education curriculum within their child's school. The Sexuality Curriculum Questionnaire for Educators of Students Who Are Deaf (Getch & Gabriel, 1998) was completed by 71 educators teaching sexuality curricula in schools for the deaf across the United States. Results indicated that parents were more likely to be involved in approval and development of their children's sexuality education than to receive assistance with sexuality education from the schools. Although the level of parental participation in curriculum development and approval is encouraging, the number of parents actually participating in curriculum development and approval remains low. 相似文献
80.
Video has assumed an increasingly prominent role in teacher education, particularly in the form of the viewing of videotaped
class lessons by preservice teachers. Yet there is little research that confirms whether preservice teachers attend to the
aspects of the video(s) that teacher educators anticipate or desire. This article explores this issue and reports on the impact
of video viewing as a means to improve teachers’ ability to be observers of classroom practice. We utilized a pre- and post-test
design to measure the quantity and type of classroom events that preservice mathematics teachers noticed before and after
a teaching methods course where improving observation skills was an explicit goal. The results of the pre-assessment suggest
that preservice teachers generally do not enter teaching methods courses with well-developed observation skills. The post-assessment
indicates that the course led to significant increases in preservice teachers’ observation skills, particularly in teachers’
ability to notice features of the classroom environment, mathematical content of a lesson, and teacher and student communication
during a lesson.
相似文献
Jon R. StarEmail: |