Auditory perceptual processing in reading disabled children

One hundred and three children attending Learning Assistance Centres due to reading difficulties and one hundred and three matched, average readers were administered a battery of auditory perceptual processing tasks. The battery was composed of auditory analysis and synthesis, auditory sequential memory, auditory discrimination, and phonemic segmentation tasks. A principal components analysis yielded four factors. These were determined to be advanced phonological awareness, sequential memory, discrimination, and simple phonological awareness. Discriminant analyses, using the factor scores, indicated that three of the four factors were able to discriminate between the able and disabled readers. Most notable among these was advanced phonological awareness. Auditory discrimination could not discriminate between the groups. The results suggest that there may not be one underlying phonological ability implicated in successful reading acquisition. Furthermore, it is clear that two levels of phonological awareness exist and that screening and diagnostic instruments should address both in order to have predictive validity.     

Planning Inclusion: The Need to Formalize Parental Participation in Individual Education Plans (and Meetings)

Abstract

Inclusive education is promoted as an educational setting that brings together students with disabilities alongside non-disabled peers. As the rise in inclusive education continues, many recognize the Salamanca Statement of 1994 as an influencer. This paper discusses how the vision of inclusion grounded in “the need to work towards ‘schools for all’” remains unfulfilled through a lack of intersectionality. Centering the experiences of Spanish-speaking mothers of emergent bilinguals labeled as disabled, this paper presents how educators limit parents’ abilities to engage as equal stakeholders. Therefore, this paper explores the tensions culturally and linguistically diverse mothers encounter during Individual Education Plan (IEP) meetings and the possibilities that can come from reimagining IEPs and IEP meetings in ways that allow stakeholders to actively tend to the intersectional vision of inclusive education that Salamanca put forth and that emergent bilinguals labeled as disabled desperately need.     

Sustainable development as a driver for educational innovation in engineering school: the case of UniLaSalle

ABSTRACT

The potential relationships between innovation and sustainability processes, in engineering education, is neither obvious nor simple, especially when innovation, generally speaking, is promoted regardless of sustainability. We used UniLaSalle (In January 2016, the ‘Institut Polytechnique LaSalle Beauvais’, a French engineering school, merged with another higher education engineering school (ESITPA, Rouen). Both campuses (Beauvais and Rouen) have a common name: UniLaSalle (www.unilasalle.fr). As the interview began during 2015, this article only describes the situation of the Beauvais campus.) as a ‘living Lab’ to identify and analyse the reasons for the integration of innovation and Sustainable Development (SD) in training programmes. The aim is to explore, in a perception and reflective approach, how SD can be understood as a driver for specific innovation attitudes in higher education engineering school. This paper adopts an empirical approach based on a qualitative study, using NVivo 9 software to analyse non-numerical data. Our research suggests that SD can be a structural driver for innovation if it is integrated in a transdisciplinarity approach and not just as a discipline per se.     

School students’ confidence when answering diagnostic questions online

Educational Studies in Mathematics - In this paper, we analyse a large, opportunistic dataset of responses (N = 219,826) to online, diagnostic multiple-choice mathematics questions, provided by...     

The Role of Orthographic and Semantic Learning in Word Reading and Reading Comprehension

We tested the theoretically driven hypotheses that children’s orthographic and semantic learning are associated with their word reading and reading comprehension skills, even when orthographic and semantic knowledge are taken into account. A sample of 139 English-speaking Grade 3 children completed a learning task in which they read stories about new inventions. Then they were tested on their learning of the spelling and meaning of the inventions (i.e., orthographic and semantic learning, respectively). Word reading and reading comprehension were assessed with standardised tasks, and orthographic and semantic knowledge were assessed with choice tasks targeting the spelling and meaning of existing words. The results of our structural equation modeling indicated that orthographic learning predicted word reading directly and reading comprehension indirectly via word reading. We also found that semantic learning predicted reading comprehension directly. These findings support integration of the self-teaching hypothesis and the lexical quality hypothesis.     

Identifying Changes in a Student’s Mental Models and Stimulating Intrinsic Motivation for Learning During a Dialogue Regulated by the Teachback Technique: a Case Study

Research in Science Education - The aim of this paper is to show how an innovative technique can be used to introduce a method for uncovering intrinsic mechanisms that motivate changes in...     

Numeration a l'ecole elementaire

This paper presents results of research concerning the construction of the concept of natural integers by children. By testing the same children, whose school history was known with accuracy, at one year in tervals, we have sought to determine:

— How their competence in counting and numeration evolved during this period.

— What the mechanisms of this evolution were.

— What role school learning played.

     

Creating a space where teachers can locate their voices and develop their pedagogical awareness

The claim is made here that we need to prepare teachers who can locate their voices in teaching situations, recognize their relationship with other voices in those situations, and reflect on their pedagogical intentions. In a teacher education course, stories written about practicum experiences offered students an opportunity to reflect on the location of their voice in classroom situations and to discuss with peers different classroom situations and possibilities for teaching and learning. This study examines more closely the reflections of two of the students with seemingly distinct orientations to learning to teach. Their practicum stories and reflective essays were analyzed for positioning of voice as described by Belenky et al. (1986). The two students located their voices in distinct ways, and also expressed growing awareness of classroom dynamics and the value of peer dialogue in broadening and deepening their understandings of teaching and learning.     

Quality assessment in diverse disciplinary settings

Basic work in universities is carried out in departments representing diverse disciplinary communities. While tasks, goals, perspectives, and social values may vary considerably between different disciplines, it is difficult to find research texts dealing with the question whether, and how, such differences should be taken into account in quality management. The paper is based on a recent study on quality management in diverse disciplinary settings, in which thirty-three interviews have been carried out in Finland and in the UK, and on the author's previous studies on the disciplines under study. The paper provides some preliminary interpretations of the effects of basic disciplinary features on the suitability of approaches of quality assessment in four diverse disciplines (physics, biology, sociology and history).