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71.
72.
Filomena Inácio Luís Faísca Christian Forkstam Susana Araújo Inês Bramão Alexandra Reis Karl Magnus Petersson 《Annals of dyslexia》2018,68(1):1-14
This study investigates the implicit sequence learning abilities of dyslexic children using an artificial grammar learning task with an extended exposure period. Twenty children with developmental dyslexia participated in the study and were matched with two control groups—one matched for age and other for reading skills. During 3 days, all participants performed an acquisition task, where they were exposed to colored geometrical forms sequences with an underlying grammatical structure. On the last day, after the acquisition task, participants were tested in a grammaticality classification task. Implicit sequence learning was present in dyslexic children, as well as in both control groups, and no differences between groups were observed. These results suggest that implicit learning deficits per se cannot explain the characteristic reading difficulties of the dyslexics. 相似文献
73.
Alexandra Valencia-Peris José Devís-Devís Carmen Peiró-Velert 《Cultura y Educación》2016,28(2):301-327
This study provides a first-time analysis of the differences in the time dedicated each day to different sedentary activities (SA) (productive, technology-based recreation and social activities) and their relation with the academic performance of Spanish adolescents according to sex, school year and socioeconomic status (SES). The sample was made up of 681 participants (50.2% girls), between 12 and 18 years old, who completed self-reported questionnaires. The likelihood of obtaining lower levels of academic success increase in adolescents who spend two or more hours on social SAs and have a lower SES. With boys, this increases further if they spend four or more hours on SAs involving technology-based recreation and two or less hours on productive SAs. In conclusion, adolescents spend a high number of hours carrying out sedentary activities after school. This is something that needs controlling since it may have a detrimental effect on their academic success, especially among adolescent boys. 相似文献
74.
Alexandra Sewell 《Educational Psychology in Practice》2016,32(1):1-12
There has been brief but important discussion regarding the concepts of “oppression” and “anti-oppression” in the educational psychology professional practice literature. This article aims to both further and focus this discussion. In particular, the concept of “epistemological oppression” is introduced and the significance it has for the meaning-making and knowledge construction activities of educational psychology practice is explored. A conceptual application of two predominant theories of epistemological oppression, Standpoint Theory and the Three Levels of Epistemological Oppression theory, is made with regard to the psychological assessment of special educational needs (SEN). It is posited that as psychological assessment of SEN is fundamentally an epistemological endeavour these two theories provide a crucial framework through which educational psychologist (EPs) may base reflective practice in order to realise and ameliorate potential oppression. It is concluded that EPs have a responsibility to orient themselves toward the potential for epistemological oppression in their work and help towards its amelioration. 相似文献
75.
Karla Correia Alexandra Marques-Pinto 《Educational research; a review for teachers and all concerned with progress in education》2016,58(3):247-264
Background: Transition to school is a highly demanding phase at an intellectual, social and emotional level and is, therefore, an opportunity for growth and development. Despite the greater emphasis given to school transition in Portugal over recent years, namely by means of new educational policies, studies on the adaptation processes involved in the transition to primary school are still scarce.Purpose: The present qualitative study sets out to contribute to the knowledge on the adaptation process of children to school transition (around age 6) in Portugal, by comparing preschool teachers’, primary school teachers’, and parents’ perceptions about success indicators and relevant factors in the transition to school.Design and method: In order to collect data, 14 focus group interviews with different participants were conducted, three with preschool teachers (N = 18), three with primary school teachers (N = 13), four with parents conducted before the child’s transition to primary school (N = 14) and four with parents conducted after the child’s transition to primary school (N = 20).Results: While the preschool and primary school teachers stressed factors of a family nature, such as parental involvement and parental support of children, the parents referred more frequently to the overall running of the school and the characteristics and methodology of the teacher as being relevant to the adaptation process in the first year of primary education.Conclusions: The findings suggest different factors associated with adaptation to school and also offer clues for designing strategies to facilitate such adaptation. New strategies are needed to facilitate the construction of a robust educational family–school partnership. 相似文献
76.
Differential Treatment of Siblings: Interview and Diary Analyses Comparing Two Family Contexts 总被引:4,自引:0,他引:4
We assessed parental differential treatment of siblings (maternal time, affection, discipline) in normal and high-risk families. Differential treatment was measured using home interviews, nightly phone ratings, and daily diaries tracking how mothers spent their time. Subjects were 40 mothers of toddlers (average age 2 years) and preschoolers (average age 4 1/2 years): half were caring for a younger child with a chronic illness (i.e., cystic fibrosis), and half were caring for two healthy children. Little evidence of parental differential treatment was found in the home or phone interview data. However, on the diary variables, both quantitative and qualitative differences in parental treatment were found in cystic fibrosis (CF) versus comparison families. Specifically, mothers spent more individual time with younger, chronically ill children in play and mealtime activities than with their older, healthy siblings. Further, mothers in the CF group rated time spent with older children as significantly more negative than time spent with younger children. Convergence between measures of differential treatment and advantages of using a high-risk comparison approach are discussed. 相似文献
77.
Thomas Tretter Manuela Paechter Dennis Kubasko Alexandra Bokinsky Thomas Andre Atsuko Negishi 《科学教学研究杂志》2007,44(6):787-799
This study examined middle and high school students' perceptions of a weeklong science experience with nanotechnology and atomic force microscopy. Through an examination of student self assessments and their writing, the study allowed us to examine some of the issues that may contribute to discrepancies that are seen between European‐American and African‐American students in science. The results of the study showed that after instruction, African‐American students were significantly more likely to agree with the statement that “science involves mostly memorizing things and getting the right answer,” than European‐American students. In addition, European‐American students were significantly more likely to write their newspaper stories from a first person perspective than their African‐American peers. The results are discussed in light of the assessment task, students' interpretations of formal writing, cultural differences in the use of language in writing, and possible cultural differences in students' perceptions of the science experience. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 787–799, 2007 相似文献
78.
79.
Emma Ashworth Neil Humphrey Alexandra Hennessey 《Journal of research on educational effectiveness》2020,13(2):298-321
AbstractThis study aimed to examine the impact of a universal, school-based intervention, the Good Behavior Game (GBG), on children’s behavior, and to explore any subgroup moderator effects among children at varying levels of cumulative risk (CR) exposure. A 2-year cluster-randomized controlled trial was conducted comprising 77 primary schools in England. Teachers in intervention schools delivered the GBG, whereas their counterparts in control schools continued their usual provision. Behavior (specifically disruptive behavior, concentration problems, and pro-social behavior) was assessed via the checklist version of the Teacher Observation of Classroom Adaptation. A CR index was calculated by summing the number of risk factors to which each child was exposed. Multilevel models indicated that no main or subgroup effects were evident. These findings were largely insensitive to the modeling of CR although a small intervention effect on disruptive behavior was found when the curvilinear trend was used. Further sensitivity analyses revealed no apparent influence of the level of program differentiation. In sum, our findings indicate that the GBG does not improve behavior when implemented in this sample of English schools. 相似文献
80.
Previous research highlights that personal factors are more important than contextual factors in explaining teachers’ behaviours in relation to learning participation. The present study explores the relationship between two personal factors (dispositional resistance to change and teachers’ attitude towards continuing education) and the moderating role of conscientiousness on this relationship. The data have been gathered from 142 teachers from the field of special and public education, using three questionnaires: Revised Adult Attitudes Towards Continuing Education Scale, Resistance to Change Scale and IPIP-50. The main results show that, firstly, conscientiousness has a moderating role on the relationship between dispositional resistance to change and enjoyment of learning, and secondly, teachers in special education consider their continuing education as being more important than teachers in the regular system. Knowing this, we can predict and increase teachers’ participation in continuing education and can improve training design. 相似文献