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111.
112.
Bruce Curtis 《Globalisation, Societies & Education》2016,14(1):87-109
This article explores ways the Performance-based Research Fund (PBRF) produces gendered results and expresses a cultural cringe. It is argued that the research evaluation is fixated with being ‘world-class’ at the expense of academic practice that focuses on New Zealand. In this context, disadvantage faced by female academics under the PBRF can be re-imagined as an exemplar of a broader experience faced by all New Zealand-trained and focused academics. At the same time, the PBRF has produced some embarrassing results for neoliberal policy-makers and somewhat empowers academics as arbiters of excellence by reifying elements of peer review. 相似文献
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114.
Bruce F. Pennington 《Annals of dyslexia》1989,39(1):81-93
This paper reviews what is currently known about the genetics of dyslexia and shows how genetic studies can help clarify which
symptoms are primary and which are secondary in dyslexia. On the genetic side, current evidence supports the view that dyslexia
is familial, substantially heritable, and heterogeneous in its genetic mechanisms. At least some forms of familial dyslexia
appear to be autosomal dominant, with linkage studies supporting both a major locus on chromosome 15 and genetic heterogeneity.
On the symptom side, current evidence supports the view that the primary symptom in dyslexia is a deficit in the phonological
coding of written language. This primary symptom likewise appears to be heritable. Recent evidence suggests that the heritable
precursor to this written language deficit is a spoken language deficit in the skill of phoneme segmentation and awareness. 相似文献
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116.
Meares‐Irlen Syndrome (MIS) is characterised by symptoms of visual stress and visual perceptual distortions that are alleviated by using individually prescribed coloured filters. Coloured overlays (sheets of transparent plastic that are placed upon the page) are used to screen for the condition. MIS is diagnosed on the basis of either the sustained voluntary use of an overlay or an immediate improvement (typically of more than 5%) on the Wilkins Rate of Reading Test (WRRT). Various studies are reviewed suggesting a prevalence of 20–34% using these criteria. Stricter criteria give a lower prevalence: for example, 5% of the population read more than 25% faster with an overlay. It has been alleged that MIS is more common in dyslexia, but this has not been systematically investigated. We compared a group of 32 dyslexic with 32 control children aged 7–12 years, matched for age, gender and socio‐economic background. Participants were tested with Intuitive Overlays, and those demonstrating a preference had their rate of reading tested using the WRRT with and without their preferred overlay. Both groups read faster with the overlay, and more so in the dyslexic group. ANOVA revealed no significant effect of group, but a significant improvement in WRRT with overlay (p=0.009) and a significant interaction between group and overlay (p=0.031). We found a similar prevalence of MIS in the general population to that in previous studies and a prevalence in the dyslexic group that was a little higher (odds ratio for >5% criterion: 2.6, 95% confidence limit 0.9–7.3). The difference in prevalence in the two groups did not reach statistical significance. We conclude that MIS is prevalent in the general population and possibly a little more common in dyslexia. Children with dyslexia seem to benefit more from coloured overlays than non‐dyslexic children. MIS and dyslexia are separate entities and are detected and treated in different ways. If a child has both problems then they are likely to be markedly disadvantaged and they should receive prompt treatments appropriate to the two conditions. It is recommended that education professionals as well as eye‐care professionals are alert to the symptoms of MIS and that children are screened for this condition, as well as for other visual anomalies. 相似文献
117.
Two groups of dogs were compared on the ability of an aversive Pavlovian CS to evoke a negatively reinforced instrumental response. For one group, the instrumental training was avoidance; for the other, escape. When presented alone, the CS evoked the instrumental response only from the avoidance group. Failure of the CS to evoke the response from the escape group poses difficulties for theories which characterize the initiation of avoidance responses as “escapes” from CS. 相似文献
118.
Susan M. Bruce 《International Journal of Disability, Development & Education》2005,52(3):233-251
Most children who are congenitally deafblind are severely delayed in their communication development and many will not achieve symbolic understanding and expression. This article discusses developmental markers cited in the research literature as predictive of or facilitative of the development of symbolism. These markers include the growth toward more abstract representations, the rate of intentional communication, joint attention to objects and others, achievement of abstract play, consonantal and interactive vocalisations, distal gesture, varied early vocabulary and categories, use of varied cues for recall, object permanence, 1:1 correspondence, cause–effect, discrimination skills, and imitation. The impact of congenital deafblindness on the achievement of these milestones is presented, along with compensatory strategies to support the child’s development. 相似文献
119.
Academic deans annually negotiate for a fair share of university resources. Without quantitative accreditation standards to serve as minimum guidelines, the competition is more difficult. Peer institution comparison, derived from the analysis of quantitative data on resource and productivity variables, assists by providing less biased justification for budget requests. In this study, data from a national study of doctoral-granting teacher education programs was used for a factor analysis of key resource and productivity variables. Seven alternative cluster analysis methods were used and compared. Three follow-up procedures (analysis of variance, discriminant analysis, and classification analysis) tested the cluster analysis results to verify the differences between clusters and their internal homogeneity on three different cluster solutions. The classification analysis showed that 88.2% of the 76 programs were correctly classified on the five-cluster solution produced using Ward's minimum variance method. The practical use of such data suggests that Cattell's pattern of profile similarly is a useful beginning to compare programs on factor scores; following that, raw data on each key variable might be used to prepare individual program profiles for more specific comparison. 相似文献
120.
Since the late 1980s, college counselors have reported seeing increasing numbers of students who present with severe forms of emotional and psychological disturbance. However, little direct evidence has yet to demonstrate any trend in the level of severity of presenting problems. In this article, the authors explore methodological challenges for researchers who attempt to examine the question of increasing severity of client problems. Implications for college counseling centers are discussed. 相似文献