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Sharon Abecassis Hagit Magen Naomi Weintraub 《Learning disabilities research & practice》2023,38(2):119-128
Higher education students with specific learning disorders (SLD) often experience difficulties in basic learning skills, including typing on computers, which has become the most common writing mode for academic purposes. This may affect their academic performance. We compared the typing performance, product, and technique (screen gaze, finger use) of 35 SLD and 30 typically developing (TD) students using keylogging software. Compared to TD peers, students with SLD typed more slowly and less accurately, and gazed less at the screen, suggesting a less effective typing technique. They typed slower even after controlling for screen gaze, implying that additional factors may account for their lower typing speed such as language processing. Hence, students with SLD may benefit from typing instruction alongside test accommodations during computer-based exams. 相似文献
224.
Naomi Robinson Roza Leikin 《International Journal of Science and Mathematics Education》2012,10(1):139-161
In this paper, we analyze 2 lessons by 1 teacher that took place during a lesson study (LS) cycle for a team of elementary
mathematics teachers. We analyze the data on 2 levels: macro-level analysis, dealing with lesson structure and setting; and
micro-level analysis, zooming in on mathematical tasks and the quality of whole-class discussion. We analyze teacher participation
in LS to identify the main mechanisms leading to changes in teaching observed between the 2 lessons. We argue that collaborative
noticing, collaborative awareness, and brainstorming are the core mechanisms of teacher change in the course of LS. 相似文献
225.
Huang Ying-Syuan Asghar Anila Nichols Naomi E. 《Educational Research for Policy and Practice》2021,20(2):187-205
Educational Research for Policy and Practice - This policy ethnography focuses on a nationwide environmental and sustainability education policy that was developed and enacted in response to United... 相似文献
226.
Malka Margalit Amiram Raviv Naomi Pahn‐Steinmetz 《International Journal of Disability, Development & Education》1988,35(3):179-189
The aim of the study was to investigate the structure of social competence among learning disabled children, as reported by themselves and their teachers, and the cognitive and emotional aspects that mediate its level. The sample consisted of 40 learning disabled children and 37 matched nondisabled children. Within Harter's competence model and Schaefer's spherical model, the learning disabled group demonstrated lower levels of competence and adjustment and a less mature concept of competence than did their peers. The social competence of the learning disabled children was accounted for by emotional and physical aspects of competence, similar to that found in younger and in children with an intellectual disability, whereas the social competence of the nondisabled peers was accounted for by a combination of academic, cognitive and self‐esteem aspects. Teachers rated the social competence of both groups of children as mediated by introversion and general competence. However, teachers added physical competence to the explanation of the learning disabled group's social competence, whereas they added task orientation to the explanation for the nondisabled group. Intervention planning should be geared toward increasing the social competence of LD children, through alerting teachers to their less mature self‐competence concept, with its special emphasis on nonacademic aspects. 相似文献
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