Bannatyne's “genetic dyslexic” subtype: A validation study

Bannatyne's “genetic dyslexic” subtype of reading disability was evaluated using WISC-R data obtained from 140 disabled readers and their matched controls (total N = 280). Although a familial pattern of reading problems was present among the relatives of the disabled readers, it was not unique to the “genetic dyslexic” subtype. However, the predicted Spatial > Conceptual > Sequential pattern of means was found to be reliable and specific to the reading disabled sample.     

COGNITIVE COMPONENTS OF DEVELOPMENTAL WRITING SKILL

A significant number of studies have examined the cognitive components of basic academic skills, which has led to major changes in both teaching and early identification assessment practices. However, the majority of previous research has focused solely on reading. This study examines the cognitive components of academic writing skills across early grade levels (1–4) while controlling for basic word identification skills. Results from this study suggest writing skill requires several cognitive skills of differing emphasis depending on the level of writing skill. Perceptual and rapid perceptual processing skills are important during the early acquisition of writing skills followed by a transition to language and language retrieval skills and later still to working memory skills. Applications for education and cognitive assessment are discussed.     

Das soziale Rekrutierungsfeld der Lehrer

Fragen der sozialen Selektivit?t im Schulsystem werden gegenw?rtig sehr einseitig, bezogen auf die soziale Herkunft der Lernenden, diskutiert. Die soziale Rekrutierung der Lehrkr?fte und ihre Auswirkungen auf den Umgang mit Schülerinnen und Schülern waren dagegen in jüngster Zeit kaum Gegenstand in der Bildungsforschung. Auf der Basis der ALLBUS-Kumulation 1980–2002 liefert der Beitrag empirisch fundierte Erkenntnisse darüber, wie die Zugangschancen zu akademischen Berufspositionen in Abh?ngigkeit von der sozialen Herkunft variieren. Für den Lehrernachwuchs wird ein soziales Herkunftsprofil nachgewiesen, welches die Lehrerprofession im Gegensatz zu anderen Akademikern st?rker als Beruf des sozialen Aufstiegs kennzeichnet. Die Befunde werfen die Frage auf, ob die sozialen Mobilit?tschancen der Lehramtskarriere die schichtspezifische Selektivit?t im deutschen Schulsystem nicht sogar im Sinne eines kumulativen Effektes verst?rken.     

The advising system: An alternative model related to the evaluation of self-directed learning

The proposed advising model focuses on creative learning. To operationalize such a model, there must be not only structural but behavioral changes in the existing system. This requires that professional educators have special concern for the quality of relationships between faculty and students. In a program which focuses on creative learning, most students need assistance in developing the understanding and skill necessary for creative learning. An alternative advising model is proposed, therefore, which enhances the behavioral requirements. The alternative model views the advising function as a teaching-consulting function with a priority goal of helping the student learn the art of self-evaluation as a prerequisite to life-long learning.     

Communities,networks and ICT professional development across schools in close physical proximity

ABSTRACT

Many studies have focused on professional development within schools, while this article focuses on ICT (information and communications technology) professional development across schools. The aim of this article is to explore how the encouragement of communities and networks might contribute to ICT professional development across schools in close physical proximity. The study is based on a two-year action research project and interviews with the participants of a lead teacher community across five schools. Although the lead teachers and school leaders played a central role, ICT professional development was dependent on a complex interplay of different types of communities and networks, both within, across and outside the schools. This study illustrates how ICT professional development occurred in both expected and unexpected ways and emphasises the need for professional development to take account of the complex needs of teachers, rather than being a ‘one size fits all’.     

Associative properties of a conditioned inhibitor as a function of age in kittens

The efficacy of conditioned inhibition in a novel conditioned stimulus/conditioned inhibitor (CS/CI) compound was tested in 6-, 10-, and 14-week-old kittens. The conditioned response was suppression of respiration elicited by a 5.1-sec CS paired with a brief, mild footshock. During original inhibitory training, a CI was presented 2 sec after the onset of the CS, and the stimuli coterminated 3 sec later without the shock. As previously reported, the CI trained in this paradigm is more potent in older kittens but passes a summation test in all age groups (Dess & Soltysik, 1989). In the transfer test, the order of the CS and CI was reversed, so that the CI preceded the CS with no stimulus overlap. Transfer of inhibition to this new compound was virtually absent in the 6-week-old kittens and nearly perfect in the 14-week-old kittens. The CI alone (before CS onset) elicited a strong fear response in the youngest kittens, moderate fear in the 10-week-old group, and very little fear in the oldest group. The transferability of inhibitory training to a different temporal configuration of the CS and CI is absent at 6 weeks of age and fully developed 8 weeks later.     

Welche Zusammenhänge bestehen zwischen dem fachspezifischen Professionswissen von Mathematiklehrkräften und ihrer Ausbildung sowie beruflichen Fortbildung?

Zusammenfassung Der vorliegende Beitrag besch?ftigt sich aus der Perspektive von Theorien zum Kompetenzerwerb mit dem Zusammenhang zwischen dem fachspezifischen Professionswissen von Mathematiklehrkr?ften und ihrer Ausbildung und beruflichen Fortbildung. Dabei wurden institutionelle Unterschiede der Lehramtsausbildung wie auch individuelle Unterschiede im Studienerfolg, der Berufserfahrung und der besuchten beruflichen Fortbildungen untersucht. Die Analysen basieren auf Daten von 195 Mathematiklehrkr?ften, die an der COACTIV-Studie teilnahmen. Unsere Ergebnisse zeigen, dass sich Lehrkr?fte unterschiedlicher Lehr?mter deutlich in ihrem professionellen Wissen unterscheiden und dass insbesondere der Erfolg im Studium mit besseren Leistungen im Fachwissen und im fachdidaktischen Wissen zusammen hing. Wir diskutieren Implikationen unserer Ergebnisse vor dem Hintergrund der Lehramtsausbildung und beruflicher Fortbildungen.      

Implicit Gender Stereotypes and Essentialist Beliefs Predict Preservice Teachers’ Tracking Recommendations

This study investigated the extent to which differences in implicit and explicit math–language gender stereotypes, and essentialist beliefs among preservice teachers affect tracking recommendations for math/science- versus language-oriented secondary schools. Consistent with expectations, the results suggest that student's gender influences preservice teachers’ school career recommendations: Boys are more likely to be recommended for a math/science-oriented secondary school, whereas girls are more likely recommended for a language-oriented school. Both implicit math–language gender stereotypes and beliefs in genetic determinism (reflecting essentialist beliefs) predicted the stereotypicality of school career recommendations, whereas explicit measures did not. The results suggest that more closely investigating factors contributing to stereotypical behavior in teachers might help to minimize biased actions and decisions in the educational context.     

A comparative analysis of cognitive profiles: Monozygotic and dizygotic reading-disabled twins

Previous twin studies have provided evidence for genetic influences on reading disability (RD) or normal reading ability. The existence of subtypes of RD — each with its characteristic cognitive profile — has been suggested. Whether the etiology of the particular subtypes is genetic is uncertain. The present study examined within-pair comparisons of cognitive profiles (with respect to composites of general reading, symbol processing speed and sequential memory) in RD and control twins. Twin profile analysis were applied to these cognitive composites on 120 pairs of RD and control twins. Results showed a greater monozygotic (MZ) than dizygotic (DZ) resemblance in profiles indicating that individual differences in the patterning of cognitive abilities related to reading are genetically influenced.