Functioning and participation problems of students with ADHD in higher education: which reasonable accommodations are effective?

Abstract

Students with ADHD struggle in higher education as a result of various functioning and participation problems. However, there are remaining gaps in the literature. First, it remains unclear how often and during which teaching and evaluation methods problems arise. Second, we do not yet know which reasonable accommodations are most effective to deal with the functioning. And third, we do not know which accommodations are most effective to address participation problems of students with ADHD in higher education. This study addresses these three gaps in literature. In total, 86 students with ADHD, 42 student counsellors and 86 students without a disability participated in a survey-based study. The results show that students with ADHD most frequently experience problems with sustaining and focusing attention and it is demonstrated that most problems arise during classical teaching or evaluation methods. Finally, the perception of the effectiveness of reasonable accommodations is strongly dependent on which problems students experience in higher education. These findings suggest that it is important to consider both personal and environmental characteristics when selecting and implementing reasonable accommodations.     

自适应网络题库浅析

本文介绍传统试题库存在的问题，并进一步分析已成为试题库建设发展趋势的自适应网络试题库的特点及实施方法。     

"条""块"结合,构建班级德育评价模式

德育评价是德育工作的难点,通过对学生道德发展水平"块"、教师德育工作水平"块"及班级德育内容要素"条"三个项目的分别细化和综合汇总,得出对一个班级德育工作的比较客观规范的评价,是对德育评价模式进行的有益探索.     

Capitalizing on advances in mathematics and k-12 mathematics education in undergraduate mathematics: An inquiry-oriented approach to differential equations

This paper provides an overview of the Inquiry-Oriented Differential Equations (IO-DE) project and reports on the main results of a study that compared students’ beliefs, skills, and understandings in IO-DE classes to more conventional approaches. The IO-DE project capitalizes on advances within mathematics and mathematics education, including the instructional design theory of Realistic Mathematics Education and the social negotiation of meaning. The main results of the comparison study found no significant difference between project students and comparison students on an assessment of routine skills and a significant difference in favor of project students on an assessment of conceptual understanding. Given these encouraging results, the theoretical underpinnings of the innovative approach may be useful more broadly for undergraduate mathematics education reform.     

微分变换方法求解时间和空间同时带分数阶导数的耦合Burgers方程组

首先介绍了Caputo分数阶导数的定义及广义的二维微分变换方法,然后应用微分变换方法求解时间和空间带分数阶导数的耦合Burgers方程组,最后通过一些实例说明应用微分变换方法求解分数阶耦合Burgers方程组是可靠的和有效的.     

一类高阶线性微分方程解的复振荡

本文研究了高阶线性微分方程f(k)+(Ak-1(z)epk-1(z)+Dk-1(z))f(k-1)+…+(A0(z)ep0(z)D0(z))f=0和f(k)+(Ak-1(z)epk-1(z)+Dk-1(z))f(k-1)+…+(A0(z)ep0(z)+D0(z))f=F(z)解的增长性问题,其中,pj(z)=a jzn+bj,1zn-1+…+bj,n,Aj(z)、Dj(z)和F(z)都是有限级整函数。针对pj(z)中aj(j=0,1,k-1)的幅角主值不全相等的情形,得到了方程解的增长级的精确估计。     

PLC互锁与转移指令的应用研究

分别针对PLC在互锁和转移程序段中有上升沿微分和下降沿微分指令时会出现动作不稳定现象进行研究,设计出相应的优化程序,消除了动作不稳定现象。分析转移程序段在PLC中的执行特征,提出在两段不同时执行的转移程序中可用双线圈,并应用到有两种或以上控制方式的PLC控制系统中,实现系统状态由一种控制方式平滑地过渡到另一种控制方式。     

PLC互锁与转移指令的应用研究

分别针对PLC在互锁和转移程序段中有上升沿微分和下降沿微分指令时会出现动作不稳定现象进行研究,设计出相应的优化程序,消除了动作不稳定现象。分析转移程序段在PLC中的执行特征,提出在两段不同时执行的转移程序中可用双线圈,并应用到有两种或以上控制方式的PLC控制系统中,实现系统状态由一种控制方式平滑地过渡到另一种控制方式。     

Scientific reasoning in elementary school children: Assessment and relations with cognitive abilities

The primary goal of this study was the broad assessment and modeling of scientific reasoning in elementary school age. One hundred fifty-five fourth graders were tested on 20 recently developed paper-and-pencil items tapping four different components of scientific reasoning (understanding the nature of science, understanding theories, designing experiments, and interpreting data). As confirmed by Rasch analyses, the scientific reasoning items formed a reliable scale. Model comparisons differentiated scientific reasoning as a separate construct from measures of intelligence and reading skills and revealed discriminant validity. Furthermore, we explored the relationship between scientific reasoning and the postulated prerequisites inhibitory control, spatial abilities and problem-solving skills. As shown by correlation and regression analyses, beside general cognitive abilities (intelligence, reading skills) problem-solving skills and spatial abilities predicted performance in scientific reasoning items and thus contributed to explaining individual differences in elementary school children's scientific reasoning competencies.