Interpersonal and relational orientation among pre-service educators: differential effects on attitudes toward inclusion of students with disabilities

The purpose of this investigation was to determine the extent to which pre-service educators’ interpersonal characteristics affected their attitudes toward teaching students with disabilities (inclusion), as measured by the FIRO-B and ATIES pre- and post-course. The FIRO-B was administered to assess expressed and wanted aspects of three interpersonal needs: personal inclusion, affection and control. The ATIES was administered to measure attitudes toward classroom inclusion of students with physical, academic, behavioral and social disabilities. Repeated measures ANOVAs revealed a main effect for wanted inclusion and an interaction effect for expressed inclusion and expressed affection on attitudes toward classroom inclusion. Ultimately, these findings reveal how unique relational characteristics may influence preparation initiatives and may encourage consideration of how individual factors may mediate teacher training and preparation.     

Adelard of Bath and Roger Bacon: early English natural philosophers and scientists

The image of Roger Bacon as a 'modern' experimental scientist was propagated as historical truth in 19th century scientific historiography. Twentieth century criticisms attacked this tradition, arguing that Bacon was primarily a medieval philosopher with 'medieval' scientific interests. However, recent scholarship has provided a more careful and critical account of Bacon's science, and identifies his greatest achievement in terms of his successful attempt to assimilate the worlds of Greek and Islamic optics. It can be justly claimed that Roger Bacon was the first Western thinker in the middle ages to have mastered most of the Greek sources and the central Islamic source in optics. He made this scientific domain understandable for a Western Latin-reading audience. Yet, Bacon himself acknowledged Adelard of Bath, whose translations and commentary of Euclid's Elements set the foundations for a science of optics, as the true pioneer.     

Three-Dimensional Display Technologies for Anatomical Education: A Literature Review

Anatomy is a foundational component of biological sciences and medical education and is important for a variety of clinical tasks. To augment current curriculum and improve students’ spatial knowledge of anatomy, many educators, anatomists, and researchers use three-dimensional (3D) visualization technologies. This article reviews 3D display technologies and their associated assessments for anatomical education. In the first segment, the review covers the general function of displays employing 3D techniques. The second segment of the review highlights the use and assessment of 3D technology in anatomical education, focusing on factors such as knowledge gains, student perceptions, and cognitive load. The review found 32 articles on the use of 3D displays in anatomical education and another 38 articles on the assessment of 3D displays. The review shows that the majority (74 %) of studies indicate that the use of 3D is beneficial for many tasks in anatomical education, and that student perceptions are positive toward the technology.     

The prevalence and associations of reading difficulties in a population of South Indian children

A random sample of 1192 children aged 8–12 years living in Calicut District, Kerala, South India, underwent testing with the Malayalam Graded Reading Test as part of an epidemiological study of neuropsychiatric disorders. The prevalence of reading difficulty was 8.2% and it was associated with younger age, male sex, poverty, less‐educated parents, psychiatric disturbance, school failure, poor school attendance, physical ill‐health, poor motor co‐ordination and impaired vocabulary and visuo‐spatial reasoning. The findings support a multifactorial causal model of reading difficulties in this child population.