Social‐Information‐Processing Skills of Kindergarten Children with Developmental Learning Disabilities

The study examined the social‐information‐processing skills of kindergarten children with developmental learning disabilities (LD) utilizing Crick and Dodge's (1994) model of children's social adjustment as a theoretical framework. Participants consisted of 20 kindergarten children with developmental LD who attended three integrated kindergartens and 20 children without developmental LD from the same kindergartens. Participants were assessed on social‐information‐processing skills, feelings of loneliness, sense of coherence, and teachers' ratings of behavioral problems and positive resources. The results indicated that girls with developmental LD performed significantly lower on two information‐processing steps—the response decision and the enactment steps—than did girls without LD. Such differences were not found for boys. The results also showed that the social‐information‐processing skills of children with developmental LD were correlated with teachers' ratings.     

Search for Symbol Sense Behavior: Students in Upper Secondary Education Solving Algebraic Physics Problems

Research in Science Education - Students in upper secondary education encounter difficulties in applying mathematics in physics. To improve our understanding of these difficulties, we examined...     

基于艺术素质教育的美术教学方法的改革研讨

依据美术教学的内在规律,分析了学校美术基础教学的三个层面,提出了在美术教学中,必须不断改革教学方法,更新教学手段,使美术教学再上新水平,从而推进素质教育的全面实施。     

浅析影响沥青路面平整度的因素

分析了影响沥青路面平整度的各种因素，并针对存在的各种因素在施工中应注意的问题提出了相应的建议。     

Reciprocal Nominations,Reciprocal Rejections and Loneliness among Students with Learning Disorders

The study examined the relations between reciprocal nominations, reciprocal rejections and loneliness among children with learning disorders. The sample consisted of 238 Israeli students: 110 students with learning disorders (LD) and 128 students with no LD (NLD) drawn from 2nd to 6th Grades (ages: M = 9.83 years, SD = 1.35). Participants were assessed on: loneliness, sense of coherence, friendship quality, reciprocal friendship and reciprocal rejection nominations. Hierarchical multiple regression analysis revealed that loneliness experience was significantly predicted by sense of coherence, peer reciprocal rejection and conception of friendship qualities. Students with LD who had at least one reciprocal rejection with a classmate felt more lonely and less coherent than did their NLD peers. Within the LD group, those children who had at least one reciprocal rejection with a classmate felt more lonely and less coherent than did LD children who had no reciprocal rejection. Such significant within‐group differences were not found in the NLD group. The discussion emphasises the importance of the examination of intra‐ and interpersonal variables in the understanding the loneliness experience among LD children, with special focus on the role of reciprocal negative nominations.     

Pre-service teachers’ perceptions of social media data privacy policies

Matters of data privacy related to social media are increasingly relevant for educators as happenings such as the 2018 Cambridge Analytica scandal have attracted public attention. Many educators use social media for professional purposes, including with their students and should, therefore, be knowledgeable regarding data privacy issues that impact education. This research explores this issue from an interpretive paradigm based on a mixed-methods approach derived from survey data from an international sample of 148 pre-service teachers who were studying education courses at three universities. Data suggest that pre-service teachers see both educational and distracting potential in social media, but lack knowledge regarding relevant policies and regulations, which reflects trends in the broader population. Attitudes toward educational social media use were not correlated with awareness of data privacy policies. However, comfort with companies’ use of personal and student data and faith in governments’ capacity to regulate social media companies were correlated. We discuss our findings in relation to the use of social media and related data privacy considerations and the need for data literacy training in teacher education programs. We include recommendations in light of the findings.     

Teachers’ beliefs about improving transfer of algebraic skills from mathematics into physics in senior pre-university education

ABSTRACT

Students in senior pre-university education encounter difficulties in the application of mathematics into physics. This paper presents the outcome of an explorative qualitative study of teachers’ beliefs about improving the transfer of algebraic skills from mathematics into physics. We interviewed 10 mathematics and 10 physics teachers using a semi-structured questionnaire that was based on an algebraic transfer problem. Almost all teachers acknowledged this transfer problem and considered it to be important. We found a continuum of teachers’ beliefs about aspects influencing transfer, including beliefs on improving this transfer. Together with identified improvement aspects about coherent mathematics education, these may help reduce physics teachers’ frustrations who spend extra time on re-teaching mathematics. Teachers think that transfer does not happen, because students see both subjects as separate disciplines. Contrary to most physics teachers, most mathematics teachers do not feel the need to collaborate with physics teachers. We found two extreme, opposite beliefs about the transfer of algebraic skills into physics. An intermediate group believes that only an integrated approach can solve the transfer problem. Some of the teachers’ beliefs could be organised into a beliefs system. Further research could investigate to which extent such beliefs systems exist and which beliefs these contain.     

Antioxidant response and oxidative damage induced by a swimming session: influence of gender

In this study, we examined oxidative stress after a swimming session, the responses of the antioxidant defences, and the influence of gender on these responses. Fifteen boys and eight girls participated voluntarily in the study. Plasma concentrations of 17-beta-estradiol, vitamin E, retinol, carotenes, ascorbate, malondialdehyde, and the carbonyl index were determined. Creatine kinase, gamma glutamyl transpeptidase, and lactate dehydrogenase activities, as well as glucose, urea, urate, cholesterol, and triglycerides, were determined in serum. Plasma concentrations of 17-beta-estradiol were higher in girls than in boys. Exercise increased plasma ascorbate both in boys and in girls. Malondialdehyde increased in boys but was maintained in girls after exercise. Creatine kinase values corrected for lean body mass were similar in boys and girls at baseline, but the post-exercise values in boys were higher than in girls. A positive correlation was observed in boys, but not in girls, between plasma malondialdehyde and creatine kinase corrected concentrations. Furthermore, a negative correlation was observed between the increase in circulating neutrophils and in creatine kinase activity in girls but not in boys. In conclusion, a swimming session induced higher muscular and oxidative damage in boys than in girls.     

试论知识迁移的广义相似说与体育教学

综合各家迁移理论,应用广义相似原理在教材的选编、教法的选择和练习的设计等方面实现"为迁移而教"的 目的。展望未来,广义相似说在体育教学中的应用具有积极的意义。本文就广义相似说在教材的选编、教法的选择和练 习的设计中的应用作一尝试研究。     

Teachers’ beliefs systems about improving transfer of algebraic skills from mathematics into physics in senior pre-university education

Senior pre-university education (SPE) students experience difficulties applying mathematics to physics. This paper reports the outcome of an online explorative quantitative study of teachers' belief systems about improving transfer of algebraic skills from mathematics into physics, conducted among 503 mathematics and physics teachers working in SPE. We used a questionnaire with 16 beliefs about improving transfer, and asked teachers to select a top 5 and distribute 50 points among them. We used agglomerative hierarchical clustering to cluster qualified SPE teachers with more than 10 years of teaching experience. We found 3 large clusters, each containing naïve and desirable beliefs about transfer. These clusters turned out to be rather coherent sets of beliefs. Hence, these clusters can be interpreted as belief systems, to a certain extent justifying Ernest's [(1991). The philosophy of mathematics education. London: Falmer.] idea to cluster teachers based on their belief systems. We found relations between our groups and those of Ernest. Since naïve beliefs turn out to be weak in each cluster, science teacher educators can help science teachers to change their harmful naïve beliefs, into desirable transfer enhancing beliefs. Furthermore, we discuss some implications of our results for science teacher educators, curricula, teachers and textbooks.