Teaching Education about Sexuality: a Scottish Regional Case Study     

Sheila Watt  Elizabeth Horn  & Cassie Higgins 《British Journal of Special Education》1997,24(3):115-123

This article examines the efficacy of policy and practice, within one Scottish region, of education about sexuality in secondary schools. The primary focus is on teaching sexuality to pupils with recorded learning difficulties, with a particular emphasis on the concepts of inclusion, normalisation and integration. The authors are Sheila Watt, Lecturer in the School of Education, University of Dundee; Elizabeth Horn, a teacher of pupils with special educational needs; and Cassie Higgins, a research assistant also based in the School of Education at the University of Dundee.  相似文献   

Evaluating the use of prediction: an experimental study with junior high remedial readers in individualized and small group settings     

Christy L. Foley 《Journal of Research in Reading》1992,15(1):28-38

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The Influence of Student Development Level on Improving Counselor Student Empathy     

Christy Lyons  Richard J. Hazier 《Counselor Education & Supervision》2002,42(2):119-130

This cross‐sectional study explored the influence of student development and year‐in‐program on the improvement of affective/trait‐based empathy and cognitive/skill‐based empathy. Two 2 × 2 analyses of variance between 1st‐ and 2nd‐year counseling students revealed mixed findings on the relationship between cognitive development and empathy levels. Results demonstrated clearly, however, that students' affective and cognitive empathy increased from their 1st to 2nd year in a counseling program.  相似文献   

Risk-taking in explanation of biological events     

Jerry G. Horn 《科学教学研究杂志》1973,10(4):341-346

Risk-taking by biology students as they attempt to explain observed biological events was investigated. The dependent variable, risk-taking as measured by the Extremity-Confidence of Hypothesis Test and the Risk-Taking Verbal Observation Scale, was analyzed within 2 × 2 and 2 × 3 factorial designs. The independent variables consisted of two levels of achievement motivation and status of information, and three levels of group arrangement for discussion. The results indicate that verbal risk-taking is influenced by differential knowledge of the information and the composition of a discussion group based on the members' measured achievement motivation. No differences were noted in the comparison groups on risk-taking as measured by the Extremity-Confidence of Hypothesis Test. A significant, but low, positive correlation was found to exist between IQ and risk-taking in verbal discourse by individuals. Based on the results of this study, the suggestion that risk-taking is a multidimensional trait is supported, and the magnitude of its expression may be influenced by differential treatments.  相似文献   

Audiological and medical considerations for children with cochlear implants.     

R M Horn  R J Nozza  J N Dolitsky 《American annals of the deaf》1991,136(2):82-86

Recent advancements in technology have resulted in the development of implantable devices--cochlear implants--designed to maximize the sensation of hearing in the hearing-impaired population. For children who meet the numerous preselection criteria, the cochlear implant can be effective and beneficial. The implants must be inserted surgically, which involves placing an electrode array in the cochlea and attaching the receiver/stimulator to the skull. The child can usually be discharged from the hospital by the third postoperative day. The external device is fitted and initially stimulated about four to six weeks after surgery. During initial stimulation, all 22 electrodes are individually adjusted, or mapped. The electrodes are readjusted and remapped at frequent intervals during the initial months following stimulation. These follow-up visits also allow the audiologist to evaluate the child's progress in the home and educational environments.  相似文献   

Emotion and cognition: an intricately bound developmental process     

Bell MA  Wolfe CD 《Child development》2004,75(2):366-370

Regulatory aspects of development can best be understood by research that conceptualizes relations between cognition and emotion. The neural mechanisms associated with regulatory processes may be the same as those associated with higher order cognitive processes. Thus, from a developmental cognitive neuroscience perspective, emotion and cognition are dynamically linked and work together to process information and execute action. This article highlights the authors' recent efforts at integrating emotion regulation and cognitive processing during the first year of life by focusing on the methodological criteria outlined by Cole, Martin, and Dennis (this issue), and it discusses the idea that emotion and cognition are an intricately bound developmental process.  相似文献   

Constructionist co-design: A dual approach to curriculum and professional development     

Jacob Kelter  Amanda Peel  Connor Bain  Gabriella Anton  Sugat Dabholkar  Michael S. Horn  Uri Wilensky 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(3):1043-1059

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Sibling Differences in Divorced Families     

Susanne C. Monahan  Christy M. Buchanan  Eleanor E. Maccoby  Sanford M. Dornbusch 《Child development》1993,64(1):152-168

Sibling differences in family processes and individual adjustment were examined for 133 sibling pairs (10–18 years old) in divorced families. Although all siblings differed, siblings who lived apart after their parents' divorce differed more than siblings who lived together, contradicting past research that found negligible effects of shared environment on sibling similarities. The possibility that siblings might live apart because they were initially more different was considered. This hypothesis was not supported in the limited tests permitted by the data. Differences in family processes were associated with differences in adjustment for pairs who lived together as well as pairs who lived apart.  相似文献   

Comparison of computer-assisted instruction and print drill performance: A research note     

Donald L. Campbell  Dennis L. Peck  Charles J. Horn  Robert K. Leigh 《Educational technology research and development : ETR & D》1987,35(2):95-103

A comparison of the performance of two groups of third-grade students practicing division problems is used to assess the effect of a commercial computer-assisted instruction (CAI) drill program on learning. The progress of the experimental group, who used the computer drill program, is compared with a similar group of students using a conventional print drill method. The data demonstrate that after five weeks of practice, no significant differences existed in the achievement level of either the experimental group or the control group. The findings further suggest that use of computer drill materials may be no more effective than print drill materials for assisting third-grade students to achieve proficiency level in learning division of whole numbers.  相似文献   

Technological balance of payments and international competitiveness: The case of the Federal Republic of Germany     

Ernst-Jürgen Horn 《Research Policy》1983,12(2):91-103

The so-called technological balance of payments has been widely and controversially discussed as an indicator of a country's performance in innovative activity and its role in the international transfer of technology. The main virtue of data on technological payments is usually ascribed to the fact that they are related to the output of innovative activity rather than to the input. And output indicators of innovative activity are in great demand in research on technical change, but in notoriously short supply.This paper examines the explanatory power of the technological balance of payments in the case of the West German economy. The drawbacks of West German data on the patents and licences account are discussed in detail. Then the patterns by industry and by country of the technological balance of payments are analyzed. Regarded across industries, a positive relationship is found between receipts — but not for payments — on patents and licences, on the one hand, and domestic R&D intensity, on the other. Technological payments seem to be closely related to foreign direct investment. For example, the bulk of payments to abroad is done by affiliates of foreign companies, to which only a very small fraction of receipts accrue. Taken together, there is no simple relationship between the technological balance of payments position and the innovativeness of countries. It would, therefore, be misleading to interprete the overall large deficit of the West German patents and licences account as an indicator of technological weakness. Furthermore, changes in the balance, particularly in recent years, suggest an increasing improvement.  相似文献