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41.
42.
The Infant Characteristics Questionnaire (ICQ) was developed as a short, factor-analytic screening device for difficultness. Responses of 322 mothers of 4-6-month-old infants suggested that they regard the fussy, hard-to-soothe, labile infant as difficult. Mother report on the ICQ, particularly on the main fussy-difficult factor was found to have adequate reliability over time and convergence with the Carey Survey of Temperamental Characteristics, with father report on the ICQ, and, to a lower degree, with home data collected by independent observers. It was also found that mother characteristics may affect perceptions of infant difficultness: multiparous, extraverted mothers tended to rate their infants as easy. 相似文献
43.
Assessing the quality and equality of Hong Kong basic education results from PISA 2000+ to PISA 2006
Esther Sui-Chu Ho 《Frontiers of Education in China》2010,5(2):238-257
This paper seeks to examine the quality and equality of basic education of Hong Kong based on the first three cycles of the
Program for International Student Assessment (PISA). Results from these three assessments suggested that the Hong Kong students
have an outstanding performance in mathematics, science and reading. In particular, the performance of reading improves substantially
in PISA 2006. As far as equality in education is concerned, the achievement gap of students from different socio-economic
backgrounds in Hong Kong is relatively small compared with other countries. However, the academic performance variation between-schools
suggest that, there is still academic segregation among secondary schools in Hong Kong although it has been reduced slightly
in the PISA 2006. 相似文献
44.
Esther Chiner Maria Cristina Cardona 《International Journal of Inclusive Education》2013,17(5):526-541
This study examined regular education teachers’ perceptions of inclusion in elementary and secondary schools in Spain and how these perceptions may differ depending on teaching experience, skills, and the availability of resources and supports. Stratified random sampling procedures were used to draw a representative sample of 336 general education teachers (68 kindergarten, 133 elementary, and 135 secondary teachers) from the province of Alicante. The results indicated the acceptance of the principles of inclusion, although teacher skills, time, material resources, and personal supports for inclusion were deemed insufficient. Kindergarten and elementary teachers showed more positive perceptions of inclusion than secondary education teachers, and so did teachers with more personal supports and material resources than those with less supports and resources. The results are discussed in terms of its implications for practice in order to promote more inclusive classrooms in Spain. 相似文献
45.
Anuar Mohd Yusof Esther Gnanamalar Sarojini Daniel Wah Yun Low Kamarulzaman Ab. Aziz 《International Journal of Inclusive Education》2013,17(12):1237-1246
Study of Malaysian adoption of mobile learning (m-learning) is still in the early stages. However, there are numerous researchers in the country exploring the potential and application of m-learning in the Malaysian education system, including special education. A key question is whether teachers are prepared to incorporate mobile technology as part of their teaching tools or do teachers perceive mobile technology only as personal communication gadgets. This paper investigates teachers' perception of m-learning applications in special education classes. Interviews were conducted to collect related information on teachers' perceptions of m-learning in the selected schools. The teachers expressed that there are limited resources to cater to the attention of special needs learners and they believed edutainment technologies such as augmented reality, game-based educational software and animation projects could be the answer. The benefits and challenges of implementing blended learning for special education are also discussed. The paper concludes by summarising the current environment of m-learning in Malaysian special needs education, together with recommendations for future use of the technology. 相似文献
46.
Over the past 25 years, there has been growing investment in concepts of rights in the areas of HIV prevention, care and treatment, including HIV- and AIDS-related education delivered in schools. Despite this increasing commitment to the notion of rights, few efforts appear to have been made to understand the varying conceptions of rights that underpin different kinds of initiatives. Engaging with a multi-disciplinary body of literature on the issue of rights, and through a focus on three rights-informed HIV- and AIDS-related initiatives, this paper seeks to address this gap in the current literature. In so doing, it also examines a central tension within human rights discourse, namely between the construal of rights as shared and universally applicable to all human beings, while being created in and limited by the location in which they were elaborated, as well as by the language used to formulate them. More explicit engagement with the diversity of approaches made possible through a commitment to human rights may facilitate forms of HIV- and AIDS-related education that are more meaningful to young people. 相似文献
47.
Edit Yerushalmi Menashe Puterkovsky Esther Bagno 《Journal of Science Education and Technology》2013,22(4):463-474
A troubleshooting activity was carried out by an e-tutor in two steps. First, students diagnosed a mistaken statement and then compared their diagnosis to a teacher’s diagnosis provided by the e-tutor. The mistaken statement involved a widespread tendency to over-generalize Ohm’s law. We studied the discourse between pairs of students working with the e-tutor to examine whether and how the activity attained its objective of engaging students in knowledge integration processes; namely to elicit students’ ideas, add scientifically acceptable or non-acceptable ideas and support them in developing criteria to sort out their ideas. We focus here on two case studies involving a pair of students with high prior knowledge and a pair with poor prior knowledge. The micro-analysis of these two pairs shows how the activity triggered students to explicate multiple alternative interpretations of the principles and concepts involved and attempts to align conflicting conceptions. We discuss how successive emendations gradually culminated in the elaboration of the students’ understanding of these concepts. 相似文献
48.
Alice van Ommeren Catharine Liddicoat Willard Hom 《Community College Journal of Research & Practice》2013,37(7):463-479
The economic, educational and social environments of the students served by a community college are important factors in college performance accountability, policy analysis, program evaluation, and strategic planning. For example, previous research shows that income per county is a significant predictor of transfer rates for community colleges. However, conditions for the actual geographic area of the students served by a community college may differ, for various reasons, from the economic conditions for the county in which the college is located. This article describes the development of institutional or college-level indices as an enhancement to county-level data, their use as adjustment variables for California's Accountability Reporting for the Community Colleges (ARCC), and their applicability to other research and planning studies. The service area indices are created by combining the enrollment patterns of students by ZIP Code of residence with ZCTA (ZIP Code Tabulation Area) level economic and educational data from Census 2000. 相似文献
49.
The research examined whether youth (6–17 years old) who were referred for treatment due to sexual, physical, or both types of abuse presented with distinct profiles of PTSD DSM-IV-TR symptom clusters. When examining data for the 749 youth participants, five PTSD symptom cluster profiles were identified with each profile representing approximately 20% of the youth. The five profiles were also differentiated with respect to being referred for physical or sexual abuse, age, parental ratings of internalizing symptoms, and self-reported depression. The youth referred for treatment in the aftermath of child sexual, physical, or both sexual and physical abuse presented with different profiles of PTSD symptom clusters thereby suggesting a need for individualized tailoring of evidenced-based treatments. Two cognitive behavioral approaches, designed for traumatized children and either their nonoffending or offending parents, were described for treating youth with the distinct PTSD profiles. 相似文献
50.
Wyoma vanDuinkerken Jane Smith Jeanne Harrell Leslie J. Reynolds Sandra Tucker Esther Carrigan 《Library Collections, Acquisitions, and Technical Services》2008,32(3-4):142-149
This paper describes the Texas A&M University (TAMU) Libraries' new and innovative approach to monograph collection development using a re-engineered internal funding structure and a process that reflects the needs and goals of the library and its users. The paper discusses the goals of the new fund structure, the experience of implementing it, and the results after one year in use. 相似文献