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Individual differences in executive functions (EF) are heritable and predictive of academic attainment (AA). However, little is known about genetic contributions to EFs or their genetic relationship with AA and intelligence. We conducted genome‐wide association analyses for processing speed (PS) and the latent EF measures of working memory (WM) and inhibitory control (IC) in 4,611 adolescents from the Avon Longitudinal Study of Parents and Children. While no loci reached genome‐wide significance, common genetic variants explained 30% of the variance in WM and 19% in PS. In contrast, we failed to find common genetic contributions to IC. Finally, we examined shared genetic effects between EFs and general intelligence, AA and ADHD. We identified significant genetic correlations between WM, intelligence, and AA. A more specific pattern was observed for PS, with modest genetic overlap with intelligence. Together these findings highlight diversity in the genetic contributions to specific cognitive functions and their genetic relationship with educational and psychiatric outcomes. 相似文献
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The current debate about boys education risks taking us back decades in terms of understanding the significance of gender in relation to education. Of particular concern here is the tendency within such debates to rely on dichotomous understandings of gender which reinscribe essentialist understandings of both ‘girls’ and ‘boys’. In this way, the so‐called gender wars construct a climate whereby difference between the categories obfuscates difference within each. Here this issue is explored most specifically in relation to access to higher education and the possible impact of single‐sex schooling. Current debates surrounding boys' experience of schooling have refreshed interest in the possible benefits of single‐sex education, particularly for boys. Schools are establishing single‐sex classes for boys and in some cases parallel education (the provision of single‐sex facilities for girls and boys at the same campus) is being promoted as a way forward. In this paper we examine data from Australia's largest and most diverse university in order to explore the relationship between single‐sex schooling and access to higher education in ways which account for difference based primarily on school sector and socio‐economic status. In these terms, if single‐sex schooling is beneficial for boys we need to consider which boys are benefiting and at whose expense. 相似文献
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Ruth Wadman Cris Glazebrook Emma Parkes Georgina M. Jackson 《Journal of Research in Special Educational Needs》2016,16(4):226-233
Tourette syndrome is a neurological condition involving involuntary movements and sounds (tics) and is thought to affect as many as 1% of school‐aged children. Some young people with Tourette syndrome experience educational difficulties and social difficulties. Current clinical guidelines suggest educators can play an important role in maximising learning potential and reducing the negative impact of this condition on students' social adjustment. Secondary school staff (N = 63) with responsibilities for special educational needs or disabilities completed a survey about support strategies for students with Tourette syndrome. Participants were first asked to suggest potentially helpful strategies and then rated how easily 17 recommended strategies could be implemented in school. The survey participants suggested a range of support strategies that were categorised as (1) promoting knowledge and understanding in school, (2) helping the student to cope with his/her tics, (3) supporting the student's learning and (4) providing social and emotional support. All the recommended support strategies were rated as being easy to implement (or already in place) by the majority of respondents (e.g., increasing staff awareness and regular communication with home). The strategies that were identified as being least easy to implement were those requiring extra staff input (support from teaching assistants and individual/small group working). Additional challenges to providing support were also identified by the participants (e.g., getting input from outside agencies). 相似文献
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Fyfe A 《Endeavour》2006,30(4):120-125
With the arrival of steam power and new machinery in the 19th century, the production of printed media was transformed for the first time since the emergence of the printing press more than 300 years earlier. Yet until the 1850s, most publishers remained content with traditional methods, which enabled them to make profits from a small but affluent circle of readers. This article (part of the Science in the Industrial Revolution series) will show how William Chambers (1800-1883) was one of the first to make full use of the new technologies. He was driven by a determination to reach readers of all social classes, to produce a genuinely cheap instructive publication and to overcome the challenges of reaching a national market from his base in Edinburgh. 相似文献
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顾雯 《语数外学习(初中版)》2009,(4):1-1
有个叫布罗迪的英国教师,在整理阁楼上的旧物时,发现了一叠练习册,它们是50年前皮特金幼儿园B（2）班31位孩子的春季作文,题目是“未来我是——”。 相似文献
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Georgina Barton 《Pedagogies: An International Journal》2018,13(3):280-287
In this review essay, I refer to two recently published scholarly works that explore the notions of transcultural, mobile and placed literacies: in Languages and literacies as mobile and placed resources edited by Sue Nichols and Collette Snowden, and Literacy lives in transcultural times edited by Rahat Zaidi and Jennifer Rowsell. Much research in the field of literacy education has recently acknowledged how literacies are continually changing due to globalisation and transmobility. People move, places change, and objects shift in and through these spaces. Researchers and educators are, therefore, grappling with how best to address these diversities and engage learners in such environments. Through a review of the books mentioned above, two key questions are explored: what are the appropriate pedagogies for literacy education? Where and how is literacy education research leading us into the future? This review takes a socio-cultural perspective of literacy by presenting the contemporary research that attempts to answer these questions. 相似文献