The overall knowledge of genetics in Serbian speech and language pathologists     

Ivana Bogavac  Marijana Rakonjac  Ljiljana Jeličić  Silvana Punišić  Miško Subotić 《欧洲特需教育杂志》2013,28(4):538-545

ABSTRACT

An increase in the number of children with speech–language pathology also having a genetic disorder imposes the need for speech and language pathologists (SLPs) to have sufficient knowledge about genetic basis of speech–language disorders. Research aim was to estimate in Serbian SLPs different aspects of theoretical and practical knowledge about intercorrelation of genetics and speech and language pathology and to compare obtained results with the results of SLPs in the United States. The questionnaire from Tramontana’s study was used in our study. Comparison of the results that obtained in our study with those in Tramontana’s study has shown that our study respondents have higher General Knowledge Index (78.6%: 66.2%), higher mean confidence summary score (22.2: 16.7) and higher mean score of ‘overall’ attitudes about genetics and its relation with communication disorders (20.8: 13.6). Differences which emerge from educational programmes, educational levels and practical experience in the observed groups are indicated as possible causes of differences in the obtained results. On the basis of the obtained results, it may be concluded that it is necessary to elevate SLPs’ level of general knowledge about genetics and to acquire their knowledge through clinical practice.  相似文献   

Development and Initial Psychometric Assessment of the Plant Attitude Questionnaire   总被引：1，自引：0，他引：1  

Jana Fančovičová  Pavol Prokop 《Journal of Science Education and Technology》2010,19(5):415-421

Plants are integral parts of ecosystems which determine life on Earth. People’s attitudes toward them are however, largely overlooked. Here we present initial psychometric assessment of self-constructed Plant Attitude Scale (PAS) that was administered to a sample of 310 Slovakian students living in rural areas aged 10–15 years. The final version of PAS consists from 29 Likert-scale items that were loaded to four distinct dimensions (Interest, Importance, Urban trees and Utilization). Mean scores revealed that Slovakian students lack positive attitudes toward plants and that gender had no effect on their mean attitude scores. Living in a family with a garden was associated with a more positive attitude toward plants. Further correlative research on diverse samples containing urban children and experimental research examining the impact of gardening in schools on student attitudes toward plants is required.  相似文献   

Designing and Evaluating the Effectiveness of Physlet-Based Learning Materials in Supporting Conceptual Learning in Secondary School Physics   总被引：1，自引：1，他引：0  

Simon Ülen  Branka Čagran  Mitja Slavinec  Ivan Gerlič 《Journal of Science Education and Technology》2014,23(5):658-667

Many educational researchers have investigated how best to support conceptual learning in science education. In this study, the aim was to design learning materials using Physlets, small computer simulations, and to evaluate the effectiveness of these materials in supporting conceptual learning in secondary school physics. Students were taught in two different physics courses (conditions): one group of students (n = 40) was taught using Physlet-based learning materials, and the other (n = 40) was taught using expository instruction. To evaluate the designed materials, we assessed students’ thinking skills in relation to physics after the course and analyzed the results using an independent t test, multiple regression analyses, and one-way analysis of covariance. The results showed better thinking skills among students in the experimental group and supported a clear relationship between the physics course using Physlet-based materials and this improvement (p < 0.05). These results indicate that properly designed Physlet-based materials can effectively support conceptual learning.  相似文献   

Peer mediation: citizenship and social inclusion revisited     

Katja Košir  Sonja Pečjak 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):127-144

In sociometric research tradition, popularity is defined as the degree to which children are liked or accepted by their peers. However, research indicates that two definitions of popular students should be distinguished: (1) popular students as those students who are well liked by many and disliked by few peers, and (2) popular students as those students who are described as popular by their peers. The main purpose of the present study was to examine the relationship between sociometric and peer perceived popularity in Slovenian students of different grades of elementary and secondary school. Additionally, the age differences in the relationship between sociometric and peer perceived popularity were examined. Another purpose of the study was to investigate the differential relationships between concepts of popularity and some students' characteristics. The participants were 321 boys and 329 girls who ranged from the 5th grade of elementary school (the mean age 11.04 years) to the 3rd grade of secondary school (the mean age 17.02 years). The results of this study confirm previous findings that peer perceived popularity is a construct that is distinct from sociometric popularity. There are some substantial differences in relations between indices of perceived popularity and sociometric indices between elementary school students and secondary school students—i.e. between early adolescents and middle to late adolescents. It seems that perceived popularity and sociometric popularity are rather similar constructs in elementary school students, whereas in secondary school students they become almost unrelated to each other. Based on these findings, the terminological issues are discussed and some conclusions are made.  相似文献   

Research on Gender and Education in the Nordic Countries   总被引：1，自引：0，他引：1  

Inga Wernersson  Hildur Ve 《Scandinavian Journal of Educational Research》2013,57(3-4):295-317

Sex has for many years been an important independent variable in educational research, but the serious theoretical discussion of the variable as a dependent variable belongs mostly to the last three decades. A need for a conceptual reorientation has emerged which, for one thing, resulted in the replacement of the concept sex by the concept gender. The article in this section presents and discusses the necessity and the development of this theoretical reorientation in the Nordic countries, which has attracted many researchers and instigated inventive projects. In addition the article gives an overview of Nordic empirical gender research in or related to education: first the studies that opened up the field, then the development that followed. This presentation focuses on different subareas, such as studies of gender and ability, learning and achievement, studies of gender aspects of classroom interaction, studies of single‐sex learning arrangements, action research studies in order to expand the interpersonal and emotional skills repertoire of boys and girls, studies of gender identity. Although differences between the Nordic countries are clear, similarity is the dominant trait. At the end the article comments on recent viewpoints on the likely development of gender policy and outlines basic educational questions within the Nordic educational systems.  相似文献   

Roma pupils’ identification with school in Slovenia and Serbia: case studies     

Sunčica Macura-Milovanović  Milanka Munda  Mojca Peček 《Educational studies》2013,39(5):483-502

The research presented in this paper aims to challenge the belief held by some education professionals that Roma pupils do not value education. The research sample included groups of Roma pupils from two countries (Slovenia and Serbia) and from different socio-economic backgrounds. The results suggest that the majority of the pupils are aware of the importance of education. However, there are significant differences in their sense of identification with school. Roma pupils from families whose socio-economic background is comparable to that of the majority population are more appreciative of educational success, feel more accepted by teachers and classmates and are better able to connect education with their own lives. Roma pupils from families of lower socio-economic background associate school with failure, discrimination and rejection by teachers and classmates. Barriers to these pupils’ learning and social participation may be related to their tendency to drop out of the compulsory education.  相似文献   

Teachers on perceived traits and academic achievements of regular pupils and pupils with special needs in mainstream primary schools     

Irena Lesar  Ivan Čuk  Mojca Peček 《Teachers and Teaching》2013,19(3):358-374

When looking for answers to the question of academic (non)achievement of regular pupils and pupils with special needs, it is necessary to take into account the extraordinary complexity of factors, ranging from psychological across instructional to home environment variables. The academic achievement is not only a reflection of the pupil’s knowledge, but is also influenced by the pupil’s behaviour, the teacher’s expectations and finally the relationship established between the teacher and the pupil. This paper contributes answers to the question which of the traits, perceived by teachers, explain the academic achievements of regular pupils and pupils with special needs. Our analysis shows that perceived traits that explain the academic achievement of regular pupils refer to academic as well as social behaviour, disruptive behaviour and self-regulatory behaviour; therefore, they cover all areas of perceived traits we studied. In pupils with special needs as a whole and in particular groups of pupils with special needs, the factor which presents disruptive social behaviour proved as insignificant, which consequently means that the academic achievement of pupils with special needs depends more on academic and self-regulatory behaviour, task activity and social inclusion.  相似文献   

(6) U.S.S.R., Lithuania: Higher education of librarians in Soviet Lithuania     

K. Sinkevičius 《International Information and Library Review》2013,45(1):109-111

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The model of pre-acculturative stress—A pre-migration study of potential migrants from Russia to Finland     

Inga Jasinskaja-Lahti  Anu Yijälä 《Int J Intercult Relat》2011,35(4):499-510

This study tested a model of factors predicting pre-acculturative stress among potential migrants from Russia to Finland prior to their migration (N = 244). By applying the theory of stress (Lazarus & Folkman, 1984), the model of acculturative stress (e.g., Berry, 2006) and the expectations model (e.g., [Black, 1992] and [Black et al., 1992]) to the pre-acculturation stage, it was hypothesized that the potential migrants’ pre-acculturative stress is a result of expectations about future (post-migration) adaptation. These expectations are developed through direct and indirect pre-migration contacts with, as well as knowledge about, the society of immigration. Three types of expectations during the pre-acculturation stage were studied: expected difficulties in socio-cultural adaptation, expected duration of adaptation, and expected discrimination. In line with the hypotheses, experiences of pre-acculturative stress clearly originated from the expectations that potential migrants had regarding their upcoming post-migration adaptation. Also, socioeconomic status, gender, general well-being, self-efficacy, perceived social support, and length of the pre-acculturation stage played important roles in predicting expectations and/or stress among the potential migrants. The study highlights that pre-acculturation is a complex process that begins at the pre-migration stage. It contributes to our understanding of pre-acculturation in general, as well as the factors affecting the formation of pre-acculturative stress among voluntary ethnic migrants.  相似文献   

Investigating the workload,readiness and physical performance changes during intensified 3-week preparation periods in female national Under18 and Under20 basketball teams     

Inga Lukonaitienė  Sigitas Kamandulis  Henrikas Paulauskas  Aurelijus Domeika  Vytautas Pliauga  Rasa Kreivytė 《Journal of sports sciences》2020,38(9):1018-1025

ABSTRACT

This study aimed to investigate between- and within-team changes in workload [PlayerLoad (PL), training impulse (TRIMP) and session rate of perceived exertion training load (sRPE-TL)], readiness [heart rate variability (HRV)], and physical performance [20-m sprint test (including 10-m split time), countermovement jump (CMJ) and yo-yo intermittent recovery test level 1 (YYIR1)] during 3-week intensified preparation periods in female, national Under18 (n = 12, age = 18.0 ± 0.5y, stature = 180.4 ± 7.5 cm, body mass = 72.7 ± 9.3 kg) and Under20 (n = 12, age = 19.6 ± 0.8y, stature = 178.6 ± 6.4 cm, body mass = 68.0 ± 5.9 kg) basketball teams. Under18 team revealed small-to-moderate statistically significantly higher values in workload [PL: p = 0.010; ES = Small; TRIMP: p = 0.004; ES = Moderate; sRPE-TL: p < 0.001; ES = Moderate] and moderately lower readiness values (p = 0.023; ES = Moderate) compared to Under20. Within-team analysis showed no differences in workload in Under20 and statistically significant reduction (p < 0.05) in Week3 (taper period) in Under18. Pre- and post-preparation changes showed Under18 increasing only YYIR1 performance (p < 0.001; ES = Very large). Differently, Under20 statistically improved in 10-m split time (p = 0.003; ES = Moderate), CMJ (p = 0.025; ES = Moderate) and YYIR1 (p < 0.001; ES = Large). A constant adequate workload positively benefits players’ readiness and physical performances during short intensified preparation periods. Conversely, using high workload with periodization strategies encompassing short overload and taper phases induced positive changes on players’ aerobic performance, lower readiness values and no changes in anaerobic performances.  相似文献