Gender ratio and cognitive profiles in dyslexia: a cross-national study     

Juan E. Jim��nez  Claudia Garc��a de la Cadena  Linda S. Siegel  Isabel O��Shanahan  Eduardo Garc��a  Cristina Rodr��guez 《Reading and writing》2011,24(7):729-747

The purpose of this study was to analyze possible gender-related differences in the prevalence of dyslexia. A cross-national comparison of Spain and Guatemala was conducted. Both countries speak the same language but have a different standard of living and educational level. A second purpose of this study was to analyze the cognitive profile of Guatemalan and Spanish males and females children with dyslexia. The log-linear analysis indicated that the number of dyslexics detected was different across the countries but there were no differences as a function of gender. Similarly, there were no significant or meaningful differences between dyslexic males and females in the cognitive processes involved in reading. Therefore, gender differences do not appear to be characteristic of developmental dyslexia.  相似文献   

Presidential Address African‐American Education History—A Manifestation of Faith     

Adah Ward Randolph 《History of education quarterly》2014,54(1):1-18

  相似文献   

Human resource development as we know it: speeches that have shaped the field     

Jim Bray 《Action Learning: Research and Practice》2013,10(1):83-90

  相似文献   

Developing Mathematics Teachers as Researchers and Leaders     

Mildred Murray‐Ward  Linda Huetinck  Sara Munshin 《Teaching Education》2013,24(2):71-78

  相似文献   

Enhancement of Online and Offline Student Learning     

Jim Ewing 《Educational Media International》2013,50(4):205-217

An attempt is made in this paper to outline the commonly reported features of constructivism and collaborative learning as they might underpin a proposed model of ICT support for learning. This model is then evaluated for its use in examining three projects involving ICT in student learning environments. The focus of the proposed model is on the pedagogic issues relating to the design of ICT learning environments, effectiveness of student learning and the wider promotion of ICT inlearning.

Encouragement de l'apprentissage de l'enseigné en ligne et hors ligne

Dans cet article on cherche à mettre en valeur les aspects du constructivisme et l'acquisition des apprentissages collectifs qui peuvent s'entendre en modèle proposé de support ICT d'apprentissage. On évalue ensuite ce modèle utilisé en examinant 3 projets impliquant les ICT dans l'environnement de l'apprentissage des étudiants. L'accent du modèle proposé est mis sur les aspects pédagogiques relatifs à la conception des enrichissements des ICT, à l'efficacité de l'apprentissage de l'enseigné et la promotion a plus large de ICT dans l'apprentissage.

Die Verbesserung von Online und Offline Lernleistung

In diesem Papier wird versucht, die allgemein berichteten Eigenschaften von Konstruktivismus und gemeinschaftlichem Lernen in Bezug auf ein vorgeschlagenes IKT-Lernunterstützungsmodell zu umreißen. Der Einsatz dieses Modells wird sodann bei drei Projekten, in denen IKT in die Lernumgebung der Studenten einbezogen ist, evaluiert. Der Schwerpunkt des vorgeschlagenen Modells liegt auf den pädagogischen Aspekten von IKT-Lernumgebungen in Bezug auf ihre Gestaltung, der Lerneffektivität und der weiteren Förderung der Nutzung von IKT für das Lernen.  相似文献   

Practical Philosophy of Sport by R. Scott Kretchmar (Champaign,IL: Human Kinetics, 1994)     

Jim Parry 《体育哲学杂志》2013,40(1):108-110

  相似文献   

Ten years of national curriculum primary science in Northern Ireland: A study of children's attitudes     

Colette Murphy  Jim Beggs 《Irish Educational Studies》2013,32(2):13-24

  相似文献   

Special educational needs support and consultancy in European schools     

Bob Spalding  Bodo Januszewski  Vera Pokorna  Eduard Rodigas  Henrike Schulte  Ward Van de Vijver 《欧洲特需教育杂志》2013,28(3):256-269

ABSTRACT

This article outlines the current state of development of special needs support and consultancy in four European countries: Holland, the Czech Republic, England and Wales, and Germany. Models of consultancy particular to the individual countries are also described. An attempt is made by the authors to determine the key features which allow for a common development in special needs support and consultancy work. They suggest that this might provide the basis for further critical  相似文献   

School culture and curriculum change: The case of the leaving certificate applied (LCA)     

Jim Gleeson  Aidan Clifford  Tony Collison  Sheila O'Driscoll  Marie Rooney  Anne Tuohy 《Irish Educational Studies》2013,32(3):21-44

  相似文献   

Accessibility and Product Ecosystems     

Jim Tobias 《The Information Society》2013,29(3):183-186

Products, including assistive and accessible technologies, do not exist in isolation. They are all part of rich product ecosystems; they inhabit specific niches of economics, functionality, and technology, and they interact with other products. The concept of product ecosystem goes beyond technological interoperability. For accessibility to advance, we must understand more about the interactions among products. This article sketches an explanatory approach that may be useful in understanding how accessible technologies thrive, survive, or fail within their ecosystems.  相似文献