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   

A comparative study of variations in arithmetic fluency between Norwegian and Finnish third graders     

Tonje Funderud  Jelena Radišić  Anu Laine 《欧洲特需教育杂志》2013,28(5):572-585

ABSTRACT

The study aimed to investigate variations in addition and subtraction fluency by observing grade three students in Norway (n = 253, M_age = 8.38 y.) and Finland (n = 209, M_age = 9.35 y.) while controlling for their age and non-verbal reasoning. Gender differences were also examined. The focus of the study was on the performance of the low-achieving (LA) students in comparison to the typically achieving (TA) group, not neglecting differences in how early educational support was organised across the two countries. Two-minute speed tests in both addition and subtraction within the 1–20 number range were used to assess fluency. The Finnish students outperformed students in the Norwegian sample both in addition and subtraction fluency. There were more Norwegian students in the LA group (i.e. performance at or below the 25th percentile) in both addition (37.9% vs. 20.1%) and subtraction (39.1% vs. 15.8%). In comparison to the TA students, the LA students made more errors and skipped over more arithmetic tasks in an attempt to solve them. Observed differences are discussed in relation to both country characteristics concerning early mathematics education and early educational support.  相似文献   

The identification of teasing among students as an indispensable step towards reducing verbal aggression in schools     

Mateja Pšunder 《Educational studies》2010,36(2):217-228

Surveys have confirmed the ubiquity of aggression in schools, and verbal aggression is not an exception. The identification of teasing as a frequent form of verbal aggression is an indispensable step towards diminishing it. The purpose of this study was to investigate teasing among primary school students in Slovenia. The research showed that teasing is common in schools: the most usual forms of teasing refer to the students’ appearance, and the victims mostly report negative feelings after being teased. Most teasing was done to reciprocate, and the most frequent response to teasing was a verbal comeback. The research revealed some differences in teasing between students by sex and age and offers some useful implications for practice.  相似文献   

Multimedia: Differences in cognitive processes observed with EEG     

Ivan Gerě  Norbert Jaušcvec 《Educational technology research and development : ETR & D》1999,47(3):5-14

This study investigated the cognitive processes involved in learning information presented in multimedia and text format using electroencephalographic (EEG) measures. Thirty-eight students (19 gifted, and 19 average) learned material presented with text (text); text, sound, and picture (picture); and text, sound and video (video), while their EEG was recorded. Alpha power, which is inversely related to mental effort, was analyzed. For thetext presentation, the alpha power measures showed higher amplitudes (less mental activity) over the occipital and temporal lobes, and less alpha power (higher mental activity) over the frontal lobes. The results support the assumption that thevideo andpicture presentations induced visualization strategies, whereas thetext presentation mainly generated processes related to verbal processing. The results further showed that gifted students displayed less mental activity during all three formats of presentation. These differences were especially pronounced for thevideo format. No gender-related differences in EEG patterns related to the format of presentation were observed.  相似文献   

Contemporary trends in adult education research in Yugoslavia     

Dušan M. Savićević 《International Journal of Lifelong Education》2013,32(2):129-135

While several have written about the connection between life experience and learning, there is little in the literature that explicitly deals with how a particular life experience can become a significant learning experience for one person, but not another. This qualitative study examines the underlying structure of the significance of life‐experience learning. Open‐ended responses to a question about one's significant learning experiences were collected from 405 adults. In addition, 19 interviews were conducted to probe more deeply about individuals’ learning experiences and the significance they held for the learner. Findings suggest that for learning to be significant: (1) it must personally affect the learner, either by resulting in an expansion of skills, sense of self, or life perspective, or by precipitating a transformation; and (2) it must be subjectively valued by the learner.  相似文献   

An experience of the Czechoslovakian experimental center     

J. Vyšín 《Educational Studies in Mathematics》1975,6(1):119-123

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The last Viennese polymath     

Hříbek  Tomáš 《Metascience》2020,29(3):385-390

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Gender differences in mathematics and science: the role of the actiotope in determining individuals’ achievements and confidence in their own abilities     

Albert Ziegler  Heidrun Stoeger  Bettina Harder  Kyungbin Park  Šárka Portešová  Marion Porath 《High Ability Studies》2014,25(1):35-51

Despite changes, gender differences in math and science continue to exist in some countries. We examined whether the actiotopes of boys and girls at the high school level in math and science differed and the extent to which (a) their actiotope components, (b) the progressive development of their actiotopes (dynamic perspective), and (c) the co-adaptation of their actiotopes (systems perspective) function as predictors for girls’ and boys’ achievements and confidence in one’s own abilities in math and science. To answer these questions, we examined girls and boys (N?=?361) in Canada, the Czech Republic, and Germany with a questionnaire. The results suggest that girls are less effective at progressively developing their actiotopes in the fields of math and science and that modifications in their actiotopes were less well balanced by stabilizing forces. Independent of gender, the actiotope aspects considered here are suited to predicting achievements and confidence in one’s own abilities in math and science.  相似文献   

Slovenian young researchers’ motivation for knowledge transfer   总被引：1，自引：0，他引：1  

Ana Arzenšek  Katarina Košmrlj  Nada Trunk Širca 《Higher Education》2014,68(2):185-206

A programme for the promotion of science and doctoral studies called the Young Researchers Training Programme has been developed in Slovenia. Since it began, the programme has been substantially funded and over 6,000 young people have participated in it. However, no evaluation of the programme’s effectiveness has yet been conducted. In this study we identified young researchers’ motivation for entering the programme, their assessment of the training and links to knowledge transfer into practice as the principal idea behind the programme. Two training groups, university based young researchers and company based young researchers, are compared in order to assess whether the type of training affects knowledge transfer. The analyses show that young researchers in the economy are more involved in direct knowledge transfer and their motivation to do so is mainly intrinsic. On the other hand, university based young researchers need extrinsic incentives to cooperate in projects in economic sector, for their motivation is more oriented towards academic research. Implications for Slovenia, as well as for other countries’ higher education policies, are discussed.  相似文献   

Using student ratings to measure quality of teaching in six European countries     

Leonidas Kyriakides  Bert P.M. Creemers  Anastasia Panayiotou  Gudrun Vanlaar  Michael Pfeifer  Gašper Cankar 《欧洲师范教育杂志》2014,37(2):125-143

This paper argues for the value of using student ratings to measure quality of teaching. An international study to test the validity of the dynamic model of educational effectiveness was conducted. At classroom level, the model consists of eight factors relating to teacher behaviour: orientation, structuring, questioning, teaching modelling, application, management of time, teacher role in making classroom a learning environment and assessment. In each participating country (i.e. Belgium/Flanders, Cyprus, Germany, Greece, Ireland and Slovenia), a sample of at least 50 primary schools was used and all grade 4 students (n?=?9967) were asked to complete a questionnaire concerning the eight factors of the dynamic model. Structural equation modelling techniques were used to test the construct validity of the questionnaire. Both across- and within-country analyses revealed that student ratings are reliable and valid for measuring the functioning of the teacher factors of the dynamic model. Implications for teacher education are drawn.  相似文献