Training reading and phoneme awareness skills in children with Down syndrome     

Kristina Goetz  Charles Hulme  Sophie Brigstocke  Julia M. Carroll  Louise Nasir  M. Snowling 《Reading and writing》2008,21(4):395-412

The authors report a short-term reading intervention study involving 15 children with Down syndrome (DS) who attended mainstream schools. The intervention programme taught children phoneme segmentation and blending skills in the context of learning letter-sounds and working with words in books. The children were taught by their learning support assistants, who received special training for this purpose. Compared to a waiting group, a group of eight children with DS improved significantly on measures of early literacy skills (letter-sound knowledge, Early Word Recognition) following eight weeks of intervention. The waiting group started to make progress once they received the intervention. Both groups maintained progress on the literacy measures five months after the intervention had finished. The results suggest that children with DS can benefit from structured, phonics-based reading intervention.  相似文献   

Giving the invisible hand a helping hand: How ‘Grants Offices’ work to nourish neoliberal researchers     

Kristina S. Beime  Hans Englund  Jonas Gerdin 《British Educational Research Journal》2021,47(1):1-22

Neoliberalism has become a highly dominating and taken-for-granted way of organising the university sector around the world. In the critical educational literature, this market-based rationality has been scrutinised in detail over the past decades. However, rather scant attention has been directed to how university managers and administrators, apart from setting up quasi-markets, may intervene more directly to give the invisible hand of the market a helping hand. Aiming to address this lacuna, the purpose of the current article is to develop an empirically grounded taxonomy of different types of such interventions, and to theorise them in terms of the different facets of the neoliberal milieu that they reproduce and the various forms of subjectivising work among academics that they seek to engender. We do so by means of a qualitative study of so-called ‘Grants Offices’ at three Swedish universities. The findings arguably add to and problematise our understanding of how neoliberal markets work in academia in three different ways. First, while extant research has noted that university managers and administrators may intervene beyond the setting up of neoliberal markets per se, our study is to our knowledge the first one that identifies and systematises a broad array of such interventions. Second, it problematises the view of neoliberal markets as a form of monolithic entity that produces a uniform competitive pressure on academics. Third, and related, it furthers our understanding of the type of subjectivity that competitive milieus are assumed to bring about.  相似文献   

Should We Be Testing Civics? Examining the Implications of the Civic Education Initiative     

Kristina F. Brezicha  Dana L. Mitra 《Peabody Journal of Education》2019,94(1):63-77

Given the importance of developing civically engaged and knowledgeable citizens, many have sought to improve the quality of students’ civic education experiences. This article examines one particular effort spearheaded by the Joe Foss Institute, the Civic Education Initiative (CEI). Since the CEI was announced, 18 states have passed legislation that includes a civics test component embedded in the CEI. This conceptual article examines the CEI against research-based practices for teaching civics. It then introduces the policy design framework as a tool for analyzing civic policies like CEI. This political science theory recognizes that policies themselves send important signals that have implications for students’ civic development. We utilize the policy design framework to analyze CEI and, in particular, how CEI is likely to shape students’ civic and political engagement. We conclude with a proposal for future research on civic education using the policy design framework.  相似文献   

Utilizing Federal Funds for Experiential Education: The Job Location and Development Program     

Kristina L. Miller 《Journal of Career Development》2003,29(3):161-166

The way in which the government defines financial need does not always account for the individual decisions families make when sending a student to college. Many students who do not qualify for federal financial aid must still pay for part of their educational expenses, and need a part-time job in order to do so. The Job Location and Development (JLD) program was designed to help these students find the employment they need, to pick up where federal work study leaves off. Since 1979, the MU Career Center and the Office of Student Financial Aid at the University of Missouri–Columbia have together operated a JLD program on campus that, since its inception, has helped more than 25,000 students find employment while in school. Those employment opportunities serve to not only assist students in funding their education, but also to provide students the opportunity to learn about themselves—their strengths and weaknesses, their career interests, perhaps what major they ought to choose—as well as valuable skills they can use after graduation.  相似文献   

Literacy-based behavioural interventions delivered by peers: a teaching strategy for students with severe disabilities     

Michael P. Brady  Kalynn Hall  Kristina Bielskus-Barone 《Educational Psychology in Practice》2016,32(4):424-434

Many children with severe disabilities do not perform basic daily living skills needed for typical school and home environments. Previous research on literacy-based behavioural interventions (LBBIs) has shown promise for promoting skill acquisition and maintenance in some learners; however, only one study has examined the effectiveness of this intervention when delivered by peers. In this study, peer classmates were taught to deliver an LBBI story that highlighted hand-washing skills in three students with severe disabilities. Results showed that the accuracy of students’ new skills increased dramatically after their peers delivered the stories with pictures and printed words, and these skills maintained after the LBBI stories were removed. Further, each of the students demonstrated accurate hand-washing in novel environments using different sinks. This study builds on previous LBBI studies by incorporating peers into the story delivery, and using the intervention to teach new self-care skills.  相似文献   

Zwischen Schule und Universität: Argumentation in der Mathematik     

Kathrin Nagel  Kristina Reiss 《Zeitschrift für Erziehungswissenschaft》2016,19(2):299-327

Several studies show that university students in Germany still have problems in reasoning mathematically although this already should be fostered at high school since the implementation of standards for school mathematics. Mathematical argumentation is a core competence and highly important, especially in academic mathematics. To foster mathematical argumentation at the beginning of university studies, competence models are needed which give more detailed insights in the skills that are necessary for reasoning. As mathematical argumentation is a complex process, especially at the higher secondary level or at university, many little steps are needed to complete a competence model for argumentation at the secondary–tertiary transition gradually. A possible step can be to initially identify several aspects of mathematical argumentation competence that influence the reasoning quality. The empirical basis for identifying those aspects is a cross-sectional study with 439 engineering students who participate in a transition course in mathematics. We address the following questions: (1) how is the quality of student’s reasoning? (2) Which kind of arguments do students use? (3) What resources do students who reasoned correctly use for solving the problems? (4) Does the content of the tasks play an important role? The results show a great influence of the content on the reasoning quality, especially if the content is abstract or concrete. Argumentation quality of students decreases with an increasing level of abstraction of the content. Furthermore, the results reveal that students often use routines for solving the problems. That indicates that procedural approaches still play an important role in school mathematics. If procedures could be used for solving the tasks, students are more successful. Competence models for mathematical argumentation at the beginning of the tertiary level should, therefore, include these factors.  相似文献   

Impairments in learning due to motivational conflict: situation really matters     

Nina K. Brassler  Axel Grund  Kristina Hilckmann  Stefan Fries 《教育心理学》2016,36(7):1323-1336

Although many theories mention distractions by conflicting alternatives as a problem for self-regulation, motivational conflicts are rarely considered when explaining impairments in learning. In two studies, we investigate the assumption of motivational interference theory that students show different amounts of impairments in learning depending on the presence and motivational strength of conflicting alternatives. In Study 1 (N?=?221), the subjective value attributed to a respective alternative in a study–leisure conflict scenario partially accounted for differences in self-regulated learning while controlling for interindividual differences. Study 2 (N?=?112) demonstrated that this pattern applies to both when the respective alternatives refer to ‘liking to’ (want conflicts) and ‘having to’ (should conflicts) do something. Moreover, it is demonstrated that impairments due to motivational conflict are higher than impairments inherent in the studying activity itself (baseline). The results emphasise the importance of concurring action alternatives for explaining difficulties in self-regulated learning.  相似文献   

News in the editorial team     

Kristina Edström  Jonte Bernhard  Maartje van den Bogaard 《European Journal of Engineering Education》2019,44(5)

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Gender Development in Transgender Preschool Children          下载免费PDF全文

Anne A. Fast  Kristina R. Olson 《Child development》2018,89(2):620-637

An increasing number of transgender children—those who express a gender identity that is “opposite” their natal sex—are socially transitioning, or presenting as their gender identity in everyday life. This study asks whether these children differ from gender‐typical peers on basic gender development tasks. Three‐ to 5‐year‐old socially transitioned transgender children (n = 36) did not differ from controls matched on age and expressed gender (n = 36), or siblings of transgender and gender nonconforming children (n = 24) on gender preference, behavior, and belief measures. However, transgender children were less likely than both control groups to believe that their gender at birth matches their current gender, whereas both transgender children and siblings were less likely than controls to believe that other people's gender is stable.  相似文献   

Education in the Field Influences Children’s Ideas and Interest toward Science   总被引：2，自引：0，他引：2  

Kristina Zoldosova  Pavol Prokop 《Journal of Science Education and Technology》2006,15(3-4):304-313

This paper explores the idea of informal science education in scientific field laboratory (The Science Field Centre). The experimental group of pupils (N = 153) was experienced with approximately 5-day lasting field trips and experiments in the Field Centre in Slovakia. After finishing the course, two different research methods were used to discover their interest and ideas toward science. Pupils from the experimental group showed significant differences from those that did not experience education in the Field Centre (control group, N = 365). In comparison to the control group, pupils of the experimental group highly preferred book titles that were related to their program in the Field Centre. There were differences between the drawings of ideal school environment from both pupils groups. In the drawings of the experimental group, we found significantly more items connected with the educational environment of the Field Centre (e.g. laboratory equipment, live animals). We suppose field science education would be one of the most effective ways to increase interest of pupils to study science and to invaluable intrinsic motivation at the expense extrinsic motivation.  相似文献