Neuropsychological treatment of dyslexia: does type of treatment matter?     

Lorusso ML  Facoetti A  Bakker DJ 《Journal of learning disabilities》2011,44(2):136-149

In this study, 123 children with a diagnosis of developmental dyslexia were assigned to different treatment groups, either variations of Bakker's intervention program based on the balance model or a control, a specific reading training group. Thorough cognitive and neuropsychological assessment allowed determination of the subtype of dyslexia according to the balance model and the neuropsychological profile with respect to reading and spelling abilities, verbal memory, and phonemic awareness. Characteristics of hemisphere-specific stimulation were systematically manipulated in an effort to shed light on the bases and mechanisms of reading improvement. It was shown that the effects of treatment vary according to type of dyslexia and that the different intervention programs have differential effects on reading-related neuropsychological functions. Since opposite effects can be produced by the same type of treatment in different dyslexia subtypes, the results of the study suggest that accurate classification of subtype on the base of reading and reading-related variables is advantageous for an optimal planning of the therapy.  相似文献   

Teachers' Pedagogical Competence as a Prerequisite for Entering the Profession     

Maria Liakopoulou 《European Journal of Education》2011,46(4):474-488

Since 1980, the recruitment of teachers in many countries has followed a systematic certification procedure, i.e. a selection procedure according to criteria set by the State which are considered the minimum qualification for entrance into the profession. The term used in the last few years to define the desired level of qualification of teachers is competence. The purpose of this article is two-fold: a) to review the relevant literature and research in order to record those qualifications that ensure teachers' pedagogical competence at international level, and b) to present the Greek case — a State that evaluates teachers' pedagogical competence before they become a part of the teaching profession — in order to reveal the strengths and limitations of this evaluation process. In brief, assessing teachers' pedagogical competence is a difficult and complex procedure, as competence is ensured through the acquisition of multiple — in terms of amplitude and content — qualifications. Assessing the acquisition of these qualifications is based, to a great extent, on the procedures followed and the practices of evaluation adopted. Given that contemporary research has triggered a relevant discussion in a context of pedagogical knowledge that secures pedagogical competence, assessing the acquisition of this knowledge is, to a certain degree, possible. The evaluation of pedagogical and teaching skills and opinions is more difficult, and the monitoring of viewpoints, attitudes and beliefs, as well as capabilities, is even more difficult.  相似文献   

Distance Learning for Teacher Professional Development in Statistics Education     

Maria Meletiou‐Mavrotheris  Efstathios Mavrotheris  Efi Paparistodemou 《Teaching Statistics》2011,33(1):2-8

We provide an overview of EarlyStatistics, an online professional development course in statistics education targeting European elementary and middle school teachers. The course facilitates intercultural collaboration of teachers using contemporary technological and educational tools. An online information base offers access to all of the course content and resources.  相似文献   

Informal formative assessment: The role of instructional dialogues in assessing students’ learning     

Maria Araceli Ruiz-Primo 《Studies in Educational Evaluation》2011,37(1):15-24

This paper focuses on an unceremonious type of formative assessment - informal formative assessment - in which much of what teachers and students do in the classroom can be described as potential assessments that can provide evidence about the students’ level of understanding. More specifically, the paper focuses on assessment conversations, or dialogic interactions or exchanges, which continuously happen in the classroom and that are at the center of informal formative assessment. It is argued that assessment conversations make students’ thinking explicit in an unobtrusive manner, and when students’ thinking is explicit, it can be examined, questioned, and shaped as an active object of constructive learning. The paper conceptualizes informal formative assessment at the center of effective instructional activities with the use of instructional dialogues as assessment conversations, a typical informal formative assessment practice. The paper then presents a discussion about the evidence on the effect of assessment conversations on student learning.  相似文献   

What a difference a day makes: Estimating daily learning gains during kindergarten and first grade using a natural experiment   总被引：1，自引：0，他引：1  

Maria D. Fitzpatrick  David GrissmerSarah Hastedt 《Economics of Education Review》2011,30(2):269-279

Knowing whether time spent in formal schooling increases student achievement, and by how much, is important for policymakers interested in determining efficient use of resources. Using the ECLS-K, we exploit quasi-randomness in the timing of assessment dates to examine this question. Conservative estimates suggest a year of school results in gains of about one standard deviation above normal developmental gains in both reading and math test scores. The results are statistically significant and extremely robust to specification choice, supporting quasi-randomness of test dates. Estimates of skill accumulation due to formal schooling do not vary based on socioeconomic characteristics.  相似文献   

PAOLA FORCHERI     

Rosa Maria Bottino 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(3):372-372

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An analytical framework for the cross-country comparison of higher education governance   总被引：2，自引：0，他引：2  

Michael Dobbins  Christoph Knill  Eva Maria V?gtle 《Higher Education》2011,62(5):665-683

In this article we provide an integrated framework for the analysis of higher education governance which allows us to more systematically trace the changes that European higher education systems are currently undergoing. We argue that, despite highly insightful previous analyses, there is a need for more specific empirically observable indicators of policy change and inertia. We therefore propose a systematic classification of empirical indicators of higher education governance. To do so, we look at three historically entrenched and still highly relevant European models of higher education??academic self-governance, the state-centered model and the market-oriented model. Based on these broader overarching models which reflect the tensions between the state, market and academia, we develop three ideal-types that take internal university governance as well as the role of the state and external stakeholders into account. Against this background, we derive empirical indicators with regard to the institutional balance of power, financial governance, personnel autonomy and substantive matters. Our analytical contribution shall enable scholars, and in particular political and social scientists, to trace ongoing patterns of change and convergence as well as persistence and inertia in higher education governance arrangements.  相似文献   

Prevalence and characteristics of child sexual abuse among spanish university students     

Pereda N  Forns M 《Child abuse & neglect》2007,31(4):417-426

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Hierarchical linear modeling: an overview     

Ciarleglio MM  Makuch RW 《Child abuse & neglect》2007,31(2):91-98

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The European Framework of Languages: A Piloting Sample of Cross‐curricular Strategy     

Paloma Úbeda Mansilla  Ana Maria Roldán Riejos 《Higher Education in Europe》2007,32(2-3):193-202

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