How Specific are Specific Comprehension Difficulties? An Investigation of Poor Reading Comprehension in Nine-Year-Olds     

Louise Flensted Rønberg  Dorthe Klint Petersen 《Scandinavian Journal of Educational Research》2016,60(1):72-89

This study explores the incidence of poor comprehenders, that is, children identified as having reading comprehension difficulties, despite age-appropriate word reading skills. It supports the findings that some children do show poor reading comprehension, despite age-appropriate word reading, as measured with a phonological coding test. However, the proportion of poor comprehenders was smaller than the frequently reported 10–15%, and smaller yet, when average sight word recognition, measured with an orthographic coding test, was also set as a criterion for word reading skill. Compared to average comprehenders, the poor comprehenders’ orthographic coding and daily reading of literary texts were significantly below those of average readers. This study indicates that a lack of reading experience, and likewise, a lack of fluent word reading, may be important factors in understanding 9-year-old poor comprehenders’ difficulties.  相似文献   

Factors which influence the well-being of pupils in flemish secondary schools     

Nadine Engels  Antonia Aelterman  Karen Van Petegem  Annemie Schepens 《Educational studies》2004,30(2):127-143

The Flemish government considers well-being of pupils as an important output indicator for the quality of education. The education inspectorate needed an instrument to measure this well-being in a school context, an instrument that should also be a basis for actions plans aimed at enhancing pupils' well-being. The development of this instrument is described in this article. A total of 342 pupils were interviewed. The material from these interviews was used for construction of—mainly Likert-type—items for a questionnaire. A pilot version of the questionnaire was examined by experts and tested with a random sample of 306 pupils. The experimental version was tried out on a random sample of 2054 pupils. This resulted in a questionnaire with four consistent scales and thirteen subscales. Significant differences between schools were found. Atmosphere at school, contacts with teachers, involvement in class and at school, school regulations and infrastructure were among the best predictors.  相似文献   

Social Justice in Sport and Exercise Psychology: A Position Statement     

Robert J. Schinke  Thierry Middleton  Brennan Petersen  Sanfu Kao  Deborah Lefebvre  Bahaa Habra 《Quest (Human Kinetics)》2019,71(2):163-174

ABSTRACT

There are varied approaches that have been used in sport for development (SFD) projects. This article is focused on the move by sport and exercise psychology researchers toward community-based SFD projects where marginalized groups are centralized. The authors have chosen two of their projects to exemplify different approaches to SFD. An initial project with an Aboriginal community is critically examined to reveal cultural missteps that perpetuated cultural colonization–something antithetical to community capacity building. The second project is then considered because of its closer alignment with cultural praxis and community capacity building. This second project focuses on the initial developments of a YMCA physical activity project designed to meet the needs of forced immigrants (a self-titled name developed by the refugee community members) and the staff who work with them. We culminate with five postulates proposed for SFD project teams derived from our vantage in sport and exercise psychology, where community engagement and eventual self-governance are imperatives.  相似文献   

Consequences of school grading systems on adolescent health: evidence from a Swedish school reform     

Björn Högberg  Joakim Lindgren  Klara Johansson  Mattias Strandh  Solveig Petersen 《教育政策杂志》2021,36(1):84-106

ABSTRACT

Education reforms that entail increased emphasis on high-stakes testing, assessment and grading have spread across education systems in recent decades. Critics have argued that these policies could have consequences for stress, identity, self-esteem and the overall health of pupils. However, these potentially negative consequences have rarely been investigated in a systematic and rigorous way. In this study we use a major education reform in Sweden, which introduced grades and increased the use of testing for pupils in the 6^th and 7^th school year (aged 12 to 13 years), to study the consequences of grading and assessment for health outcomes. Using data from the Health Behaviours of School-Aged Children Survey, we find that the reform increased school-related stress and reduced the academic self-esteem of pupils in the 7^th school year. This, in turn, had an indirect effect on psychosomatic symptoms and life satisfaction for these pupils. Moreover, the negative effects of the reform were generally stronger for girls, thereby widening the already troubling gender differences in health. We conclude that accountability reforms aimed at increased use of testing, assessment and grading can potentially have negative side effects on pupils’ health.  相似文献   

Masculinity, Femininity, and Sex Role Attitudes in Early Adolescence: Exploring Gender Intensification   总被引：3，自引：2，他引：3  

Nancy L. Galambos  David M. Almeida  Anne C. Petersen 《Child development》1990,61(6):1905-1914

This longitudinal study of 200 young adolescent girls and boys (mean age 11.6 years in sixth grade) investigated the hypothesis that differences in masculinity, femininity, and sex role attitudes would intensify across the sixth, seventh, and eighth grades (between 11 and 13 years of age) and that pubertal timing (early, on time, late) would play a role in this intensification. Analyses revealed that sex differences in masculinity and sex role attitudes increased across grades, but not sex differences in femininity. Pubertal timing was not associated with this gender divergence, although the evidence is equivocal for boys. The results provide support for gender intensification, but the role of pubertal timing may not be as strong as previously supposed.  相似文献   

Educating and training out of poverty? Adult provision and the informal sector in fishing communities,South Africa     

Carolyn Petersen 《International Journal of Educational Development》2007

This paper looks at access to adult education and vocational education and training (VET) provision in fishing communities in the Western Cape, South Africa. Fishing communities are being disadvantaged due to geographical and socio-political marginalisation, and the predominance of informal sector employment in the context of worldwide marine resource depletion. Neither public nor private provision is adequately serving rural areas or the informal sector in this context. Using the sustainable livelihoods approach as a tool of analysis, this paper argues that a more cross-sectoral approach is needed to tackle equity and poverty concerns in adult education and training provision.  相似文献   

Gender Difference in Verbal Performance: a Meta-analysis of United States State Performance Assessments     

Jennifer Petersen 《Educational Psychology Review》2018,30(4):1269-1281

A comprehensive, statistical review of gender differences in verbal performance has not been conducted in several decades and the majority of previous work on this topic used published studies that often include small, non-representative samples. The introduction of national legislation in US public schools required schools to assess and publicly report verbal performance, thus providing verbal assessment data for millions of American students. The current study presents a meta-analysis of gender differences in US state verbal assessments. Data were collected from the departments of education in 16 states representing more than 10 million US students in grades 3 through 11. Results indicated a small gender difference favoring females for overall verbal performance (d?=?0.29). However, when type of assessment was considered, the female advantages in reading (d?=?0.19) and language arts (d?=?0.29) were smaller than in writing performance (d?=?0.45). The small gender differences in verbal performance increased in a linear pattern from grades 3 to 8 and then remained steady in high school.  相似文献   

A constructivist approach to numeration in primary school: Results of a three year intervention with the same group of children     

Nadine Bednarz  Bernadette Janvier 《Educational Studies in Mathematics》1988,19(3):299-331

This article is a follow-up to an earlier article (Bednarz and Janvier, 1982) which presented the results of a research study on the understanding of numeration by primary school children. That study pointed out the main difficulties children meet in learning numeration, presented a theoretical framework that made explicit a conception of numeration different from the one considered in current mathematics teaching, and also proposed a reference framework utilizable for learning and evaluating this notion. The experimentation in a classroom announced at the end of the article, was undertaken from 1980 to 1983 with the same group of children from the time they were in first grade (6–7 years old) to the third grade (8–9 years). The theoretical and reference frameworks developed in the former research study proved to be effective for developing a constructivist approach leading children to build a meaningful and efficient symbolism of number.This article is mainly devoted to presenting the results of this three year longitudinal study (part C). At first, we shall characterize briefly our intervention based on a constructivist approach of numeration (part A). Also we shall describe the conditions under which the experimentation was carried out, and the means used to evaluate the impact on the pupils (part B).  相似文献   

Hearing-impaired children and youth in Canada: student characteristics in relation to manual communication patterns in four special education settings     

M A Karchmer  T E Allen  L M Petersen  A Quaynor 《American annals of the deaf》1982,127(2):89-104

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美国最酷的5个公共图书馆     

K.  Nadine Kavanaugh 《海外英语》2009,(1):28-29

Throughout American history, the desire for libraries has inspired cities, architects and robber barons to build, not just boxes for books, but secular temples to the worship of words. Here are America＇s 5 coolest, from old school Beaux-Arts beauties to the airy halls of contemporary architecture.  相似文献