Nonverbal communication skills in Down syndrome children   总被引：4，自引：0，他引：4  

P Mundy  M Sigman  C Kasari  N Yirmiya 《Child development》1988,59(1):235-249

The goal of this research was to examine the nonverbal communication competence of 18-48-month-old Down syndrome children. The results indicated that Downs children displayed strengths and weaknesses in nonverbal communication skills. Relative to MA matched normal children, they displayed a significant strength in nonverbal social interaction skills. However, they also displayed a significant deficit in nonverbal requests for objects or assistance with objects compared to normals. This pattern of strength and weakness in nonverbal skills appeared to be specific to Down syndrome since this pattern was not displayed by a comparison sample of non-Downs mentally retarded children. Nonverbal object-requesting skill was also significantly associated with a measure of expressive language in the Downs sample. This relation was notable because the Downs children also displayed a deficit in expressive language. Thus, the results of this study suggest that a deficit in expressive language is associated with a deficit in earlier-developing nonverbal requesting skill among Down syndrome children.  相似文献   

CBM maze-scores as indicators of reading level and growth for seventh-grade students     

Siuman Chung  Christine A. Espin  Claire E. Stevenson 《Reading and writing》2018,31(3):627-648

The technical adequacy of CBM maze-scores as indicators of reading level and growth for seventh-grade secondary-school students was examined. Participants were 452 Dutch students who completed weekly maze measures over a period of 23 weeks. Criterion measures were school level, dyslexia status, scores and growth on a standardized reading test. Results supported the technical adequacy of maze scores as indicators of reading level and growth. Alternate-form reliability coefficients were significant and intermediate to high. Mean maze scores showed significant increase over time, students’ growth trajectories differed, and students’ initial performance levels (intercepts) and growth rates (slopes) were not correlated. Maze reading level and growth were related to reading level and/or growth on criterion measures. A nonlinear model provided a better fit for the data than a linear model. Implications for use of CBM maze-scores for data-based decision-making are discussed.  相似文献   

Teacher expectation effects on need-supportive teaching,student motivation,and engagement: a self-determination perspective     

Lisette Hornstra  Kim Stroet  Eva van Eijden  Jeannette Goudsblom  Claire Roskamp 《Educational Research and Evaluation》2018,24(3-5):324-345

ABSTRACT

Previous research has shown that teachers differentiate their behaviour based on their expectations of students. Self-determination theory (SDT) makes explicit how teacher behaviour relates to students’ motivation and engagement, namely, via need-supportive teaching. In the present study, we combined both research traditions and examined associations of teacher expectations with need-supportive teaching and thereby students’ motivation and engagement. Two-hundred-and-seventy-six secondary school students and their teachers (N?=?11) completed questionnaires. The results indicated that teacher expectations were moderately but positively associated with students’ intrinsic motivation and engagement, and negatively with amotivation. These relationships were fully mediated, although with small effect sizes, by need-supportive teaching. These findings highlight the value of combining research on teacher expectations and SDT, to gain further understanding of how teacher expectations may cause teachers to provide more need support to some students than to others, thereby affecting students’ motivation and engagement.  相似文献   

Gender differences in French undergraduates’ academic plans and wage expectations     

Claire Bonnard 《Gender and education》2016,28(4):581-598

Gender differences in wage expectations may affect investment in human capital and increase inequalities in the labour market. Our research based on a survey of first-year students at a French university aims to focus on expectations at the beginning of the career. Our results show that anticipated earnings differ significantly between men and women. One year after graduation, we find a gender gap in pay of 16%. A wage decomposition method indicates that most of this effect is due to anticipation of discrimination. Ten years after graduation, anticipated discrimination is still almost as dominant in explaining the gender gap in pay. Finally, using a survey of recent college graduates, we show that growth in the anticipated gender gap differs greatly from growth in the observed gender gap. Our findings highlight the importance of policies promoting higher educational aspirations for young women. Career guidance counselling for students may play a decisive role in contributing to give women more ambitious aspirations, which may in turn serve to reduce inequalities in the labour market.  相似文献   

Developmental Relations Among Motor and Cognitive Processes and Mathematics Skills          下载免费PDF全文

Helyn Kim  Chelsea A. K. Duran  Claire E. Cameron  David Grissmer 《Child development》2018,89(2):476-494

This study explored transactional associations among visuomotor integration, attention, fine motor coordination, and mathematics skills in a diverse sample of one hundred thirty‐five 5‐year‐olds (kindergarteners) and one hundred nineteen 6‐year‐olds (first graders) in the United States who were followed over the course of 2 school years. Associations were dynamic, with more reciprocal transactions occurring in kindergarten than in the later grades. Specifically, visuomotor integration and mathematics exhibited ongoing reciprocity in kindergarten and first grade, attention contributed to mathematics in kindergarten and first grade, mathematics contributed to attention across the kindergarten year only, and fine motor coordination contributed to mathematics indirectly, through visuomotor integration, across kindergarten and first grade. Implications of examining the hierarchical interrelations among processes underlying the development of children's mathematics skills are discussed.  相似文献   

Exploring the Impact of Reform Mathematics on Entry-Level Pre-service Primary Teachers Attitudes Towards Mathematics     

Aisling Leavy  Mairead Hourigan  Claire Carroll 《International Journal of Science and Mathematics Education》2017,15(3):509-526

This study reports entry-level mathematics attitudes of pre-service primary teachers entering an initial teacher education (ITE) program one decade apart. Attitudes of 360 pre-service primary teachers were compared to 419 pre-service teachers entering the same college of education almost one decade later. The latter experienced reform school mathematics curricula compared to the earlier cohort who experienced traditional curricula. Attitudes were determined by administering Aiken’s Revised Mathematics Attitude Scale (Aiken, 1974). Analyses indicate generally positive attitudes on entry to ITE. The earlier cohort demonstrated greater Enjoyment of Mathematics while the later cohort exhibited higher scores on the Value of Mathematics scale.  相似文献   

Teaching with technology in higher education: understanding conceptual change and development in practice     

Claire Englund  Anders D. Olofsson  Linda Price 《高等教育研究与发展》2017,36(1):73-87

Research indicates that teachers’ conceptions of and approaches to teaching with technology are central for the successful imple-mentation of educational technologies in higher education. This study advances this premise. We present a 10-year longitudinal study examining teachers’ conceptions of and approaches to teaching and learning with technology. Nine teachers on an online Bachelor of Science in Pharmacy and a Master of Pharmacy programme at a Swedish university were studied using a phenomenographic approach. Results showed clear differences between novice and experienced teachers. Although novice teachers initially held more teacher-focused conceptions, they demonstrated greater and more rapid change than experienced colleagues. Experienced teachers tended to exhibit little to no change in conceptions. Supporting conceptual change should, therefore, be a central component of professional development activities if a more effective use of educational technology is to be achieved.  相似文献   

Estranged students in higher education: navigating social and economic capitals     

Cristina Costa  Yvette Taylor  Claire Goodfellow  Sidonie Ecochard 《Cambridge Journal of Education》2020,50(1):107-123

ABSTRACT

Family is widely regarded as a cornerstone of student support. When family support exist as an essential form of social capital making, rupture of family ties places students in a disadvantageous position. This paper focuses on estranged students’ accounts of their experiences of higher education, highlighting how capital dynamics shape their academic trajectories. Based on interviews with 21 estranged students, our research uncovers different dimensions of estranged students’ struggles and successes as they move through academia. This paper explores the social imagination that surrounds the university student, or ‘student experience’, as resting upon family support. The authors propose that widening participation policies and practices need to be more attuned to the realities that mark estranged students’ experiences, as they are not only impacted by the scarcity of either economic or social capital, but also by the instability of interrelated capitals that contribute to precarious and volatile experiences.  相似文献   

“Because if we don’t talk about it,how are we going to prevent it?”: Lucidity,a narrative-based digital game about sexual violence     

Melissa Gilliam  Patrick Jagoda  Erin Jaworski  Luciana E. Hebert  Phoebe Lyman  M. Claire Wilson 《Sex education》2016,16(4):391-404

This paper describes the development and evaluation of an interactive, narrative-based, multimedia game to promote learning and communication about sexual violence and health topics. High school-aged participants created the game concept in a three-week workshop, after which assets were assembled and refined by a university-based game design lab. The outcome, Lucidity, was a multimedia game with a nonlinear narrative that led to two different outcomes based on player decisions. The narrative followed the life of one character, an African American woman named Zaria who remembers and grapples with a sexual assault from her past. The player discovers parts of the story by reading comics, watching videos, navigating interactive websites and playing short videogames. The final evaluation consisted of gameplay, a post-game focus group and follow-up interviews. Twenty-four young people participated in three focus group discussions (n = 9, n = 5, n = 10); 23 participated in the follow-up interviews. Salient themes identified in the focus group discussions included: overall approval of the game, the acquisition of new knowledge and minimal past exposure to conversations or education about sexual violence. At follow-up, almost all (n = 22) had initiated a conversation about sexual violence with a parent, peer and/or teacher. Lucidity succeeded in engaging young people and facilitating communication with adults and peers regarding sexual violence and other sexual health topics. Ultimately, a game-based intervention such as this represents a feasible approach for introducing issues of sexual violence, with potential for future implementation in educational settings.  相似文献   

Bridge21: teamwork,technology and learning. A pragmatic model for effective twenty-first-century team-based learning     

John Lawlor  Claire Conneely  Elizabeth Oldham  Kevin Marshall  Brendan Tangney 《Technology, Pedagogy and Education》2018,27(2):211-232

There have been calls for decades by many educational writers and commentators for a new model of learning to facilitate what is generally described as twenty-first-century learning. Central to this challenge is the required shift in responsibility for who leads and owns the learning – from teacher to student. Such a shift requires a pragmatic pedagogical model to facilitate the transfer of control and ownership of learning. Vygotsky’s ‘more able other’ identified the peer as a key figure in learning. Teamwork facilitates project-based learning and, when mediated with technology, proves an effective partner in creating an engaging and autonomous learning experience. This paper describes the rationale for the design of a team-based model of twenty-first-century learning, particularly drawing upon the team-based learning model of the World Scout Movement. Results from a year-long study of the implementation of the model in an out-of-school context with 288 second-level students are presented. The authors argue that Bridge21 is a candidate learning model for effective, implementable, twenty-first-century, team-based learning.  相似文献