Assessment of learning strategies: self-report questionnaire or learning task     

Eve Kikas  Anna-Liisa Jõgi 《European Journal of Psychology of Education - EJPE》2016,31(4):579-593

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Understanding inclusion support systems: three inspiring experiences / Comprendiendo los sistemas de apoyo para la inclusión: tres experiencias inspiradoras     

Soledad Rappoport  Marta Sandoval  Cecilia Simón  Gerardo Echeita 《Cultura y Educación》2019,31(1):120-151

This article presents the findings of an empirical study that aimed to gain an in-depth understanding of how inclusive support systems are configured. A qualitative case study approach was used to explore the trajectories, shared beliefs and daily practices that shape the dynamics of three educational centres recognized by external assessors for their inclusive policies and attention to diversity. The analysis carried out enabled the identification of patterns of worldviews and practices that underpin the development of sustainable inclusive school proposals, as well as an understanding of the complex interrelationship between context, resources, opportunities, threats and teaching approaches that define particular dynamics. The findings obtained help to illustrate and provide inspiration for other schools committed to defending the basic rights of all children and young people, as well as designers of educational policies and programmes.  相似文献   

Investigating the double-deficit hypothesis of developmental dyslexia in an orthography of intermediate depth     

Moura  Octávio  Pereira  Marcelino  Moreno  Joana  Simões  Mário R. 《Annals of dyslexia》2020,70(1):43-61

The present study aimed to investigate the double-deficit hypothesis (DDH) in an orthography of intermediate depth. Eighty-five European Portuguese-speaking children with developmental dyslexia, aged 7 to 12, were tested on measures of phonological awareness (PA), naming speed (NS), reading, and spelling. The results indicated that PA and NS were not significantly correlated, and that NS predicts reading fluency (but not reading accuracy and spelling) beyond what is accounted for by PA. Although the majority of the children with developmental dyslexia have double deficit (62.4%), some children have a single phonological deficit (24.7%) or a single NS deficit (8.2%). Children with a double deficit were not more impaired in reading fluency, reading accuracy, and spelling than both single-deficit subtypes. In conclusion, the findings of the present study are partially consistent with the DDH and provide evidence for the multifactorial model of developmental dyslexia. Implications of the DDH for an orthography of intermediate depth are emphasized.

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The link between executive functions and literacy: introduction     

Filipe  Marisa  Castro  São Luís  Limpo  Teresa 《Reading and writing》2020,33(4):807-812

This special issue was born within the M2S Project (Mindfulness to students’ success: Relating executive functions and writing through a mindfulness app to promote children’s cognitive, social, and health-related outcomes) to call researchers and practitioners’ attention to the role that executive functions play on the acquisition and development of literacy skills, a neglected topic in the field. The selected papers include various methods and techniques to examine the relationships between literacy and executive functions across languages/cultures and different age groups, with and without disabilities.

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Sensor-based physical activity,sedentary time,and reported cell phone screen time: A hierarchy of correlates in youth     

Pedro B. Júdice  Joo P. Magalhes  Gil B. Rosa  Duarte Henriques-Neto  Megan Hetherington-Rauth  Luís B. Sardinha 《运动与健康科学(英文)》2021,10(1):55

BackgroundEvidence on correlates relies on subjective metrics and fails to include correlates across all levels of the ecologic model. We determined which correlates best predict sensor-based physical activity (PA), sedentary time (ST), and self-reported cell phone screen time (CST) in a large sample of youth, while considering a multiplicity of correlates.MethodsUsing sensor-based accelerometry, we assessed the PA and ST of 2179 youths. A χ² automatic interaction detection algorithm was used to hierarchize the correlates associated with too much ST (> 50th percentile), insufficient moderate-to-vigorous PA (MVPA) (<60 min/day), and prolonged CST (≥2 h/day).ResultsAmong youth 10–14 years old, the correlates for being inactive consisted of being a girl, not having sport facilities in the neighborhood, and not perceiving the neighborhood as a safe place, whereas in the youth 15–18 years old, the correlate for being inactive was not performing sports (9.7% chance of being active). The correlates for predicting high ST in the younger group was not performing sports (55.8% chance for high ST), and in the older group, the correlates were not owning a pet, perceiving the neighborhood as safe, and having inactive parents (63.7% chance for high ST). In the younger group, the greatest chances of having high CST were among those who were in the last elementary school years, who were girls, and who did not have friends in the neighborhood (73.1% chance for high CST), whereas in the older group, the greatest chance for having high CST was among those who were girls and had a TV in the bedroom (74.3% chance for high CST).ConclusionTo counteract ST and boost MVPA among youths, a specific focus on girls, the promotion of sport participation and facilities, neighborhood safety, and involvement of family must be prioritized.  相似文献   

Modern chemistry,red in tooth and claw     

Simões  Ana 《Metascience》2010,19(3):485-488

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Rank-based self-training for graph convolutional networks     

Daniel Carlos Guimarães Pedronette  Longin Jan Latecki 《Information processing & management》2021,58(2):102443

Graph Convolutional Networks (GCNs) have been established as a fundamental approach for representation learning on graphs, based on convolution operations on non-Euclidean domain, defined by graph-structured data. GCNs and variants have achieved state-of-the-art results on classification tasks, especially in semi-supervised learning scenarios. A central challenge in semi-supervised classification consists in how to exploit the maximum of useful information encoded in the unlabeled data. In this paper, we address this issue through a novel self-training approach for improving the accuracy of GCNs on semi-supervised classification tasks. A margin score is used through a rank-based model to identify the most confident sample predictions. Such predictions are exploited as an expanded labeled set in a second-stage training step. Our model is suitable for different GCN models. Moreover, we also propose a rank aggregation of labeled sets obtained by different GCN models. The experimental evaluation considers four GCN variations and traditional benchmarks extensively used in the literature. Significant accuracy gains were achieved for all evaluated models, reaching results comparable or superior to the state-of-the-art. The best results were achieved for rank aggregation self-training on combinations of the four GCN models.  相似文献   

Human Anatomy: Teaching–Learning Experience of a Support Teacher and a Student with Low Vision and Blindness     

Carolina Rodrigues Mendonça  Karla Tais de Oliveira Souza  Jalsi Tacon Arruda  Matias Noll  Nilza Nascimento Guimarães 《Anatomical sciences education》2021,14(5):682-692

In Brazil, a federal law ensures that all students with disabilities are entitled to enrollment in higher education institutions. Higher courses in human anatomy stand out for their complexity in both theoretical and practical contents. Therefore, adaptation is required to accommodate students with special educational needs. This study aimed to describe the experience of a Support Teacher in the development of inclusive pedagogical practices for the discipline of Human Anatomy offered in the physiotherapy course for a student with low vision and blindness. The challenges and learning difficulties faced by a visually impaired student are reported. Qualitative analysis was performed by interviewing a student with low vision and blindness and a Support Teacher. The audio recordings were transcribed, categorized, and analyzed using content analysis. The Support Teacher created schematics and drawings of anatomical structures, reviewed theoretical and practical contents, developed adaptations of the examinations, and applied palpatory anatomy to facilitate the student’s learning process. The findings illustrate that the student faced the greatest difficulty in dealing with the emotional aspects, due to the inability to visualize the anatomical details in human cadavers. Thus, the presence of a Support Teacher was fundamental to ensure that the student could learn the content and overcome this limitation. In conclusion, personalized adaptation, commitment, and collaborative work between the Support Teacher and students with low vision and blindness improve their learning conditions.  相似文献   

The COVID-19 epidemic in Brazil: how statistics education may contribute to unravel the reality behind the charts     

da Silva  Alexandre Sousa  Barbosa  Maria Tereza Serrano  de Souza Velasque  Luciane  da Silveira Barroso Alves  Davi  Magalhães  Marcos Nascimento 《Educational Studies in Mathematics》2021,108(1-2):269-289

Educational Studies in Mathematics - The world is now facing the most severe health, social, and economic event of the last hundred years, which has made the need to acquire statistical thinking to...  相似文献   

The pathways to higher education: lexical availability in adult candidate students and in young first-year students     

Luís Filipe Barbeiro  Cláudia João  Susana Santos 《International Journal of Lifelong Education》2013,32(3):309-329

In the past few years there has been an increase in the number of adult students in higher education courses, many of whom have returned to school after a break. Most of these students do not intend to continue their studies from the point where they stopped; rather, they want to prepare for specific tests in order to have direct access to higher education courses, which in Portugal is a legal option for students over the age of 23. In response to this new cohort, higher education institutions need to find out what kind of students these are, determining their characteristics, capabilities and major problems, if they are to provide them with successful learning opportunities alongside younger students. This article presents a comparative study of lexical competence, focusing on lexical availability, contrasting those adult applicants to higher education who are attending a course preparatory to higher education with first-year students who have just entered higher education. The results show significant differences between the two groups, the adult group in general showing poorer results. Their withdrawal from schooling is clearly reflected in their vocabulary activation with regard to transversal themes. The most salient contrasts are related to the number of words mentioned and the frequency of words in the group, as well as the greater or lesser proximity to the topic of the terms mentioned.  相似文献