ADHD and reading disabilities: a cluster analytic approach for distinguishing subgroups     

Bonafina MA  Newcorn JH  McKay KE  Koda VH  Halperin JM 《Journal of learning disabilities》2000,33(3):297-307

Data suggest that children with reading disability (RD) and non-RD children with attention-deficit/hyperactivity disorder (ADHD) may comprise distinct subgroups. Research has been hampered by variance in definitional criteria, which results in the study of different subgroups of children. Using cluster analysis, this study empirically divided children with ADHD (N = 54), based on their Full Scale IQ (FSIQ) and reading ability. Four distinct subgroups emerged in which cognitive, behavioral, and neurochemical function was compared. Cluster 1 was of average FSIQ and reading scores; Cluster 2 was of average FSIQ but showed impairment in reading; Cluster 3 had high FSIQ and reading scores; and Cluster 4 had low scores in both domains. The groups had different patterns of cognitive, behavioral, and neurochemical function, as determined by discrepancies in Verbal-Performance IQ, academic achievement scores, parent aggression ratings, and a measure of noradrenergic function. These distinctions are discussed with regard to etiology, treatment, and long-term outcome.  相似文献   

Problem solving in the rat: Stay vs. shift solutions on the three-table task     

Thom Herrmann  Eleanor Bahr  Becky Bremner  Paul Ellen 《Learning & behavior》1982,10(1):39-45

Two experiments were conducted to determine the conditions under which a shift problem vs. a stay problem would be easier for animals tested on Maier’s three-table task. When animals were given a prior exploratory experience and a partial feeding during the feeding experience, the stay problem was easier. With a prior exploratory experience and a complete feeding experience, the shift solution was easier. In the absence of prior exploration, rats cannot solve either the stay or shift problem, regardless of the amount of feeding during the feeding experience.  相似文献   

The impact of the Solution Based Casework (SBC) practice model on federal outcomes in public child welfare     

Antle BF  Christensen DN  van Zyl MA  Barbee AP 《Child abuse & neglect》2012,36(4):342-353

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From “Producing” to “Consuming” Research: Incorporating Evidence-Based Practice Into Advanced Research Courses in a Master of Social Work Program   总被引：1，自引：1，他引：0  

Pamela A. Yankeelov  Bibhuti K. Sar  Becky F. Antle 《Journal of Teaching in Social Work》2013,33(4):367-384

Schools of social work have begun to explore teaching evidence-based practice (EBP) across their curriculum. Although the current literature offers ideas on how to incorporate EBP in foundation research and practice courses, the literature seems nonexistent on how to teach EBP in an advanced research sequence, which could clearly address the widespread criticism that research courses are unsuccessful in making the practice–research link more apparent. This article describes the transition of one school from a “producing research” curriculum focus to an EBP focus, which embraces consuming research. In the present article, the authors discuss the benefits and struggles associated with these two different approaches.  相似文献   

Rethinking Reflection: Teachers' Critiques     

Becky M. Atkinson 《The Teacher Educator》2013,48(3):175-194

This article presents findings from a study conducted with a teacher focus group asked to read and discuss their responses to selected published teacher narratives of reflective practice. The teachers challenged features of practitioner reflection presented in several of the reading selections as not representative of how they experienced reflection in practice. In this study, the teachers' critiques were not viewed as anti-intellectual, lazy, or provincial. Rather, the researcher used reader response theory to frame the teachers' critiques as informed feedback that needs the inquiry and input of teacher educators. The findings invite consideration of the unintended consequences of these representations for practitioners and scholars, especially in an age of emphasis on standards and accountability.  相似文献   

Relations Among Chronic Peer Group Rejection,Maladaptive Behavioral Dispositions,and Early Adolescents' Peer Perceptions     

Gary W. Ladd  Idean Ettekal  Becky Kochenderfer‐Ladd  Karen D. Rudolph  Rebecca K. Andrews 《Child development》2014,85(3):971-988

Adolescents' perceptions of peers' relational characteristics (e.g., support, trustworthiness) were examined for subtypes of youth who evidenced chronic maladaptive behavior, chronic peer group rejection, or combinations of these risk factors. Growth mixture modeling was used to identify subgroups of participants within a normative sample of youth (N = 477; 50% female) for whom data had been gathered from fifth grade (M_age = 10.61) through eighth grade (M_age = 13.93). Results revealed that both enduring individual vulnerability (i.e., chronic withdrawn or chronic aggressive behavioral dispositions) and interpersonal adversity (i.e., chronic peer group rejection) were linked with either differences or changes in adolescents' perceptions of their peers' supportiveness and trustworthiness across the early adolescent age period.  相似文献   

The Gendered Subject: Students' subject preferences and discussions of gender and subject ability   总被引：4，自引：3，他引：1  

Becky Francis 《牛津教育评论》2013,39(1):35-48

Girls have recently caught up with boys in the sciences in terms of achievements at GCSE, and continue to out-perform boys at languages at this level. However, there remains a sharp divergence in subject choice according to gender at A level and beyond. This paper seeks to discover whether or not there has been a shift in secondary school students' constructions of gender, school subjects, and subject ability. It examines the responses of secondary school students concerning their favourite, and least favourite, subjects according to gender. It also explores their statements concerning gender and ability at school subjects, analysing the various gender narratives reflected in these. It is argued that there has sometimes been a blurring of the gender dichotomy in terms of students' favourite subjects, although their least favourite subjects were more traditionally gendered. Moreover, the majority of students claimed that the sexes have the same ability at all subjects; and of those who argued there are gender differences in ability, the majority argued that girls have greater ability at various subjects.  相似文献   

British‐Chinese pupils’ constructions of gender and learning     

Becky Francis  Louise Archer 《牛津教育评论》2013,39(4):497-515

British‐Chinese pupils are the highest achieving ethnic group in the British education system, and British‐Chinese boys’ performance equals that of girls. This paper investigates aspects of British‐Chinese pupils’ constructions of learning, focusing particularly on subject preferences and their constructions of themselves as pupils. The results are analysed according to gender as well as social class, and demonstrate that British‐Chinese pupils’ constructions of gender, subject preference and self‐image as pupils differ in some respects from those of pupils from other ethnic groups. Reasons for such differences are considered, and the paper also reflects on the implications of these findings in relation to broader findings concerning the stereotyping and ‘othering’ of the British‐Chinese within the British education system.  相似文献   

Nice and kind,smart and funny: what children like and want to emulate in their teachers   总被引：1，自引：1，他引：0  

Merryn Hutchings  Bruce Carrington  Becky Francis  Christine Skelton  Barbara Read  Ian Hall 《牛津教育评论》2013,39(2):135-157

In many western countries, government statements about the need to recruit more men to primary teaching are frequently supported by references to the importance of male teachers as role models for boys. The suggestion is that boys will both achieve better and behave better when taught by male teachers, because they will identify with them and want to emulate their behaviour. However, this has not been supported by research evidence. This paper draws on data from an ESRC‐funded project involving interviews with 307 7–8 year old children in England (half taught by male and half by female teachers). Focusing on gender, it analyses children’s responses about their relationships with their teachers and about figures that they would like to emulate (both in school and outside).  相似文献   

Blended inquiry with hands-on and virtual laboratories: the role of perceptual features during knowledge construction     

Eva Erdosne Toth  Lisa R. Ludvico  Becky L. Morrow 《Interactive Learning Environments》2013,21(5):614-630

This study examined the characteristics of virtual and hands-on inquiry environments for the development of blended learning in a popular domain of bio-nanotechnology: the separation of different-sized DNA fragments using gel-electrophoresis, also known as DNA-fingerprinting. Since the latest scientific developments in nano- and micro-scale tools are based on molecular movement in electric fields, gel electrophoresis is an excellent model for learning-related concepts and processes. This study employed two environments (a 2D virtual laboratory (VRL) and a hands-on laboratory (HOL)) and documented the benefit of using VRLs to ground students' knowledge construction, before more complex, hands-on investigation. A comparative analysis explored how the perceptual features of the two learning environments supported students in designing experiments, evaluating data from experimental trials and reasoning for the mechanisms by which these data came about. The findings provide evidence for the design of blended inquiry-learning environments that integrate virtual and hands-on laboratories.  相似文献