Maggi Savin-Baden 2000. Problem-Based Learning in Higher Education: Untold Stories     

John Cowan 《Higher Education》2001,42(1):139-140

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Impact of Sensory Processing on School Performance Outcomes in High Functioning Individuals with Autism Spectrum Disorder     

Christiana Butera  Priscilla Ring  John Sideris  Aditya Jayashankar  Emily Kilroy  Laura Harrison  Sharon Cermak  Lisa Aziz‐Zadeh 《Mind, Brain, and Education》2020,14(3):243-254

Difficulty processing sensory information may impede progress in school for students with autism spectrum disorder (ASD). We explore the relationship between sensory processing and school performance in 26 high‐functioning youths with ASD and 26 controls (age 8–14) using measures of sensory, social, cognitive, and academic functioning. In the ASD group, bivariate Pearson correlations indicated a significant positive relationship between intelligence quotient (IQ) and the School Competence Scale (SCS) of the Child Behavior Checklist (CBCL), and a significant negative relationship between Dunn's Sensory Processing Framework and SCS scores. Final hierarchical multiple linear regression model accounting for SCS scores in ASD included IQ, ADHD symptoms, and sensory features. An interaction between increased sensory sensitivity with reduced sensory avoidance behaviors explained the greatest amount of variance in SCS, meaning school performance is lowest for children with greater hypersensitivity and fewer avoidance behaviors. Results indicate a strong impact of sensory processing on school performance in ASD.  相似文献   

Moral education: A hope for the future     

John Wilson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(1):61-64

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The instructional design portfolio:     

Jung Won Hur  Ashley Tan  Thomas Brush  John Saye  Lixin Chen 《TechTrends》2005,49(6):63-66

Conclusion In order to make PIHnet forum more usable and useful, we recently redesigned the forum tool based on findings from a survey, interviews and observations of user posting patterns. We also developed a journal tool to assist teachers with their personal reflection. Interviews with four users showed that the new forum was easy to use and effectively helped them communicate with other members. We are still developing the journal tool, so user experiences with the new journal tool have not been investigated yet. We will continue to improve the tools based on critical feedback from actual users.  相似文献   

ISDN: Linking the information highway to the classroom     

John Fox  Karen Loutsch  Michelle O’Brien 《TechTrends》1993,38(5):18-20

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An alternative strategy: tackling illiteracy with educational technology     

John Twining  Chairman 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(3):211-212

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Another View from the Crossroads     

John Furlong 《Cambridge Journal of Education》1994,24(1):117-121

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The Parent Threat Inventory: development, reliability, and validity     

Scher CD  Stein MB  Ingram RE  Malcarne VL  McQuaid JR 《Child abuse & neglect》2002,26(2):207-225

OBJECTIVE: The goal was to develop a retrospective inventory of parental threatening behavior to facilitate a better understanding of such behavior's role in the etiology of psychological distress. METHOD: Inventory items were developed based on theory and 135 students' responses to a question eliciting examples of threatening parental behavior. Following item development, two additional student samples (n = 200 and n = 603) completed batteries of self-report measures. Responses were used to eliminate unstable or redundant items from the inventory and to examine the inventory's psychometric properties. RESULTS: Factor analysis of the inventory revealed three factors, accounting for 66.2% of variance; this factor structure is compatible with theory, and consistent across maternal behavior scores, paternal behavior scores, and combined maternal and paternal scores. Cronbach's coefficient alphas indicated acceptable internal consistency; Pearson correlation coefficients indicated acceptable 4-week test-retest reliability. Moderate intercorrelations with two retrospective measures of childhood experiences suggested construct validity. Regression analyses demonstrated the ability of the inventory to predict both anxious and depressive symptomatology and lifetime symptoms of anxiety and depressive disorder. Normative data on combined parent scores, maternal scores, and paternal scores are also presented. CONCLUSIONS: Initial psychometric testing of the Parent Threat Inventory (PTI) suggests it is a reliable and valid tool for investigating the developmental antecedents of adult psychological distress. Further research should focus on addressing two limitations: (1) lack of normative and psychometric data on men and women suffering from clinical disorders, and (2) lack of validation by parental reporting.  相似文献   

Carlos' Task: Pictures of language and English teaching     

John Hardcastle 《Changing English: An International Journal of English Teaching》2002,9(1):7-21

A student's memory of a Caribbean childhood prompts a discussion of English teachers' responsibilities to get clear about first principles. This discussion hinges on a 'politics of recognition' that is at the core of contemporary debates around multicultural education. The demand for recognition is traced back to the European Enlightenment. Rights over recognition are linked to a modern, secular principle of equal dignity. This principle is used to explain why it has been important to establish that communities everywhere possess cultures of their own. These themes are taken up and discussed in relation to contrasting pictures of language in history in the work of two Caribbean writers, Edward Brathwaite and Derek Walcott. It is argued that a picture of language in the English syllabus that makes adequate sense of students' experience--one that affords them recognition--needs to connect with communities' social and cultural histories.  相似文献   

Taken-as-shared: a review of common assumptions about mathematical tasks in teacher education     

Anne Watson  John Mason 《Journal of Mathematics Teacher Education》2007,10(4-6):205-215

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