The role of educators of the deaf in the early identification of hearing loss   总被引：1，自引：0，他引：1  

Arehart KH  Yoshinaga-Itano C 《American annals of the deaf》1999,144(1):19-23

About 16,000 babies each year will be identified with hearing loss by age 3 months once universal newborn hearing screening becomes a reality. Identification of hearing loss in infancy, followed by appropriate intervention by age 6 months, can result in normal language development, regardless of degree of hearing loss. As the average age of identification of hearing loss moves downward toward 2 months, children with hearing loss will enter the educational system earlier and with language skills commensurate with those of their hearing peers. In order to provide appropriate services to children with hearing loss and their families, early interventionists will need to forge links to health care providers involved in universal newborn hearing screening programs, to have specialized training in deafness and hearing loss, and to have expertise in providing services to very young children and to children with hearing loss in the broad range from mild to profound.  相似文献   

Research abstracts     

Don H. Coombs 《Educational technology research and development : ETR & D》1970,18(2):221-229

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Children’s emotional and behavioral responses to peer provocation and early school adjustment     

Maria S. Poulou  Hideko H. Bassett 《Pastoral Care in Education》2018,36(3):205-222

ABSTRACT

Even very young children think about their own and others’ behavior, including emotions. Such cognitions and emotions about the self and others convey information that is crucial to social interactions and relationships. The current study based on an integrated model of emotion processes and cognition in social information processing (SIP) aimed to explore students’ emotional and behavioral responses in SIP choices, and their association with teacher-reported early school adjustment. Two-hundred and thirty pre-school and first-grade primary school students were interviewed using the Challenging Situations Task (CST). CST assessed students’ emotional and behavioral responses to 12 unambiguous hypothetical peer provocation situations. Children’s preschool and first-grade primary teachers rated children’s early school adjustment with the Social Competence and Behavior Evaluation (SCBE-30) measure. The results revealed that children chose mainly sad and angry emotions and socially competent and passive behaviors. We found a relationship both between sad emotions and socially competent behavior choices, and between angry emotion and aggressive behavior choices. Sad emotions and aggressive behavior choices were the main predictors of school adjustment. Children’s responses to peer provocation situations varied depending on how the children interpreted the situations. The results address the importance of children’s SIP and school adjustment.  相似文献   

Effects of maze geometry and experience on exploratory behavior in the rat     

H. J. Uster  K. Bättig  H. H. Nägeli 《Learning & behavior》1976,4(1):84-88

Rats were exposed twice in a rotated sequence to a series of six mazes, consisting of hexagonal alleys, balanced for different alley length and structural complexity. Locomotor activity increased with alley length and decreased with structural complexity of the mazes. Locomotion became less stereotyped with increased experience, showing an increasing number of turns, less constant velocity, loss of the initial preference for outward leading alleys and weakening of the forward tendency at reentry from side alleys into hexagonal alleys. In contrast to these qualitative changes of locomotion, the amount of activity remained almost unchanged throughout the experiment. The results suggest that these increases in locomotion complexity depend upon complex interactions between experience and stimulus content of the mazes.  相似文献   

Editor’s comments     

D. L. H. 《Journal of Science Teacher Education》1989,1(2):i-i

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A SPECIAL‐PURPOSE STUDIO     

R. H. Brown  D.M. Unwin  K.E. Machin 《Learning, Media and Technology》1976,2(4):119-120

The paper describes the design and use of a studio system which arose out of the need to give demonstrations of experimental procedures to practical classes of up to 150 students. Since the requirements could be specified in some detail it was possible to use novel methods of working which turned out to be very efficient and economical.  相似文献   

The hyphen as a syllabification cue in reading bisyllabic and multisyllabic words among Finnish 1st and 2nd graders     

Tuomo Häikiö  Raymond Bertram  Jukka Hyönä 《Reading and writing》2016,29(1):159-182

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Nonlinearity in filmic presentation: Part II,discussion     

Stuart M. Cooney  William H. Allen 《Educational technology research and development : ETR & D》1964,12(3):302-324

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Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education     

Elisa Monteiro  Angus C. H. Kuok  Ana M. Correia  Vitor Teixeira 《International Journal of Inclusive Education》2019,23(1):93-108

ABSTRACT

This paper reports findings of a mixed methods study examining private school teachers’ perceptions of efficacy in dealing with the challenges presented by inclusive education in Macao. This is highly pertinent after the Government invited consultation to propose changes to amendments of the Decree Law of 1996 concerning the education of students with Special Education Needs (SEN) which will likely see private schools being required to accept these students in the future. Within the context of teacher preparedness for inclusive education, the study found that a number of teachers felt that they were not at all prepared to teach students with SEN. Whilst some teachers suggested that they lacked skills and knowledge in teaching in inclusive classrooms, some felt overwhelmed with the challenges. The teachers proposed that they would need to know how to provide instructional adaptations and modifications to support students with SEN. Implications for continuous development of teacher training and education are discussed within the context of improving teacher efficacy and how private school teachers could better respond to the challenges of inclusive education in Macao.  相似文献   

Optimal Design for Two-Level Random Assignment and Regression Discontinuity Studies     

Christopher H. Rhoads  Charles Dye 《Journal of Experimental Education》2016,84(3):421-448

An important concern when planning research studies is to obtain maximum precision of an estimate of a treatment effect given a budget constraint. When research designs have a multilevel or hierarchical structure changes in sample size at different levels of the design will impact precision differently. Furthermore, there will typically be differential costs of enrolling additional units at different levels of the hierarchy. The optimal design problem in multilevel research studies involves determining the optimal sample size at each level of the design given specified design parameters and a specified marginal cost of recruitment at each level. The current work extends existing results by considering optimal design for (a) unbalanced random assignment designs and (b) regression discontinuity designs.  相似文献