Language and reading impairments are associated with increased prevalence of non-right-handedness     

Filippo Abbondanza  Philip S. Dale  Carol A. Wang  Marianna E. Hayiou-Thomas  Umar Toseeb  Tanner S. Koomar  Karen G. Wigg  Yu Feng  Kaitlyn M. Price  Elizabeth N. Kerr  Sharon L. Guger  Maureen W. Lovett  Lisa J. Strug  Elsje van Bergen  Conor V. Dolan  J. Bruce Tomblin  Kristina Moll  Gerd Schulte-Körne  Nina Neuhoff  Andreas Warnke  Simon E. Fisher  Cathy L. Barr  Jacob J. Michaelson  Dorret I. Boomsma  Margaret J. Snowling  Charles Hulme  Andrew J. O. Whitehouse  Craig E. Pennell  Dianne F. Newbury  John Stein  Joel B. Talcott  Dorothy V. M. Bishop  Silvia Paracchini 《Child development》2023,94(4):970-984

Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–19 years old; European ethnicity) using a priori set criteria. A meta-analysis (N_cases = 1994) showed elevated NRH % in individuals with language/reading impairment compared with controls (OR = 1.21, CI = 1.06–1.39, p = .01). The association between reading/language impairments and NRH could result from shared pathways underlying brain lateralization, handedness, and cognitive functions.  相似文献   

Supporting practitioners in school-based evaluations of autism spectrum disorders     

Sarah W. Harry  Kayla E. Bates-Brantley  Breya L. Whitefield  Brittany A. Dale 《Psychology in the schools》2023,60(2):419-430

Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the measurement of cornerstone behaviors of ASD such as deficits in social communication and restricted or repetitive behaviors while underestimating the focus of academic skills even though both factors are required in the evaluation process and for an eligibility classification. The purpose of this article is to provide an overview of academic assessment practices in the schools by highlighting best practices in ASD evaluation, outlining ASD academic profiles and how to identify academic skill deficits, and reviewing the available literature that comes from different formal- and function-based assessment practices that are commonly used in schools today. The authors also discuss how formal- and function-based assessments both serve a purpose and are recommended to be used in conjunction with one another to best demonstrate a student's academic profile. Practitioners are ultimately encouraged to use a multi-informant, multi-modal approach when it comes to psychoeducational evaluations for individuals with ASD as it is evident that an individualized approach is essential due to the discrepancy of academic profiles related to this disability category as well as understanding that no measure is a perfect representation of any one skill.  相似文献   

Making Room for Values and Fairness: Teaching Reliability and Validity in the Classroom Context     

Dale Whittington 《Educational Measurement》1999,18(1):14-22

Can validity and reliability be taught from the perspective of the decisions classroom teachers make instead of from a more purely psychometric perspective? What aspects of validity and reliability are particularly relevant for classroom teachers?  相似文献   

Education for Liberal Democracy: Universalising a Western Construct?     

Penny Enslin 《Journal of Philosophy of Education》1999,33(2):175-186

An influential view of liberalism and its view of education holds that it is a western construct unsuited to non-western societies. Bikhu Parekh's critique of liberal democracy is taken here as representative of that position. In challenging that view, this article shows through an analysis of recent policy that post-apartheid education in South Africa expresses a liberal view of education, just as the political order introduced in 1994 is a liberal one. If we adopt Parekh's principle that societies should be allowed to choose their own destinies, there are transcendental grounds for promoting liberalism and a liberal view of education outside of the liberal western democracies.  相似文献   

Deliberative Democracy, Diversity and the Challenges of Citizenship Education     

Penny Enslin  Shirley Pendlebury  & Mary Tjiattas 《Journal of Philosophy of Education》2000,35(1):115-130

For democracies to thrive, citizens have to be taught to be democrats. How do people learn to be democrats in circumstances of diversity and plurality? We address this question via a discussion of three models of deliberative democracy: public reason (as exemplified by Rawls), discursive democracy (as exemplified by Benhabib) and communicative democracy (as exemplified by Young). Each of the three theorists contributes to an account of how to educate citizens by teaching talk. Against a commonly held assumption that the protection of diversity in a pluralist democracy requires a thin conception of citizenship education, we defend a thick conception that simultaneously fosters autonomy and participation without sacrificing tolerance of diversity.  相似文献   

Analysis of academic administrators’ attitudes: annual evaluations and factors that improve teaching     

Brian D. Cherry  Nathan Grasse  Dale Kapla  Brad Hamel 《Journal of Higher Education Policy & Management》2017,39(3):296-306

This article examines academic administrators’ attitudes towards the academic evaluation process in the US and those factors that are utilised to improve teaching. We use path regressions to examine satisfaction with evaluation procedures, as well as the direct and indirect effects of these factors on perceptions of whether the evaluation process facilitates quality instruction. With increased pressure for accountability being placed on higher education, it is important to ensure that we are meeting both public and academic expectations. The evaluation process is an important tool to ensure the university’s goals and values are articulated and that academics can be successful in their individual career paths. The problem is most research finds flaws with the current method of evaluation, and academics and academic administrators are sceptical about the process and results. We find there are environmental factors that influence academic administrators’ perceptions of academic evaluations and the ability to improve classroom instruction.  相似文献   

Effects of Diverse STEM Role Model Videos in Promoting Adolescents’ Identification     

Steinke  Jocelyn  Applegate  Brooks  Penny  Jay R.  Merlino  Sean 《International Journal of Science and Mathematics Education》2022,20(2):255-276

International Journal of Science and Mathematics Education - Role models are critical for broadening participation in science, technology, engineering, and mathematics (STEM); however, little is...  相似文献   

Christian perceptions of the battle of Hattin (583/1187)     

Penny J Cole 《Al-Masaq: Islam & the Medieval Mediterranean》1993,6(1):9-39

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Democracy, Social Justice and Education: Feminist strategies in a globalising world     

Penny  Enslin 《Educational Philosophy and Theory》2006,38(1):57-67

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Some Queries About Examiners' Criteria and Students' Results Raised by the 'A' Level English Literature Examination     

Angela Dale 《English in Education》1972,6(1):63-74

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