Auditory temporal structure processing in dyslexia: processing of prosodic phrase boundaries is not impaired in children with dyslexia     

Eveline Geiser  Margaret Kjelgaard  Joanna A. Christodoulou  Abigail Cyr  John D. E. Gabrieli 《Annals of dyslexia》2014,64(1):77-90

Reading disability in children with dyslexia has been proposed to reflect impairment in auditory timing perception. We investigated one aspect of timing perception—temporal grouping—as present in prosodic phrase boundaries of natural speech, in age-matched groups of children, ages 6–8 years, with and without dyslexia. Prosodic phrase boundaries are characterized by temporal grouping of functionally related speech elements and can facilitate syntactic processing of speech. For example, temporary syntactic ambiguities, such as early-closure structures, are processed faster when prosodic phrase boundaries are present. We examined children’s prosodic facilitation by measuring their efficiency of sentence processing for temporary syntactic ambiguities spoken with (facilitating) versus without (neutral) prosodic phrase boundaries. Both groups of children benefited similarly from prosodic facilitation, displaying faster reaction times in facilitating compared to neutral prosody. These findings indicate that the use of prosodic phrase boundaries for speech processing is not impaired in children with dyslexia.  相似文献   

What Ever Happened to the “Cool” Kids? Long‐Term Sequelae of Early Adolescent Pseudomature Behavior     

Joseph P. Allen  Megan M. Schad  Barbara Oudekerk  Joanna Chango 《Child development》2014,85(5):1866-1880

Pseudomature behavior—ranging from minor delinquency to precocious romantic involvement—is widely viewed as a nearly normative feature of adolescence. When such behavior occurs early in adolescence, however, it was hypothesized to reflect a misguided overemphasis upon impressing peers and was considered likely to predict long‐term adjustment problems. In a multimethod, multireporter study following a community sample of 184 adolescents from ages 13 to 23, early adolescent pseudomature behavior was linked cross‐sectionally to a heightened desire for peer popularity and to short‐term success with peers. Longitudinal results, however, supported the study's central hypothesis: Early adolescent pseudomature behavior predicted long‐term difficulties in close relationships, as well as significant problems with alcohol and substance use, and elevated levels of criminal behavior.  相似文献   

Revisiting the Two Faces of Child Care Quality: Structure and Process     

Deborah J. Cassidy  Linda L. Hestenes  Joanna K. Hansen  Archana Hegde  Jonghee Shim  Steve Hestenes 《Early education and development》2005,16(4):505-520

While child care quality has been examined in numerous studies, the definition of quality and specifically, the concepts of structural and process quality, have not been adequately explored. In this qualitative analysis of the constructs of process and structural quality, a content analysis of the Early Childhood Environment Rating Scale-Revised (ECERS-R), a commonly used measure of process quality, was conducted to investigate its use as a measure of process quality. Through constant comparative analysis of the ECERS-R at the indicator level, definitions of structure and process were formulated. Results show that over half of the indicators of the ECERS-R are measuring structural quality rather than process quality. Further examination of quality as a dynamic exchange between individuals and context is needed to advance research in the area of early childhood program quality.  相似文献   

Nurture corners in preschool settings: involving and nurturing children and parents     

Kelly Stone  Cheryl Burgess  Brigid Daniel  Joanna Smith  Christine Stephen 《Emotional and Behavioural Difficulties》2017,22(4):383-396

This article draws on the findings from a small qualitative study which focused on gathering perspectives and accounts of experiences from nursery practitioners, health and third sector professionals and parents. It explored the ways in which parents/carers and practitioners experienced the nurture approach developed in preschool settings in Glasgow, Scotland and their perspectives on the impact that this provision has had on the development and well-being of young children and family engagement in learning. The findings provided some insights into the specific ways in which settings involved parents and worked towards developing a nurturing ethos towards parents themselves, underpinned by the following three elements: a welcoming setting, sensitive and empathic staff and creative practice. The particular characteristics of these three elements seemed to support some parents in developing the parenting skills which were required to consolidate the benefits experienced by their children. These benefits included parents being supported to replicate some of the practices at home and becoming more involved in their children’s learning. The study identified challenges for some nurseries in achieving this, such as the limited scope for nurture corner practitioners in some of the settings to fully utilise their skills with parents due to accommodation constraints.  相似文献   

Manipulating Processing Difficulty of Reading Comprehension Questions: The Feasibility of Verbal Item Generation     

Joanna S. Gorin 《Journal of Educational Measurement》2005,42(4):351-373

Based on a previously validated cognitive processing model of reading comprehension, this study experimentally examines potential generative components of text-based multiple-choice reading comprehension test questions. Previous research ( Embretson & Wetzel, 1987 ; Gorin & Embretson, 2005 ; Sheehan & Ginther, 2001 ) shows text encoding and decision processes account for significant proportions of variance in item difficulties. In the current study, Linear Logistic Latent Trait Model (LLTM; Fischer, 1973 ) parameter estimates of experimentally manipulated items are examined to further verify the impact of encoding and decision processes on item difficulty. Results show that manipulation of some passage features, such as increased use of negative wording, significantly increases item difficulty in some cases, whereas others, such as altering the order of information presentation in a passage, did not significantly affect item difficulty, but did affect reaction time. These results suggest that reliable changes in difficulty and response time through algorithmic manipulation of certain task features is feasible. However, non-significant results for several manipulations highlight potential challenges to item generation in establishing direct links between theoretically relevant item features and individual item processing. Further examination of these relationships will be informative to item writers as well as test developers interested in the feasibility of item generation as an assessment tool.  相似文献   

Academics’ perceptions of the impact of internal quality assurance on teaching and learning     

Orlanda Tavares  Cristina Sin  Pedro Videira  Alberto Amaral 《Assessment & Evaluation in Higher Education》2017,42(8):1293-1305

Internal quality assurance systems are expected to improve the institutions’ core mission of teaching and learning. Using data gathered through an online survey, distributed in 2014/2015, to the teaching staff of all Portuguese private and public higher education institutions, this paper examines the impact of internal quality assurance systems on teaching and learning from the perspective of academics. Findings suggest that Portuguese academics feel that, despite the positive contribution of internal quality assurance towards an increased awareness of teaching quality issues at their institutions, the practical effects of these systems have been more related to increasing bureaucracy than to substantive improvements in teaching and learning. The use of information with a view to improvement and teaching staff involvement in the development of quality assurance were found to induce positive changes in teaching and learning, in academics’ perceptions. Based on the findings, the paper makes recommendations for institutional practice.  相似文献   

Internal quality assurance systems in Portugal: what their strengths and weaknesses reveal     

Orlanda Tavares  Cristina Sin  Alberto Amaral 《Assessment & Evaluation in Higher Education》2016,41(7):1049-1064

In Portugal, the agency for assessment and accreditation of higher education has recently included in its remit, beyond programme accreditation, the certification of internal quality assurance systems. This implies lighter touch accreditation and aims to direct institutions towards improvement, in addition to accountability. Twelve institutions have already undertaken the certification, and both self-assessment and external assessment reports are available. Based on the qualitative analysis of the nature of institutional strengths and weaknesses highlighted in these evaluation reports, the paper aims to understand whether the identified strengths and weaknesses are related to procedural and organisational matters or to cultural change (values and beliefs), in turn offering an insight into the quality culture(s) which characterise higher education institutions in Portugal. Findings suggest that the quality culture of the analysed institutions is somewhere between responsive and reactive. Overall, all reports dwell more on the prioritisation of formal and structural procedures, both regarding strengths and weaknesses. External reports point towards more weaknesses related to stakeholders’ participation. Both aspects are more frequent in polytechnics than in universities. These findings suggest that polytechnics are more reactive, whereas universities are more responsive. Therefore, accountability apparently continues to be, for the time being, a more pressing concern than improvement.  相似文献   

In-betweenness in moving images: six experimental tactics of video-ethnography to narrate South Asian immigrant girls’ subjectivities     

Montserrat Rifà-Valls  Joanna Empain 《Ethnography and Education》2020,15(2):171-189

ABSTRACT

After exploring the interactions between moving image-based art practices and anthropology in recent decades, and the permeable membranes in ethnographic research, we will describe six tactics of video-ethnography used to create experimental narratives with a group of South Asian immigrant girls. Positioned in feminist critical poststructuralism, postcolonial theory and film theory, the research gives visibility to how the participants construct their identities when attending secondary school in Catalonia. Learning from artists like Ursula Biemann and Trinh T. Minh-ha, we have experimented with visual modes of producing cultural knowledge, with the aim of narrating migrant subjectivities and difference through moving images. Specifically, we focus on the production of stories through video-ethnographic research, based on the contributions of Michel de Certeau, who describes tactics as mobile, situated and fluid. In the end, this video-ethnographic research has experimented with reflexivity, ‘facing’, re-framing, in-betweenness, the interval, and spectatorship as tactics of narrating ‘otherness’  相似文献   

Possibilities for critical pedagogy engagement in higher education: exploring students’ openness and acceptance     

Joseph Jeyaraj  Joanna 《Asia Pacific Education Review》2020,21(1):27-38

Asia Pacific Education Review - Critical pedagogy is an approach to teaching and learning which aims to impact social change through education. In this study, the possibility of engaging with...  相似文献   

Student Feelings of Connection to the Campus and Openness to Diversity and Challenge at a Large Research University: Evidence of Progress?     

Jessica J. Summers  Marilla D. Svinicki  Joanna S. Gorin  Teresa A. Sullivan 《Innovative Higher Education》2002,27(1):53-64

Previous research conducted by Pascarella and his colleagues (1996) has shown that undergraduate students tend to change toward greater openness and tolerance to diversity from their freshman to their sophomore year. Although the study by Pascarella includes many different types of universities in the United States, the average size of the entering freshman class in their research was reported to be approximately 4,000 students. While these findings are extremely valued in a general sense, Pascarella believed that they might not be found at very large universities. To our surprise, our findings indicated that large universities may have higher levels of openness to diversity and campus connectedness than what was originally explained by Pascarella.  相似文献