Effects of three interventions on the reading skills of children with reading disabilities in grade 2     

Gustafson S  Fälth L  Svensson I  Tjus T  Heimann M 《Journal of learning disabilities》2011,44(2):123-135

In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second intervention focused on top-down processing on the word and sentence levels, and the third was a combination of these two training programs (n = 25 in each group). In addition, there were two comparison groups, 25 children with reading disabilities who received ordinary special instruction and 30 age-matched typical readers. All reading disabled participants completed 25 training sessions with special education teachers. All groups improved their reading skills. The group who received combined training showed higher improvements than the ordinary special instruction group and the typical readers. Different cognitive variables were related to treatment gains for different groups. Thus, a treatment combining bottom-up and top-down aspects of reading was the most effective in general, but individual differences among children need to be considered.  相似文献   

Managing the legal proceedings: An interpretative phenomenological analysis of sexually abused children's experience with the legal process     

Back C  Gustafsson PA  Larsson I  Berterö C 《Child abuse & neglect》2011,35(1):50-57

Objective

The aim of this study was to describe how sexually abused children experience the legal process, a process that includes being questioned by the police during the preliminary investigation and by lawyers and the prosecutor in the courtroom, and meeting other professionals from various agencies.

Method

Face-to-face in-depth interviews were conducted with 10 children—9 girls and 1 boy between 9 and 15 years old—who had experienced child sexual abuse (CSA). The interviews were semi structured and carried out and analyzed by interpretative phenomenological analysis (IPA). The aim of IPA is to explore the participants’ views of the world and to adopt as far as possible an “insider perspective.” IPA draws on a tradition of phenomenology and symbolic interactionism in attempting to understand how people make sense of their experiences.

Results

Five major themes emerged through the analysis: not being believed, making CSA visible, need for support, sanctions for offenders, and lack of respect for the child's integrity. Almost all the children had a feeling of not being believed. They described feelings ranging from anxiety to dread and even terror when they had to describe the CSA they had experienced. Even though the importance of support for such children is already well understood, the children stated that the support they were given was not sufficient. The children said that they wanted support from a single professional who was well informed about both the legal process and CSA. When the children were asked to reflect on sanctions against the abusers, they said that it was important that the perpetrator got treatment/therapy but they also said that imprisonment was desirable. Financial compensation was not as important to them; the damage had been done and money could not compensate for that damage. The children also said that both the lawyers and the media had treated them with disrespect.

Conclusions

It is valuable for children who have been exposed to CSA to learn that they can take part in the legal process as equal partners with the other participants, and it is evident that the quality of psychological care and support needs to be improved. The children want to be participants in the legal process rather than passive objects of that process.  相似文献   

MDPV: metric distance permutation vocabulary     

Vlastislav Dohnal  Tomas Homola  Pavel Zezula 《Information Retrieval》2015,18(1):51-72

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Governing the virtual academic commons     

Tomas Hellström 《Research Policy》2003,32(3):391-401

This paper investigates the way in which certain institutions governing the common resources shared by academics and others are affected by the increase in communication facilities, disciplinary transgression and the value of knowledge. By taking its point of departure from concepts such as ‘tragedy of the commons’ and social dilemmas, the paper argues that institutions which have traditionally governed the so called ‘academic commons’ are now challenged by a number of factors pertinent to the evolution of knowledge society. As a result the governance principles for the academic commons must be further explicated and revised in the light of the new situation. A case in point from a recent on-line initiative by the US National Institute of Health (NIF) is presented to illustrate how such institutions can be built. Finally, a number of governance strategies are presented for an increasingly wired “virtual academic commons”.  相似文献   

Formal numerical characteristics of closed constrained incremental successive substitution algorithms     

Joseph Padovan  Tomas Arechaga 《Journal of The Franklin Institute》1982,314(3):143-168

This paper establishes the formal numerical characteristics of closed constrained incremental successive substitution algorithms. The overall formalism gives detailed consideration to such items as the determination of: safety zones wherein the algorithm possesses inherently stable convergence characteristics; existence, uniqueness and convergence properties; formal limitations on the class of functions to which the scheme applies and lastly, establishes self-adaptive attributes. To simplify the presentation, the operators employed are cast in the functional format associated with nonlinear heat conduction.  相似文献   

Measures of long-term trends in mathematics: linking large-scale assessments over 50 years     

Majoros  Erika  Rosén  Monica  Johansson  Stefan  Gustafsson  Jan-Eric 《Educational Assessment, Evaluation and Accountability》2021,33(1):71-103

Educational Assessment, Evaluation and Accountability - International comparative assessments of student achievement are constructed to assess country-level differences and change over time. A...  相似文献   

Development of School Achievement in the Nordic Countries During Half a Century     

Jan-Eric Gustafsson  Sigrid Blömeke 《Scandinavian Journal of Educational Research》2018,62(3):386-406

The aim is to describe the development of achievement in compulsory school in the Nordic countries from the 1960s. The study relies on published results concerning literacy and numeracy from the international large-scale assessments between 1964 and 2012. Among others, the following conclusions are drawn: (1) for most countries, a small but consistent increase in the level of achievement was observed from the mid-1970s to around 1990 for both literacy and numeracy; (2) Finland improved literacy performance dramatically between the mid-1980s and the mid-1990s, which is hypothesized to be associated with the introduction of part-time special education; (3) for all countries performance declined from the late-1990s/early-2000s, which is hypothesized to be due to different factors in different countries.  相似文献   

International Large Scale Assessments: Current Status and Ways Forward     

Jan-Eric Gustafsson 《Scandinavian Journal of Educational Research》2018,62(3):328-332

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Challenges in making an academic career in education sciences     

Petra Angervall  Jan Gustafsson 《British Journal of Sociology of Education》2018,39(4):451-465

The competitive university has brought about changes in structural conditions and created contradictions which are embedded in institutions. The present study is based on interviews with 42 early career researchers in the field of education sciences in Sweden. We analyse how members of this group handle career possibilities and limitations in relation to gender and to the structural ambivalence embedded in the higher education system. Our results illustrate that the structure of education sciences contains power relations and processes of differentiation, which give researchers different access to resources that can be used to handle structural ambivalence. This is illustrated in how, for example, women researchers, more than men, lack resources to solve the experienced tensions surrounding them, and therefore often work in areas where they are able to cope. Men researchers can often solve their career ambivalence by avoiding traps and gaining recognition, and are therefore able to advance.  相似文献   

Performance capabilities and competencies at the undergraduate and graduate levels for performance improvement professionals     

Tomas R. Giberson 《Performance Improvement Quarterly》2010,22(4):99-120

This quantitative study sought to identify the performance capabilities and competencies that organizations in the northern midwestern United States expect of future performance improvement professionals at the undergraduate and graduate levels. Eighty‐nine performance improvement professionals representing 89 organizations completed an online survey that captured the participants' perspective regarding undergraduate and graduate‐level performance capabilities, and undergraduate competency expectations. Results suggest that participants expect several training and development performance capabilities, a few organization developments, and no performance management performance capabilities at the undergraduate level. Several training and development capabilities, most organization development capabilities, and all performance management performance capabilities were expected at the graduate level. This definition is fundamental to support academic curricular development and the field of performance improvement.  相似文献