Is season of birth related to developmental dyslexia?     

Renato Donfrancesco  Roberto Iozzino  Barbara Caruso  Laura Ferrante  Daniele Mugnaini  Alessandra Talamo  Silvia Miano  Andrea Dimitri  Gabriele Masi 《Annals of dyslexia》2010,60(2):175-182

Different moderators/mediators of risk are involved in developmental dyslexia (DD), but data are inconsistent. We explored the prevalence of season of birth and its association with gender and age of school entry in an Italian sample of dyslexic children compared to an Italian normal control group. The clinical sample included 498 children (345 boys, mean age 10.3 ± 2.1 years) with DD, the control sample 1,276 children (658 boys, mean age 10.8 ± 2.2 years) from four elementary schools from the same urban area, and with the same socio-economic status level. A prevalence of birth in autumn was found among children with DD compared to controls (34% versus 24%, p < 0.0001). Children with DD were more frequently males (p < 0.0001) and had a lower mean age of school entry (p < 0.0001). Regarding the distribution of ages, 11.4% of children with DD, but none of the subjects in the control group, started school before 5.7 years. Therefore, greater risk of DD was related to age of school entry (OR = 2.72), gender (OR = 2.16), and season of birth (OR = 1.21). Significant interactions between boys with DD born in autumn, and correct school of entry (OR = 2.56) were joint predictors of higher risk of DD. The association between birth in autumn and DD may be explained by the earlier age of school entry, which may be a critical element in the youngest children with DD or at risk to DD. Whether Italian school policy is oriented to anticipate the school entry, a closer detection of early learning disorders and associated risk factors (familial load, specific language disorders, and attention deficit hyperactivity disorder) should be warranted.  相似文献   

How do Teachers Teach Memory Skill?     

Barbara E. Moely  Silvia S. Hart  Kevin Santulli  Linda Leal  Terry Johnson  Nirmala Rao 《教育心理学家》2013,48(1-2):55-71

Research on teachers' efforts to influence the ways in which children approach memory tasks and understand and regulate their own memory processes has been limited, possibly because of the restrictive views of memory held by cognitive theories that have previously guided research efforts. A more complex perspective on the memory skills that develop over the elementary school years has been elaborated by developmental psychologists and information-processing theorists, but their work has had limited influence on either teacher-training practices or research in teaching. In order to begin to apply this newer perspective to an understanding of classroom teaching processes, research needs to consider teacher practices and expectations for children's learning and memory. A program of research that has been concerned with how teachers teach memory and metacognitive skills and with teachers' views of memory processes is summarized in this article, and implications for teacher training are discussed.  相似文献   

Teaching as a Healing Craft: Decolonizing the Classroom and Creating Spaces of Hopeful Resistance through Chicano-Indigenous Pedagogical Praxis     

Silvia Toscano Villanueva 《The Urban Review》2013,45(1):23-40

This paper builds upon the edict for self-determination in El Plan de Santa Bárbara: a Chicano plan for higher education (1969), which calls for “strategic use of education,” by placing value on needs of the community (La Causa, p. 9). For me, this passage translates into valuing needs of community-college students entering my classes and life. I believe it is my obligation, as an educator, to problematize ways in which knowledge has been defined, framed, presented, and researched by dominant ideologies informing institutions of learning at all levels. In essence, this work is a meditation allowing readers to witness how I am weaving together various strands of myself including the personal, emotional, professional, intellectual, and spiritual. It captures how my participant-observation of MAS-Tucson educators, while describing their use of barrio pedagogy and critically compassionate intellectualism, has been enhanced by my re-reading of Elena Avila’s (2000) Woman who Glows in the Dark: A Curandera Reveals Traditional Aztec Secrets of Physical and Spiritual Health. This paper represents an ongoing epistemological exercise about my own teaching and scholarship, resulting in an emergence of my own modality as an apprenticing practitioner of Chicano-Indigenous pedagogy.  相似文献   

Teaching Globalization Issues to Education Students: What's the Point?     

Kathy Hytten  Silvia Cristina Bettez 《Equity & Excellence in Education》2013,46(2):168-181

We argue that teaching the dynamics of globalization to education students is an important aspect of teaching for social justice and for the development of critical awareness, thinking, and sensitivity. We begin this position paper by briefly characterizing globalization and exploring a range of approaches to teaching this topic. We then describe some of the challenges and risks of teaching globalization issues. We reflect on the responses of our students, looking at such issues as guilt, paralysis, disconnection, fear, pity, and anger. We end by describing how teaching about globalization can support our broader goals as critical educators, which include helping students to disrupt commonsense understandings, to unlearn dominant ideologies, to think systemically, and to create new habits of learning.  相似文献   

Can you teach me not to be angry? Relations between temperament and the emotion regulation strategy distraction in 2-year-olds     

Johanna Schoppmann  Silvia Schneider  Sabine Seehagen 《Child development》2022,93(1):165-179

Little is known about toddlers’ acquisition of specific emotion regulation (ER) strategies, and how early ER is shaped by temperament. This study investigated if 24-month-old German toddlers, predominantly from families with high levels of parental education (N = 96, n = 49 male), learned the ER strategy distraction through observational learning, and its interaction with temperament. Increased use of distraction correlated with reduced negative affect. Use of distraction increased through observational learning. Highly active toddlers tended to use active playing activities to distract themselves in a frustrating situation, whereas toddlers with a less active temperament used calmer activities. Toddlers’ learning to apply distraction through observational learning was independent of a match between their own temperament and the model's actions.  相似文献   

Unintended effects of the language policy on the transition of immigrant students to upper secondary education in Catalonia     

Charo Reyes  Silvia Carrasco 《European Journal of Education》2018,53(4):514-527

This article analyses the effects of the language policy in Catalonia on the transition of immigrant students to upper secondary education in Barcelona by focusing on the language learning experiences and academic trajectories of two case-studies of Pakistani students whose communicative resources remain invisible despite the official celebration of linguistic diversity and which are not properly fostered to ensure their successful incorporation into post-compulsory education, despite their initial success and high aspirations. Although indicators of educational inequality show how young people born outside the EU experience an alarming disadvantage in comparison to their Spanish-born peers, little attention has been paid to factors related to the complex bilingual context of Catalonia. This article aims to shed light on the factors involved in the early school leaving of students from immigrant backgrounds, especially critical in the periods of transition, and the role played by the language policies, beliefs and ideology that they are exposed to.  相似文献   

Why do students leave university? Qualitative research at an Italian higher education institution     

Marco Romito  Silvia Pilutti  Dalit Contini 《European Journal of Education》2020,55(3):456-470

In this article, we discuss the results of qualitative research carried out at an Italian university for shedding light on the transition students undergo on entry to university, and for understanding associated difficulties that lead to student drop out. We use Vincent Tinto's and Pierre Bourdieu's theoretical apparatuses for analysing drop out in higher education as a process in which inequalities are expressed and reproduced. The intertwined social and institutional mechanisms, and flawed decision-making processes, that precede entry to university are explored. Particular attention is given to student perceptions of their experiences at university and the factors leading to progressive disengagement and drop out. The empirical material analysed shows that, although access to university is relatively easy within the Italian context, hurdles to the pursuit of a university education are largely hidden. Students who withdraw are those who are unable to embody the codes, rules and functioning of higher education: those who do not manage to internalise the type of disciplined autonomy needed for responding to academic demands. Personal characteristics and background resources are key for enabling students to fit in the academic environment. The ways in which higher education institutions regulate access and structure university life contribute to drop out processes and unequal pathways based on the social background of students. Following Coulon, we conclude by arguing that higher education institutions should develop systemic approaches that commit their structure and personnel to the goal of developing a “pedagogy of affiliation” aimed at fostering—particularly among students from underprivileged backgrounds—the cognitive, social and practical skills needed to prosper in higher education.  相似文献   

Textured Dialogues: A Community Project about Immigrants' Multimodal Perspectives on the Meaning of Education     

Melody Zoch  Jeannette Alarcón  Silvia Bettez  Belinda Hardin 《Multicultural Perspectives》2018,20(1):39-46

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Effectiveness of experiential learning in improving cognitive Planning and its impact on problem solving and mathematics performance / Eficacia del aprendizaje experiencial para mejorar la Planificación cognitiva y su repercusión en la resolución de problemas y el rendimiento matemático     

Silvia Mayoral-Rodríguez  Carme Timoneda-Gallart  Frederic Pérez-Álvarez 《Cultura y Educación》2018,30(2):308-337

This study is based on PASS theory, which suggests that the cognitive process of Planning is responsible for developing metacognitive strategies. The aim is to verify the effect of stimulating the cognitive process of PASS Planning on secondary school students using two different methodologies, with experiential learning (inductive) being applied in one group and deductive learning in the other. The study also aims to verify if improvements are observed in student grades in maths and problem solving. A quantitative study with a quasi-experimental design was carried out with two experimental groups of 59 and 57 students and a control group of 57. The results confirm significant improvements in both experimental groups in relation to their capacity to plan after the stimulations sessions, regardless of the methodology used. Nevertheless, improved grades in maths and problem solving were only found in the group who were administered the experiential learning (inductive) method. The conclusion drawn is that these kinds of methodologies need to be promoted for the stimulation of Planning to have the desired effect on mathematics performance.  相似文献   

Dynamisches Aspekt-Mining: Methoden und Fallstudien     

Silvia Breu 《Informatik - Forschung und Entwicklung》2005,3(4):162-172

Aspekt-orientierte Programmierung kann die Komplexit“at von Softwaresystemen reduzieren und damit deren Wartbarkeit und Erweiterbarkeit verbessern. Dies wird durch die Kapselung von kompo“-nenten-“uber“-greifenden Elementen der Implementierung (sogenannten systemweiten Belangen oder „‘crosscutting concerns”) in spezielle Module oder Aspekte erreicht. Aspekt-Mining versucht diese Elemente in existierenden Softwaresystemen zu identifizieren und so die Anpassung an ein aspekt-orientiertes Design zu unterst“utzen. Die vorliegende Arbeit beschreibt Methoden und Ergebnisse mehrerer Fallstudien, in denen das dynamische Analyse-Verfahren von [?, ?] untersucht wurde; sie umfa“st ausserdem auch die Beschreibung der Algorithmen. Das Verfahren basiert auf der Analyse von Programmtraces, die in verschiedenen Programml“aufen erzeugt und dann in Ausf“uhrungsrelationen abstrahiert werden. Diese so erhaltene Datenbasis wird auf wiederkehrende Muster untersucht. Die genaue Bedeutung von „‘wiederkehrenden Mustern” wird dabei durch eine Reihe von Bedingungen an die Struktur der Ausf“uhrungsrelationen festgelegt. Dieses Verfahren wurde in dem vollautomatischen Analysewerkzeug DynAMiT implementiert und auf Softwaresystemen von mehr als 80 kLoC evaluiert. DynAMiT fand dabei sowohl systemweite Belange, die schon im System enthalten waren, als auch solche, die durch die Anwendung von AspectJ systematisch hinzugef“ugt wurden.  相似文献