Enhancing peer interaction: an aspect of a high-quality learning environment in Finnish early childhood special education     

Marja Syrjämäki  Nina Sajaniemi  Eira Suhonen  Alisa Alijoki  Mari Nislin 《欧洲特需教育杂志》2017,32(3):377-390

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Training in phonemic segmentation: The effects of visual support     

Mariëtte T. Kerstholt  Dr Wim H. J. van Bon  Rob Schreuder 《Reading and writing》1994,6(4):361-385

Two experimental studies examined the effects of different types of phonemic segmentation training on phonemic segmentation, reading and spelling. Children with learning disabilities, who were weak in phonemic segmentation, were trained with the use of diagrams and alphabet letters, with alphabet letters only, or with no visual support at all (the control condition). For this purpose three computer-assisted training programs were developed. In the first experiment, 48 children were assigned to one of the three programs. The training period lasted five weeks. Although in each training program the children improved their phonemic segmentation skill, there were no significant differences among the three training programs. This result may have been influenced by the different types of feedback that were provided in the three training programs. In a second experiment, therefore, these differences in feedback were eliminated and 49 different children were trained with the same three programs. The results of this experiment, however, were the same as those of the first experiment. The finding that visual support had no beneficial effects could therefore not be attributed to differences in explicit feedback. It was concluded that with these children, in contrast to preschoolers, phonemic segmentation training using visual support does not have any advantage over auditory training alone. The results of this study indicate that preschoolers and children with reading and spelling problems cannot be treated in the same way. It underlines the importance of further examination of the problems that poor readers and poor spellers encounter in grasping the structure of spoken language.  相似文献   

Development of moral emotions and decision-making from childhood to young adulthood     

Mari Hasegawa 《Journal of moral education》2016,45(4):387-399

This study investigated the development of moral decision-making and moral emotion attributions in antisocial behavior and peer relationship dilemma scenarios. Participants were 540 school- and college-aged students, who were asked to explain their moral decision-making, subsequent emotions, and reasoning in regard to the scenarios. We combined moral decision-making (morally appropriate or morally inappropriate) and emotion (positive or negative) to create the four reaction patterns of happy victimizer (HV), unhappy victimizer (UHV), happy moralist (HM), and unhappy moralist (UHM). Across all four scenarios and age groups, there were very few HM reactions, and HV responses were more common among adolescents and adults than among children in jaywalking and peer exclusion scenarios. In contrast, there were no age differences in reaction patterns in shoplifting and broken-promise scenarios; however, more moral considerations in reasoning were revealed among older age groups. The role of peer relationship in emotion attribution is discussed.  相似文献   

The construction of word meaning in a multicultural classroom. Mediational tools in peer collaboration during mathematics lessons     

Ed Elbers  Mariëtte de Haan 《European Journal of Psychology of Education - EJPE》2005,20(1):45-59

In this article, we examine the construction of word meaning by students during collaborative activities in a multicultural classroom at a Dutch primary school. The analysis is based on recordings of student talk in small groups of four or five students during mathematics lessons. Difficulties with specific terms and expressions frequently arose during group work. Students could easily ask each other about the meaning of difficult words as a part of the collaborative activities they were accustomed to. In the groups with both Dutch and minority children, the minority students addressed their Dutch classmates as language experts. Conversations about language difficulties also occurred in the groups with only minority students. The conversations about word meaning revealed four patterns: (1) ignoring a question about the meaning of a word, (2) showing the meaning using gestures, (3) explaining, or (4) discussing word meaning. In none of the cases were the language problems solved by referring to the everyday meaning of the word. Instead, the conversations focussed directly on the specialised meaning which the word had in the context of the mathematics lesson. This means that the children used the mathematical discourse as a mediational tool for constructing a mathematical meaning of the words.  相似文献   

Coexisting problem behaviour in severe dyslexia     

Anne Elisabeth Dahle  Ann‐Mari Knivsberg  Anne Brit Andreassen 《Journal of Research in Special Educational Needs》2011,11(3):162-170

A small group of children and young adolescent with dyslexia has severely impaired reading skills despite prolonged special education. These are the students in focus. In dyslexia, problem behaviour, internalised as well as externalised, has previously been reported, so also for the participants with dyslexia in this study. The aim of the present study was to obtain more in‐depth knowledge of the behaviour problems from various informants, representing different settings. This kind of information is imperative for identifying problem behaviour, and for planning and implementing remedial programmes. A clinical group of 70 students with severe dyslexia, due to phonological problems, and a control group of 70 without reading problems participated. The two groups were pair‐wise matched on age, gender, cognitive level and whether they lived in rural or urban areas. Mean age was 150 months, and mean IQ was approximately 100 in both groups. Parents, teachers and participants provided information on behaviour through the Achenbach questionnaires Child Behavior Checklist, Teacher's Report Form and Youth Self Report. Behaviour is, in these questionnaires, divided into eight syndrome areas called Withdrawn, Somatic Complaints, Anxious/Depressed, Social Problems, Thought Problems, Attention Problems, Delinquent Behavior and Aggressive Behavior. The three informant groups reported significantly more problems in the dyslexia group than in the controls in all the syndrome areas. Parents reported more children with dyslexia to be anxious and depressed, and have social problems and attention problems than teachers. They also reported suicidal ideations in nine participants with dyslexia. In addition, parents rated more internalising and total problems in the dyslexia group than teachers.  相似文献   

The play is the thing wherein we’ll catch the conscience…     

Mari Cruice 《Changing English: An International Journal of English Teaching》2012,19(1):67-80

This article is a piece of ‘fiction written under oath’. It reports two key findings of a doctoral research project, which investigated English teachers’ reactions to the abolition of Year 9 SATs in England and in Wales. The research showed that in both countries, English teachers’ pedagogical repertoires have widened as a result of the removal of SATs. However, in Wales, in the absence of external testing, teachers are coming under pressure to inflate assessments. The piece also engages with the theme of professional empowerment via doctoral level work and asks questions about the conventions of academic writing.  相似文献   

The Influence of Interactive Learning Materials on Solving Tasks That Require Different Types of Mathematical Reasoning     

Kaplar  Marija  Radović  Slaviša  Veljković  Kristina  Simić-Muller  Ksenija  Marić  Miroslav 《International Journal of Science and Mathematics Education》2022,20(2):411-433

International Journal of Science and Mathematics Education - The purpose of this study is to analyse the effects of the Interactive Learning Materials Triangle (iLMT) on the learning and knowledge...  相似文献   

Socio‐economic background,parental involvement and teacher perceptions of these in relation to pupil achievement   总被引：1，自引：0，他引：1  

Joep Bakker  Eddie Denessen  Mariël Brus‐Laeven 《Educational studies》2007,33(2):177-192

Parental involvement and teacher perceptions of parental involvement in the education of children were studied in relation to level of parental education and pupil achievement. A questionnaire was administered to 218 parents and 60 teachers. Correlational analyses and paired‐sample analyses showed teacher perceptions to be weakly related to parental reports of their own involvement and to operate at a different level. Regression analyses and analyses of variance showed teacher perceptions of parental involvement to affect pupil achievement more strongly than parental reports. The results suggest that teacher perceptions of parents may be stereotyped and that such stereotypes can clearly affect academic results.  相似文献   

Globalisation and national identity: a reflection on the Japanese music curriculum     

Yuri Ishii  Mari Shiobara  Hiromi Ishii 《Globalisation, Societies & Education》2005,3(1):67-82

This article investigates the relationship between globalisation and national cultural identity through Japanese educational policies for music. Japan is often referred to as a society that provides a model of cultural hybridisation that is a phenomenon in globalisation. However, what actually happened in Japan was not hybridisation, but the replacement of traditional music with western music in the process of the re‐construction of national musical culture. Even the recent state emphasis on Japanese elements in music teaching can be interpreted as no more than an attempt to further transform Japanese music culture so that it will resemble that of Europe.  相似文献   

Interobserver Agreement in the Assessment of Parental Behavior and Parent-Adolescent Conflict: African American Mothers, Daughters, and Independent Observers   总被引：2，自引：0，他引：2  

Nancy A. Gonzales  Ana Mari Cauce  Craig A. Mason 《Child development》1996,67(4):1483-1498

Agreement between 57 African American mothers and their early adolescent daughters on measures of maternal support, maternal restrictive control, and parent-adolescent conflict were examined. To assess the relative validity of these reports, the study then evaluated them against the ratings of independent observers. Additionally, mother and daughter reports were combined to examine validity coefficients based on aggregate scores of each construct. All analyses were based on 2 sets of objective criterion ratings, ratings provided by coders of similar ethnic background (African American) and coders who were ethnically dissimilar (non-African American) to the families they rated. Overall, adolescents provided ratings that were more valid than those of their mothers when evaluated against both sets of independent ratings. Adolescent ratings of maternal control and parent-adolescent conflict converged at significantly higher levels than the ratings provided by their mothers. Maternal and adolescent reports of maternal support converged with objective criteria at statistically comparable levels. Validity coefficients for adolescent reports were also higher than those based on aggregate mother-daughter scores. Secondary analyses further revealed that African American coders rated mothers as less controlling and rated the dyadic interactions as less conflictual, and that their ratings were more consistent with the perceptions of the African American mothers and adolescents than were those provided by non-African American coders.  相似文献