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Leigh IW Maxwell-McCaw D Bat-Chava Y Christiansen JB 《Journal of deaf studies and deaf education》2009,14(2):244-259
The number of children who have received cochlear implants (CIs) has increased dramatically in the past two decades. In view of potential concerns about their psychosocial adjustment, our aim was to assess the effect of implants on the adolescents' psychosocial functioning among a group of 57 deaf adolescents with and without CIs, using published and validated measures completed by the adolescents themselves, their parents, and teachers. Adolescents with CI tended to be more hearing acculturated, whereas those without CI tended to be more Deaf acculturated. Despite some differences in background characteristics between the two groups, there were no differences between them on the psychosocial variables assessed in this study, regardless of the reporting sources. Rather than having a direct effect on the psychosocial outcomes assessed in this study, it is through the mediating effect of acculturation and school setting that CI status exerts an influence over many of this study's outcomes. Recommendations for future research are made in light of our findings. 相似文献
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Plant Peter Christiansen one Lønne Lovén Anders Vilhjálmsdóttir Gudbjörg Vuorinen Raimo 《International Journal for Educational and Vocational Guidance》2003,3(2):101-122
The Nordic countries have followed slightly different, yet complementary paths in terms of research in guidance. The balance
between studies in guidance based on sociology, psychology, and even ethnology varies according to the research focus and
tradition in each of the Nordic countries. This article covers main Nordic guidance research issues with characteristic examples
from the various countries under the headings of Structures, Contents, and Values.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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Iben Maj Christiansen 《Educational Studies in Mathematics》1997,34(1):1-25
Much recent research in mathematics education has been concerned with the negotiation of meaning between students or between students and teacher. But meaning is always meaning in particular context. Therefore, the negotiation of meaning presupposes a taken-to-be-shared understanding of the situation. In familiar situations, this is relatively unproblematic, but it becomes less so in instances where more than one interpretation of the task at hand is possible. This is perhaps the core of the apparent problems many students seem to have when working with applied mathematics. When more students are working together in such situation, a negotiation of the perspective from which the content should be adderessed must be undertaken.I analyse an example which illustrates not only how students discuss how to pursue the task, but also how they do this with reference to the mathematics classroom as the setting for the activity. The example will illustrate how negotiation of meaning and task may be linked in ways infelicitous to the learning of modelling and critical reflections. Thus, students may be caught in a double-bind of psychological support and subject matter control. 相似文献
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M A Frasca J L Dorsch J C Aldag R G Christiansen 《Bulletin of the Medical Library Association》1992,80(1):23-28
A study of the effectiveness of a collaborative course in teaching library and critical appraisal skills was conducted at the University of Illinois College of Medicine. A critical appraisal and library skills course was taught at the Peoria site during the third-year medical clerkship. The performance of Peoria students on a twenty-item multiple choice posttest was compared to that of third-year students in Rockford, who received no library or critical appraisal instruction during their medicine clerkship. The two groups were similar in self-perceived library skills, critical appraisal skills, and other demographic values. Peoria students scored significantly higher on library, critical appraisal, and total posttest questions. An improving trend during the year was not observed at either site, implying that students were not acquiring these skills in day-to-day clerkship activities. Results suggest that this multidisciplinary course is effective in teaching library and critical appraisal skills. 相似文献
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Introductory thermodynamics is a topic which is covered in a wide variety of science and engineering educations. However,
very different teaching traditions have evolved within different scientific specialties. In this study we examine three courses
in introductory thermodynamics within three different scientific specialties: physics, chemical engineering and mechanical
engineering. Based on a generalization of Kuhn’s theory of disciplinary matrix, and the idea of boundary objects we analyse
how basic thermodynamics theory is conceived in the different scientific specialties. The study is based on interviews with
teachers and analysis of the different textbook traditions. It is concluded that teachers need to take into account how subject
matter is conceived in other related scientific specialties when designing courses. Two examples demonstrating how this may
be done are given.
相似文献
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