The present study investigated the neuropsychological predictors of auditory/verbal and visual/written arithmetic performance in a large sample of children with learning disorders. In addition, the efficacy of a cognitive based arithmetic problem solving model (Dinnel, Glover, & Halpain, in press; Dinnel, Glover, & Ronning, 1984) in accounting for neuropsychological functioning in arithmetic performance was considered. Subjects were from a small midwestern school district, and were identified as learning disabled in accord with state (i.e., Rule S-1) and federal guidelines (i.e., PL-94-142). Specifically, subjects' scores on the Halstead-Reitan Neuropsychological Battery (HRNB) (Reitan, 1969) for older children and the Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974) were used to predict performance on the Wide Range Achievement Test (WRAT) Arithmetic subtest, and WISC-R Arithmetic subtest. Analyses were conducted with criterion measures considered separately and as a composite. In an attempt to examine the utility of the Dinnel et al., (in press; 1984) model, a simple index was formed using the criterion measures. This index was then predicted using the HRNB and WISC-R variables. Neuropsychological variables were found to account for some 31%, and 36% of the variability in visual/written and auditory/verbal arithmetic performance, respectively. However, neuropsychological variables accounted for some 87% of the shared variance when arithmetic measures were considered as a linear composite. Neuropsychological variables predicted a mere 12% of the variability associated with the index designed to test the Dinnel et al. (in press; 1984) arithmetic problem solving model. These data offered some support to Dinnel and others' (Dinnel et al., in press; 1984) formulations accounting for arithmetic performance under visual/stimulus conditions. However, the present findings indicated a more complex neuropsychological underpinning for overall arithmetic problem solving. Moreover, the neuropsychological constructs predicting arithmetic scores varied as a function of the stimulus/performance modes required for problem solving.Auditory-verbal attention and short-term memory, remote verbal memory, symbolic language integration, mental flexibility, and nonverbal abstract reasoning were the common neuropsychological constructs underpinning both auditory/verbal and visual/written arithmetic performance. Verbal facility, verbal abstract reasoning, nonverbal short term memory, and nonverbal concrete concept formation were uniquely implicated in auditory/verbal arithmetic performance. Visual/written arithmetic performance was uniquely related to nonverbal attention and intermediate nonverbal memory functions. In overview, it would seem that neuropsychological measures would be clinically useful in identifying deficits underlying poor arithmetic performance. / Department of Educational Psychology

This study reports information received from basic writing instructors at colleges in the Christian College Coalition, a group of 77 Christian, liberal arts colleges in the U. S. and Canada. Respondents completed a questionnaire and submitted sample syllabi and writing assignments. The study compares data from the respondents to current theories of basic writing instruction, most notably those of Andrea Lunsford and Mike Rose. It also compares the results to a similar study of all colleges by Joe Trimmer.The study found that the Christian College Coalition population was similar to the national population with regard to placement methods, textbook choice, and course goals. However, the study showed that a significant portion of basic writing courses are taught by tenure track English department faculty members. This finding represents a strength of this population as the national study showed that almost no basic writing courses were taught by tenure track faculty. In addition, the atmosphere of the small, Christian liberal arts colleges encourages low teacher/student ratios and more contact between faculty members and students in writing classes. These are areas of strength the Coalition schools should develop further.This study also reports and analyzes actual writing assignments and syllabi, some of the course materials Stephen North calls "lore." The examination of these materials shows more clearly than survey responses the types of writing students are actually doing in basic writing classes. / Department of English

The efforts to create an equal non-discriminatory South African society should also manifest in the workplace and, more specifically, in the academic arena. Academics are regarded as the leaders of society and the shapers of the future of a country. Their conduct should be of the highest ethical and moral standards, and no form of discrimination should be allowed by or against them. In terms of the Employment Equity Act, sexual harassment is a form of unfair discrimination and carries a substantial penalty should an employer be found guilty of vicarious liability. The purpose of this study was to determine the perceived incidence of sexual harassment of academic staff at higher education institutions in South Africa, as well as their awareness of the policies dealing with sexual harassment. The sufficiency of the grievance procedures designed to deal with complaints of sexual harassment was also evaluated. A cross-sectional survey design was used to reach the research objectives. The Sexual Harassment Questionnaire (SHQ) was randomly distributed amongst a sample of 710 academic staff members from 10 higher education institutions in South Africa. A response rate of 22,8 percent (n = 162) was achieved. The statistical analysis was carried out using the SPSS 15.0 program (SPSS 2007), a program that is used to conduct statistical analysis regarding reliability and validity of the measuring instruments, descriptive statistics, /-tests, analysis of variance, correlation coefficients and multiple regression analysis. Article 1 focuses on the perceived incidence of sexual harassment. In this article, five categories of sexual harassment were used as indicators of the incidence thereof, namely verbal, non-verbal, physical, gender and quid pro quo harassment. A statistically significant correlation coefficient with a large effect was found between verbal and non-verbal harassment. A practically significant correlation of a medium effect was also found between physical, verbal, non-verbal and quid pro quo harassment and sexism, as well as between the control item of sexual harassment and physical, verbal, non-verbal and quid pro quo harassment. Analyses of variance were performed on the different demographic groups using various variables and the findings indicate no practically significant effect of gender, age, population group or years of service on sexual harassment. In Article 2, the awareness of sexual harassment policies and procedures were determined. Various aspects of policies were investigated, such as content, development, types and implementation. The results show that despite indications that sexual harassment policies do exist and that they are regarded as effective tools in addressing sexual harassment, the implementation of such policies is not effective. In addition, few academic staff members receive training/guidance on the utilisation of these policies. Significant correlation coefficients were found between the elements of an effective policy and between population groups and some of the elements. Article 3 reports on findings regarding the sufficiency of grievance procedures in dealing with complaints of sexual harassment. The results show a positive correlation between confidence in the grievance procedure, the amount of attention that supervisors pay to grievances, regular feedback to employees regarding the progress of grievances, willingness of supervisors to take decisions, the amount of confidence in supervisors and the effectiveness of the procedure. The reluctance of management to deal with grievances unless they are reported via the grievance procedure was related to the perceived effectiveness of the procedure. / Thesis (Ph.D. (Industrial Sociology))--North-West University, Vaal Triangle Campus, 2010.

The efforts to create an equal non-discriminatory South African society should also manifest in the workplace and, more specifically, in the academic arena. Academics are regarded as the leaders of society and the shapers of the future of a country. Their conduct should be of the highest ethical and moral standards, and no form of discrimination should be allowed by or against them. In terms of the Employment Equity Act, sexual harassment is a form of unfair discrimination and carries a substantial penalty should an employer be found guilty of vicarious liability. The purpose of this study was to determine the perceived incidence of sexual harassment of academic staff at higher education institutions in South Africa, as well as their awareness of the policies dealing with sexual harassment. The sufficiency of the grievance procedures designed to deal with complaints of sexual harassment was also evaluated. A cross-sectional survey design was used to reach the research objectives. The Sexual Harassment Questionnaire (SHQ) was randomly distributed amongst a sample of 710 academic staff members from 10 higher education institutions in South Africa. A response rate of 22,8 percent (n = 162) was achieved. The statistical analysis was carried out using the SPSS 15.0 program (SPSS 2007), a program that is used to conduct statistical analysis regarding reliability and validity of the measuring instruments, descriptive statistics, /-tests, analysis of variance, correlation coefficients and multiple regression analysis. Article 1 focuses on the perceived incidence of sexual harassment. In this article, five categories of sexual harassment were used as indicators of the incidence thereof, namely verbal, non-verbal, physical, gender and quid pro quo harassment. A statistically significant correlation coefficient with a large effect was found between verbal and non-verbal harassment. A practically significant correlation of a medium effect was also found between physical, verbal, non-verbal and quid pro quo harassment and sexism, as well as between the control item of sexual harassment and physical, verbal, non-verbal and quid pro quo harassment. Analyses of variance were performed on the different demographic groups using various variables and the findings indicate no practically significant effect of gender, age, population group or years of service on sexual harassment. In Article 2, the awareness of sexual harassment policies and procedures were determined. Various aspects of policies were investigated, such as content, development, types and implementation. The results show that despite indications that sexual harassment policies do exist and that they are regarded as effective tools in addressing sexual harassment, the implementation of such policies is not effective. In addition, few academic staff members receive training/guidance on the utilisation of these policies. Significant correlation coefficients were found between the elements of an effective policy and between population groups and some of the elements. Article 3 reports on findings regarding the sufficiency of grievance procedures in dealing with complaints of sexual harassment. The results show a positive correlation between confidence in the grievance procedure, the amount of attention that supervisors pay to grievances, regular feedback to employees regarding the progress of grievances, willingness of supervisors to take decisions, the amount of confidence in supervisors and the effectiveness of the procedure. The reluctance of management to deal with grievances unless they are reported via the grievance procedure was related to the perceived effectiveness of the procedure. / Thesis (Ph.D. (Industrial Sociology))--North-West University, Vaal Triangle Campus, 2010.

本研究在探討英語電子繪本教學對於國小學生在認字表現以及學習態度的影響。此研究以54位來自台中市四年級英語低成就的小學生為研究對象，他們分別來自7個不同的班級，這54位學生被分成實驗組跟對照組，兩組無論在數量、性別、背景以及認字表現上皆相似。實驗組實施電子繪本教學而對照組則實施紙本繪本教學，每週上課一次，經過16週的教學後，兩組皆進行認字表現測驗及施以英語學習態度問卷。蒐集測驗及問卷所得的資料以獨立樣本t檢定及相對樣本t檢定來進行統計分析，研究結果顯示實驗組及對照組在認字表現及學習態度皆有顯著差異，電子繪本組在認字表現測驗成績比紙本繪本組好，而且英語低成就學生在電子繪本教學後，學習態度有正向的改變。希望實驗的結果能幫助老師提升學生的認字能力並且廣泛推行英語電子繪本教學。最後，研究者根據實驗的結果，對未來研究方向提出一些建議。 / This study investigated the effects of the electronic storybook instruction on the word recognition performance of elementary school students. Additionally, the effects of the electronic storybook instruction on students’ English learning attitudes were explored. Fifty four fourth-grade underachievers selected from seven classes at an elementary school in Taichung City were the participants of this study. The participants were divided into two groups and they were matched based on the numbers, gender, background, and word recognition performance. The control group received picture book instruction, while the experimental group took electronic storybook instruction once a week. The Word Recognition Test and Learning Attitude Questionnaire were administered to both groups after the 16-week instruction. The data collected from pre-test, post-test, pre-questionnaire, and post-questionnaire were analyzed by an independent samples t test and a paired samples t test. The results showed there were significant differences between the two groups in their word recognition performance and English learning attitudes. The results presented that the underachievers receiving electronic storybook instruction performed significantly better than those who received picture book instruction on word recognition performance. Moreover, it was found that electronic storybook instruction positively changed the underachievers’ English learning attitudes. It is hoped that the findings will help teachers improve students’ word recognition ability and promote the widely adoption of electronic storybooks. Based on the findings of this study, some suggestions for the future research were offered at last.

Thesis (Ph.D.) -- Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

VASCONCELOS, Ana Lúcia da Silva. Instituto Bom Pastor – Fortaleza/Ceará: heterotopia, educação corretiva, autobiografia e memória. 2014. 152f.– Tese (Doutorado) Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2014. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-05-25T14:15:57Z No. of bitstreams: 1 2014_tese_alsvasconcelos.pdf: 1931438 bytes, checksum: 1bd5454e17ef71d4f5d7c2944cc135b2 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-05-26T11:27:25Z (GMT) No. of bitstreams: 1 2014_tese_alsvasconcelos.pdf: 1931438 bytes, checksum: 1bd5454e17ef71d4f5d7c2944cc135b2 (MD5) / Made available in DSpace on 2017-05-26T11:27:25Z (GMT). No. of bitstreams: 1 2014_tese_alsvasconcelos.pdf: 1931438 bytes, checksum: 1bd5454e17ef71d4f5d7c2944cc135b2 (MD5) Previous issue date: 2014 / This thesis seeks to understand through the perspective of heterotopia and remedial education, as set educational practice, performed by correcting and moralizing seized by single women-mothers, in Fortaleza, collected when the institution created for this purpose called Good Institute pastor. This entity performed charity work and was directed by the religious of the Congregation of Our Lady of Charity of the Good Shepherd. Mission was to house single young people that bore the act of getting pregnant without marriage. By the lack of written sources, resort to narratives of Maria Francisca Santos (Dona Chiquinha) over the period out internal and cook in that institution. His life story is considered in this research the main source of research on the Good Shepherd Institute. The terms "correction and moralization" are understood as learned in this study that aims to be practiced, and that is instilled in people's behavior. The idea of power exercised over themselves from the inside is important for the understanding of educational practices, initiated in Fortaleza, from the second half of the nineteenth century and, in some ways, in many of these institutions would endure after World War II . That is why I consider the Good Shepherd Institute as a place where one develops a heterotopia (agglutination hetero = other + topia = space). Foucault uses the term heterotopia to describe spaces that have multiple layers of meaning or relationships to other places and whose complexity can not be seen immediately. In this case, I use the concept of heterotopia of deviance and purification, understood as a space that is isolated and impenetrable to the public without permission, used for purification, whether for religious, remedial or hygienic reasons. / Esta tese buscou compreender mediante a perspectiva da heterotopia e da educação corretiva, como foi configurada a prática educativa, realizada através de correção e moralização apreendidas pelas moças-mães solteiras, na cidade de Fortaleza, quando recolhidas à instituição criada para este fim denominada Instituto Bom Pastor. Essa entidade realizava trabalhos filantrópicos e era dirigida pelas religiosas da Congregação de Nossa Senhora da Caridade do Bom Pastor. Tinha como missão abrigar jovens solteiras que incorriam no ato de engravidar sem o casamento. Pela carência de fontes escritas, recorremos às narrativas de Francisca Maria dos Santos (Dona Chiquinha) sobre o período que fora interna e cozinheira na referida instituição. A sua história de vida é considerada nesta pesquisa a principal fonte de investigação sobre o Instituto Bom Pastor. Os termos “correção e moralização” são entendidos neste estudo como o aprendido que visa a ser praticado, e que é inculcado no comportamento das pessoas. A ideia do poder sobre si exercido a partir do interior é importante para a compreensão das práticas educativas, iniciadas em Fortaleza, a partir da segunda metade do século XIX e que, de certa forma, em muitas dessas instituições, perduraria após a II Guerra Mundial. É por isso que considero o Instituto Bom Pastor como lugar onde se desenvolve uma Heterotopia (aglutinação de hetero = outro + topia = espaço). Foucault usa o termo heterotopia para descrever espaços que têm múltiplas camadas de significação ou de relações a outros lugares e cuja complexidade não pode ser vista imediatamente. Neste caso, utilizo o conceito de heterotopia de desvio e de purificação, entendida como espaço que estão isolados e impenetráveis ao público sem permissão, usados para a purificação, seja por motivos religiosos, corretivos ou higiênicos.

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The new special education teacher degree program was launched in Sweden in 2008. The term new was used since the content was new, but the name stayed the same. Knowledge about the new content, based on the regulations of degree, would have contributed to make the different skills of special education teachers visible. The purpose of this study has been to visualize the consensus about how headmasters, SENCOs and teachers look at the assignment for special education teachers with focus on language-, writing- and reading development. The opinions of the various occupational groups have then been compared with the existing regulations of degree. The study showed that their opinions mainly corresponded with the existing regulations of degree. The quantitative nature of the study is based on empirical data, collected by a survey, with 240 informants. The statements the informants had to consider was largely based on the regulations of degree. Headmasters, SENCOs and teachers show a large coherence within their own group in what they think a special education teacher´s duties should consist of. On the other hand, there is less consensus between these professions. This disagreement could possibly be influenced by different perspectives on special education.

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