Equivalence-based instruction to teaching reading by families and teachers students with autism and/or intellectual disabilities

The study evaluated the learning of computerized equivalence-based reading instruction in students with intellectual disability and/or autism who attend regular school when exposed to a teaching practices package (teaching practices programmed) conducted by different educational agents (parents, regular classroom teachers, and special education teachers) in school settings and at home. The students were exposed to teaching packages that were applied by educational agents. The study has two hypotheses. First, the involvement of teachers and families in implementing interventions, in the presence of the researcher, may contribute to their learning to read in inclusive classrooms and at home. Secondly, the teaching of reading in Portuguese language may be favored by the direct teaching of syllables. A multiple baseline procedure was used to evaluate the teaching of three sets of words. Students improved from zero reading skills in the pretest to an average of 80% correct responses out of 21 taught words.     

L’influence des pratiques éducatives sur le sens donné à l’école : étude auprès de lycéens français

There are many studies exploring the link between meaning and learning. However, none of it examines the link between parental educational practices and the meaning of schooling. Based on a review of the literature, the objective of this article is to test the hypothesis of a link between the educational practices that high school students benefit from and the meanings that they attribute to school. Thus, we assume that educational practices play a predictive role in different processes of elaboration of the meaning of education by high school students (GH). The analysis of the results collected with the help of a measurement instrument consisting of two variables: the PEP – measuring parental educational practices – and the meaning of education (MOE) – measuring the meaning of education – questioning 390 French high school students, confirm our general hypotheses. Furthermore, it appears that a flexible educational practice is associated with a high level of meaning attributed to the school; conversely, a rigid educational practice is associated with a low level of meaning attributed to the school; and finally, a weak educational practice is not associated with an absence of meaning attributed to the school.     

教育价值观和逆境信念在家庭经济压力与初中生学业成就之间的作用

大量研究表明,家庭经济压力对青少年学业成就具有显著的不利影响。但是,目前学界对家庭经济压力“怎样”（中介机制）以及“何时”（调节机制）影响青少年学业成就仍知之甚少。本研究在整合贫困文化模型及心理韧性理论的基础上构建一个有调节的中介模型,考察青少年教育价值观（读书是否有用）在家庭经济压力与学业成就之间的中介作用,同时检验中国文化逆境信念对该中介路径的调节作用。采用随机整群抽样,选取四川省9所普通中学1613名初中生（平均年龄13.42岁,SD = 1.22）作为研究对象。被试匿名填写家庭经济压力问卷、教育价值观问卷、中国文化逆境信念量表以及学业成就问卷。结果表明：（1）在控制了性别、年龄等人口学变量后,家庭经济压力显著负向预测学业成就。（2）教育价值观在家庭经济压力与学业成就之间具有部分中介作用。（3）积极逆境信念能缓冲家庭经济压力对教育价值观的消极作用,进而减少对学业成就的不利影响。本研究证实了“读书无用论”是经济困难与学业成就的重要联系机制,并肯定了中国文化逆境信念对经济困难青少年的保护作用。这一内在保护机制的揭示对教育实践有一定的启示。     

论如何培养中小学生的创新精神

本文分析了创新与创造的本质、层次和我国教育至今未培养出获诺贝尔奖的科学家的一部分原因,论述了中小学生创新与创造的定位、创新精神的含义以及如何培养中小学生创新精神的策略与措施。     

移情与后果认知训练对儿童欺负行为影响的实验研究

研究以移情和后果认知为训练内容,运用个体心理咨询、团体心理咨询等教育干预手段对有欺负行为的18名儿童进行了为期3个月的教育干预。结果表明:综合性的教育干预能够有效地减少儿童的欺负行为。     

近20年来教育心理学研究对我国教育改革的推动作用

近20年我国教育心理学空前繁荣,不但学科体系13臻完善,其研究成果从多方面推动了我国教育的改革和发展。主要表现为：一是在学科体系构建、研究领域拓展及研究取向的中国化等方面取得了较大的进展;二是为素质教育提供了理论依据;三是为课程教学改革奠定了心理科学基础;四是致力于为中国当代教育实践服务。     

皮亚杰、维果茨基与布鲁纳的儿童教育思想比较

比较儿童教育与心理发展有着密切的关系,理解教育在发展过程中的作用并掌握儿童心理发展的特点,可以更好地处理教育与发展的关系并促进儿童的发展。在这方面,皮亚杰、维果茨基与布鲁纳都为后人留下了丰富的遗产,也给我们现代教育教学带来了深刻启示。     

Racial phenotypicality bias in educational expectations for both male and female teenagers from different socioeconomic backgrounds

In three experiments (N = 56, 99, and 225), we showed that racial phenotypicality bias characterizes educational expectations for Chilean mestizo students: participants displayed more positive educational expectations for light complexioned than for dark complexioned high school students. In Study 1, with male high school target students, the relation between racial phenotypic appearance and educational expectations was mediated by differences in perceived competence. Study 2 suggests that the gender of the target student did not influence the occurrence of racial phenotypicality bias. Study 3 showed that racial phenotypicality bias occurs in both university students and high school teachers' judgements. Although socioeconomic background of the target student partially explained the effects of racial phenotypic appearance (especially in teachers), the latter exerted an additional and independent influence on educational expectations. These results underline the fact that effects of racial phenotypicality bias should not be overlooked in the educational domain. As mediational analyses suggested, these effects only partly occur because of stereotypical associations between racial phenotypic appearance and socioeconomic background, but also because of stereotypical associations between racial phenotypic appearance and attributed competence.     

Rethinking leadership education: narrative inquiry and leadership stories

This narrative essay shares observations and insights about how instructors can use creativity, student voice, and personalized learning to create more responsive educational leadership pedagogy. Three stories, as told by a professor and two former students, explore how students’ narratives can naturally inform educational leadership preparation across international borders. We aim to demonstrate how students’ narrative experiences in education can contribute to exisiting discourse and research on effective and innovative pedagogical practice in educational leadership preparation.     

母亲社会情绪行为的相关因素研究

本研究考察了婴儿情绪特征、母亲受教育程度和母亲社会情绪行为的关系。结果表明：（1）情绪特征不同婴儿的在积极社会情绪行为上无显著差异,而在消极情绪行为上,负性情绪组婴儿的显著地少于负性情绪组婴儿的母亲;（2）受教育程度不同的在积极情绪行为上无显著差异,而在消极情绪行为上,受教育程度高的母亲显著地少于受教育程度低的母亲;（3）综合考察婴儿情绪特征和母亲受教育程度两方面因素,受教育程度在大专以下、负性情绪较多婴儿的母亲在积极情绪行为上与其他组的母亲无任何差异,而其消极情绪行为显著地多于其他组的母亲。