This paper reviews the research literature on the relationship between parental involvement (PI) and academic achievement, with special focus on the secondary school (middle and high school) level. The results first present how individual PI variables correlate with academic achievement and then move to more complex analyses of multiple variables on the general construct described in the literature. Several PI variables with correlations to academic achievement show promise: (a) communication between children and parents about school activities and plans, (b) parents holding high expectations/aspirations for their children's schooling, and (c) parents employing an authoritative parenting style. We end the results section by discussing the findings in light of the limitations of nonexperimental research and the different effects of children's versus parents' perspectives on academic achievement.
This report summarizes the design and development of an adaptive e‐learning prototype for middle school mathematics for use with both sighted and visually disabled students. Adaptation refers to the system's ability to adjust itself to suit particular characteristics of the learner. The main parts of the report describe the system's theoretical foundation, architecture, models, and adaptive algorithm. We also review approaches for making assessment systems accessible to students with visual disabilities. Finally, we conclude with a summary of upcoming studies in relation to important research questions concerning micro‐ and macroadaptation. Using a design approach like the one described in this report may set a new precedent for environments that adapt to support student learning based on larger sets of incoming abilities and disabilities than have been considered previously.
Children were examined for vision, motor handicap, neurological condition, and with the Wechsler Intelligence Scale for Children, Frostig Developmental Test of Visual Perception, a shape matching test, and the Benton Right-left Discrimination Battery. Cerebral palsied children were compared with non-brain-damaged, motor-handicapped children (controls). Impairment of visuomotor performance was associated with spasticity and not with athetosis, and the incidence in spastics was very high. The impairments in perceptual and visuomotor tests shown by some cerebral palsied children were not shown by the controls. It was concluded that they are not due to limitation of spatial experience. Among diplegic and hemiplegic spastics, impairment in the WISC Performance subtests, Frostig, shape matching, and Benton tests, was not related to impairment in the somatic-sensory and perceptual tests. Achievement on the WISC Verbal Scale and the Benton test was not related to motor handicap or to the presence of strabismus. Scores in Block Design, Coding, Eye-motor Coordination, Form Constancy and Spatial Relations subtests tended to be correlated with both motor handicap and strabismus; Object Assembly with motor handicap; and Mazes and Figure-ground with strabismus.
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