The Restoration and Reclamation of Gardens

Clark, Howard

doi:10.2307/1586293

Cited by 3 publications

(5 citation statements)

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“…The next step is to compare twins and singletons who fail to achieve mastery of literacy and numeracy and to see if they exhibit similar patterns of deficit. For example, it has been argued that lack of concentration is a particular problem arising through the twin situation and may not apply to singletons [3]. Similarly, there are unusual patterns of lateralisation in twins both at the level of hand preference [4] and dichotic listening [25], and the possibility that these may contribute to academic deficits peculiar to twins cannot be ignored in future research.…”

Section: Discussionmentioning

confidence: 99%

“…Lack of concentration, as suggested earlier [3], may contribute to these deficits, since it would predict particularly poor performance, for the 14-year-olds, on the newspaper comprehension test, which has been recognised as being too long and detailed for many students [1 ]. Similarly, the two numeration items with the largest twin-singleton difference were detailed rather than complex questions: finding the closest number involved picking the number closest to 85,000 out of a 10 X 10 matrix of five-digit numbers, while subtracting money involved calculating the difference in price between two cars valued at $ 2960 and $ 3202.…”

Section: Numerationmentioning

confidence: 99%

“…Twin males are grossly underrepresented among candidates for the National Merit Scholarship Qualifying Test [12] but it is uncertain whether this is due to sampling problems or to academic disabilities. The South African Talent Survey indicates that twins find it less easy to read quickly and comprehend what is read, a result which is attributed to the higher level of distraction in the twin family situation [3].…”

Section: Introductionmentioning

confidence: 99%

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The High Incidence of Reading Disability in Twin Boys and Its Implications for Genetic Analyses

Hay¹,

O'Brien²,

Johnston³

et al. 1984

Acta genet. med. gemellol.: twin res.

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In 1975 the Australian Council of Educational Research (ACER) conducted a nationwide survey of literacy and numeracy in 10- to 14-year olds. A total of 297 of the 12875 children involved were twins. By age 14, only 42% of the twin boys achieved adequate standards of literacy compared with 71% of single-born boys. The deficit in twin girls was much less and twins of both sexes were only moderately behind in numeracy. A survey of 9-13-year-old twin boys in the La Trobe Twin Study (LTS) produced similar results with 75% being below average in reading skills and 23% behind by 18 months or more, despite above average IQs. The ACER data are corroborated by teachers' reports obtained in the same survey, which indicate also how few of the twins with problems are receiving remediation and the high incidence of classroom problems in spelling and reading reversals. The pattern of mistakes twins make on specific items in the ACER survey can be explained as resulting either from specific cognitive deficits or from problems in concentration. The same factors influence performance on different tasks, so that literacy and numeracy are much more closely interrelated in twins than in singletons, and also correlate more with a measure of verbal intelligence. Implications for genetic analysis of scholastic achievement are examined, centering around the different factor structure of abilities in twins and common family environmental effects which are unique to twins.

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Section: Discussionmentioning

confidence: 99%

Section: Numerationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The High Incidence of Reading Disability in Twin Boys and Its Implications for Genetic Analyses

Hay¹,

O'Brien²,

Johnston³

et al. 1984

Acta genet. med. gemellol.: twin res.

View full text Add to dashboard Cite

show abstract

“…The faculty recognize that the students' learning preferences may be quite different from their own learning preferences, and they may attempt adjust their teaching activities accordingly. Some prior work suggests that faculty's perception of their task (teaching) plays an important role on their thoughts, and subsequently their actions [1] .…”

Section: Interpretation and Synthesis Of Scores Across Measurement Scmentioning

confidence: 99%

“…Past research has found that faculty's implicit beliefs and thoughts influence their behavior in class [1]- [3] . The strategies and actions faculty adopt to teach in class, it has been shown, depend on whether they view teaching as knowledge transmission or learning facilitation [3] .…”

Section: Introductionmentioning

confidence: 99%

Characterizing the Alignment in Faculty and Student Beliefs

Berger

Guruprasad

Senkpeil

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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of the ASEE Virtual Community of Practice (VCP) for mechanics educators across the country. His current research focuses on student problem-solving processes and use of worked examples, change models and evidence-based teaching practices in engineering curricula, and the role of non-cognitive and affective factors in student academic outcomes and overall success.Mr. Gireesh Guruprasad, Purdue University, West Lafayette (College of Engineering)Gireesh Guruprasad is a graduate student at Purdue University. As part of his research, he explores factors that affect the Professional Formation of Engineers, based on students beliefs and preferences and the beliefs of the faculty who teach them. Gireesh obtained his Bachelors degree in Mechanical Engineering and is currently pursuing his Masters degree in Aeronautics and Astronautics Engineering.Mr. Ryan R. Senkpeil, Purdue University, West Lafayette (College of Engineering) Ryan Senkpeil is a Ph.D. student in Engineering Education at Purdue University who's research is focused on non-cognitive factors that impact engineering student performance and developing interventions to improve students' non-cognitive factors.c American Society for Engineering Education, 2017 Characterizing the alignment in faculty and student beliefs Abstract This research paper investigates faculty members' actions in a classroom setting in light of their personal beliefs about teaching and learning, and their relationships to student beliefs. The research question is: to what extent is alignment between faculty and student beliefs about teaching and learning related to faculty pedagogical activities and actions? Very little prior work integrates student-side and instructor-side preferences and actions, and this paper extends our understanding of this alignment. We expect that a clearer understanding of the alignment between faculty and students may help explain student academic performance. This paper focuses on characterizing the alignment, while our future research explores its relationship to student outcomes.Our data analysis reveals the following key insights about our research question. Faculty-student learning styles misalignment is largest along the active-reflective dimension of the ILS. In turn, faculty who are more misaligned with their students (in the ILS sense) tend to lecture more. In our data, faculty learning preferences and teaching preferences do not appear to be strongly correlated. Results suggest that faculty who are more instructor focused than average tend to use active and collaborative learning activities, and formative evaluation to a lesser extent. Conversely, faculty who are more student focused than average use lecture as a teaching tool to a lesser extent. IntroductionFaculty choices about how they teach in undergraduate engineering courses have important impacts on student learning. Past research has found that faculty's implicit beliefs and thoughts influence their behavior in class [1]-[3] . The strategies and actions faculty adopt to teach in class, it ...

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Bank Supervision Russian Style: Evidence of Conflicts Between Micro- and Macro-Prudential Concerns

Claeys

Schoors

2007

SSRN Journal

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Supervisors sometimes have to manage both the micro-and macro-prudential dimensions of bank stability. These may either conflict or complement each other. We analyze prudential supervision by the Central Bank of Russia (CBR). We find evidence of micro-prudential concerns, measured as the rule-based enforcement of bank standards. Macro-prudential concerns are also documented: Banks in concentrated bank markets, large banks, money center banks and large deposit banks are less likely to face license withdrawal. Further, the CBR is reluctant to withdraw licenses when there are "too many banks to fail". Finally, macro-prudential concerns induce regulatory forbearance, revealing conflicts with micro-prudential objectives.

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The Restoration and Reclamation of Gardens

Cited by 3 publications

References 0 publications

The High Incidence of Reading Disability in Twin Boys and Its Implications for Genetic Analyses

The High Incidence of Reading Disability in Twin Boys and Its Implications for Genetic Analyses

Characterizing the Alignment in Faculty and Student Beliefs

Bank Supervision Russian Style: Evidence of Conflicts Between Micro- and Macro-Prudential Concerns

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