Search

The aim of this study was to explore the factors that are considered crucial by teachers for a successful intervention in managing of challenging behaviors of people with intellectual disabilities. We asked 177 Greek general and Special Educator teachers to prioritize, using a list of 24 factors, the 6 major that can contribute to the success of an intervention. Teachers chose the factor “knowledge and expertise, staff training” as the most important for the successful management of challenging behaviours. The x 2 test revealed no dependency relationships with teachers’ gender, working structure or Special Education expertise. The need of staff training in changing the way teachers understand challenging behaviors is also discussed.

The study was designed to determine if spatial location of movement was automatically encoded in memory by children with intellectual disabilities (ID) and typically developing (TD) children. Each participant performed motor exercises at each of four selected locations on a 20X20 m field. The condition variable consisted of intentional position-intentional exercise, incidental position-intentional exercise, and incidental position-incidental exercise. The results indicated that spatial location of movement was not automatically encoded because intention resulted in better performance for TD children. Several critical issues related to intervention strategies in the field of ID are also discussed, considering the educational practices

Several researchers explored the impact of cognition, language and social understanding on theory of mind abilities in typically developing (TD) children and children with intellectual disabilities (ID) (either ID of genetic origin or non-specific ID). The aim of the present study was to determine the specificity of the theory of mind deficit to different groups of children with ID. The results are in accordance with the developmental approach of similar structure hypothesis ( Zigler, 1969 ). The findings are discussed in terms of the specificity of the etiology-related theory of mind profiles of ID groups, considering the educational and social inclusion practices.

Both in vivo models of ischemia/reperfusion and in vitro models of hypoxia (H)/reoxygenation (R) have demonstrated the crucial role of the Rac1-regulated NADPH oxidase in the production of injurious reactive oxygen species (ROS) by vascular endothelial cells (ECs). Since membrane lipid peroxidation has been established as one of the mechanisms leading to cell death, we examined lipid peroxidation in H/R-exposed cultured human umbilical vein ECs (HUVECs) and the role of Rac1 in this process. H (24 h at 1% O2)/R (5 min) caused an increase in intracellular ROS production compared to a normoxic control, as measured by dichlorofluorescin fluorescence. Nutrient deprivation (ND; 24 h), a component of H, was sufficient to induce a similar increase in ROS under normoxia. Either H(24 h)/R (2 h) or ND (24 h) induced increases in lipid peroxidation of similar magnitude as measured by flow cytometry of diphenyl-1-pyrenylphosphine-loaded HUVECs and Western blotting analysis of 4-hydroxy-2-nonenal-modified proteins in cell lysates. In cells infected with a control adenovirus, H (24 h)/R (2 h) and ND (24 h) resulted in increases in NADPH-dependent superoxide production by 5- and 9-fold, respectively, as measured by lucigenin chemiluminescence. Infection of HUVECs with an adenovirus that encodes the dominant-negative allele of Rac1 (Rac1N17) abolished these increases. Rac1N17 expression also suppressed the H/R- and ND-induced increases in lipid peroxidation. In conclusion, ROS generated via the Rac1-dependent pathway are major contributors to the H/R-induced lipid peroxidation in HUVECs, and ND is able to induce Rac1-dependent ROS production and lipid peroxidation of at least the same magnitude as H/R.

Assess the N30 component of median nerve somatosensory evoked potentials (SEPs) in patients with Parkinson's disease (PD) and correlate its parameters with the severity of the disease, general cognitive ability and regional cerebral blood flow (rCBF).Twenty-three non-demented, non-depressed PD patients (at stage II and III of the disease) and 23 age- and education-matched normal controls were enrolled in the study. SEPs were elicited by median nerve stimulation. PD patients' cognitive ability was assessed by means of: 1) Raven's Colored Progressive Matrices (RCPM); 2) the Test of Non-Verbal Intelligence (TONI-2); and 3) the Wisconsin Card Sorting Test (WCST). The patients' rCBF was evaluated by HMPAO SPECT.There was no difference between SEP N30 latency in PD patients and controls (P0.05). The P20-N30 peak-to-peak amplitude was lower in PD patients bilaterally (P0.05), and the amplitude of N30-P40 was lower on the right side only (P0.05). A significant increase in the amplitude ratio P14-N20/P20-N30 was observed in PD patients (P0.05). The correlation of these findings with the clinical parameters of the disease, and notably motor signs, was not significant. Of the three neuropsychological tests only the RCPM showed a positive relation to right P20-N30 amplitude. Regression analysis between SEP parameters and rCBF showed a correlation of N30 amplitude with blood flow in parietal cortical areas, but not in frontal regions.

Two hundred seventy children of school age, 135 of whom were left-handed and an equivalent number of whom were right-handed, have been examined in the present study using a test battery of nine language ability measures: Vocabulary, Similarities, Comprehension (WISC-R), Deductive Reasoning, Inductive Reasoning, Sentence Completion, Comprehension of Sentential Semantics, Comprehension of Syntax, and Text Processing. The data analysis has indicated that: (1) One-factor solution applies both to the right- and left-handed population according to Standard Error Scree Method (Zoski & Jurs, 1996) with regard to language ability measures. (2) Handedness discriminates between right-handers (superior) and left-handers (inferior) in language ability. (3) There have been subgroups of left-handed children who differ in language ability distribution compared with right-handed children according to Hierarchical Cluster Analysis. (4) Extreme versus mild bias to hand preference and hand skill do not differentiate performance subgroups neither within the left-handed nor within the right-handed main group. (5) Sex and familial sinistrality do not affect performance. The results are discussed in relation to (a) "human balanced polymorphism" theory advocated by Annett (mainly Annett, 1985, 1993a; Annett & Manning, 1989), (b) potential pathology (mainly Bishop, 1984, 1990a; Coren & Halpern, 1991; Satz, Orsini, Saslow & Henry, 1985) and "developmental instability" (Yeo, Gangestad & Daniel, 1993), and delay of left-hemisphere maturation in left-handed individuals (Geschwind & Galaburda, 1985a,b, 1987), by pointing out the strength and weaknesses of these theoretical approaches in accounting for the present data.

The purpose of this research is to analyze the understanding factorial concept processes of 7th grade students who have low academic achievements with Pirie-Kieren theory. The research participants are composed of two 7th grade students who are studying at a public primary school in the Inegol Province of the city of Bursa. This research has been designed according to case study design since it was carried out with two students who had low academic achievements in a constructive learning environment. The research participants were selected among voluntary students by considering their mathematics achievement test scores and their grades stated in the previous year' reports. Mathematics achievement test was composed of 15 questions that were covering pre-cognitive knowledge of the factorial concept. Educational games, group work, puzzles, worksheets and activities designed for the objectives in the factorial concept were used in the research. The data of the research was collected by through a semi-structured interview, participant observation and document analysis for each student in the study group. The obtained data was analyzed by using a descriptive analysis method. According to the findings, students who have low academic achievements were able to construct concepts difficulty by interpreting activities and they reached formalising level according to Pirie and Kieren theory. In the light of the findings of this study, the researchers have developed suggestions. (C) 2015 The Authors. Published by Elsevier Ltd.

The aim of this study is to analyze the role of meta-cognition while solving indefinite integral problems. In this study, there are particularly three objectives to be obtained. These are; i) observe meta-cognitive behaviors of prospective mathematics teachers while solving problems, ii) determine the importance of meta-cognition in problem solving and iii) determine challenges, typical errors and points to be considered for solving indefinite integral problems. The study is a qualitative research. Data collection tools are; i) Problems Form (PF) and ii) Meta-Cognitive Skills Questionnaire (MSQ). In this context, this study was completed by 60 prospective mathematics teachers. All prospective mathematics teachers are sophomore students at a university. Data collection tools were filled by the prospective mathematics teachers in 50 minutes. Collected data were analyzed descriptively. The analysis of the problem which were solved by the prospective mathematics teachers and the examination of completed questionnaires are to provide an understanding for the meta-cognitive aspects of solving indefinite integral problems. In conclusion, the challenges faced by prospective mathematics teachers that are subject to recall, choose incorrect solution and not knowing where to start in problem solving. The common mistakes are incorrect solutions and calculation errors. On the other hand, the point that should be considered in the problem solving is to choose a strategy. (C) 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of Academic World Education and Research Center.

7th World Conference on Educational Sciences -- FEB 05-07, 2015 -- Athens, GREECE, WOS: 000380613100013, This study intended to investigate the general attitudes of a group of high school EFL students towards language learning strategies, particularly vocabulary learning strategies, and to investigate whether or not one month awareness-raising program for self-regulated vocabulary learning can increase the use of vocabulary learning strategies autonomously and the rate of success among the students. At the time of the study all the participants were in the same proficiency level (B1). The data were gathered through inventory, the self-regulated capacity for vocabulary learning (the SRCvoc) prepared by Tseng, Dornyei and Schmitt (2006), which was translated to Turkish by a researcher with a PhD in ELT. (C) 2015 The Authors. Published by Elsevier Ltd.

7th World Conference on Educational Sciences -- FEB 05-07, 2015 -- Athens, GREECE WOS: 000380613100295 Democracy has a significant place in education as known and there are two approaches towards the way of involving democracy in education; democracy education and democratic education. The general aim of this study is to analyze the views of pre-service teachers in the faculty of education towards democracy and also their awareness regarding the difference between "democracy education" and "democratic education" as well as the real content of these two concepts. Through the study, 100 pre-service teachers from Cukurova University were asked open-ended questions in written format. For data analysis, content analysis was used. According to the answers, it was revealed that the pre-service teachers were aware of the democracy and its requirements in education and knew the distinction between two ways of inclusion. (C) 2015 The Authors. Published by Elsevier Ltd.

7th World Conference on Educational Sciences -- FEB 05-07, 2015 -- Athens, GREECE WOS: 000380613100018 This research was conducted to investigate 6th grade students' problem solving strategies and whether these strategies change with problem type and number structure of problems. 165 randomly selected students of grade six participated in this study. A problem test which contains proportional and non-proportional word problems was designed as a data collecting tool. Number structures also considered in the problem test. Descriptive data analysis methods were used in this study. Analysis has shown that students used 7 different strategies on solving proportional problems and 6 different strategies on solving non-proportional problems. (C) 2015 The Authors. Published by Elsevier Ltd.