Progress in Education. Volume 71

$250.00

Roberta V. Nata (Editor)

Series: Progress in Education
BISAC: EDU029000; EDU026020
DOI: https://doi.org/10.52305/VJWH9290

This volume includes six chapters showcasing recent developments in education research. Chapter One introduces the constructs of dyspraxia, developmental coordination disorders and motor difficulties, and describes the historical background of the “clumsy child” syndrome and what schools can do to prevent bullying. Chapter Two provides an overview of the historical developments surrounding education of children with learning disabilities and emphasizes the need to update current mainstream teaching methods. Chapter Three discusses children with reading difficulties, such as dyslexia, in the Persian language. Chapter Four deals with issues related to school management, including insufficient funding and lack of professional training, in Slovakia. Chapter Five includes a study that investigates whether teaching metacomprehension and reading strategies can improve third-grade students’ reading comprehension and differential effects as a function of gender and socioeconomic status. Lastly, Chapter Six illustrates an innovative way of presenting conditional probability and Bayes’ rule through George Polya’s (1954) plausible reasoning pattern and syllogisms, promoting statistical novices’ knowledge to a larger degree by emphasizing the underlying logic and rationale behind the mathematical formulas.

Table of Contents

Preface

Chapter 1. Developmental Coordination Disorders and Difficulties (DCD)
(Diane Montgomery – Professor Emerita, Middlesex University, London, UK)

Chapter 2. General Learning Difficulties and Disorders
(Diane Montgomery – Professor Emerita, Middlesex University, London, UK)

Chapter 3. Reading Difficulties in Persian-Speaking Children
(H. Ahadi – Department of Linguistics, Institute for Humanities and Cultural Studies, Tehran, Iran)

Chapter 4. Challenges and Pitfalls of Efforts to Design Tertiary Study Programs for School Leaders
(Mária Pisoňová and Alena Hašková – Faculty of Education, Constantine the Philosopher University in Nitra, Nitra, Slovakia)

Chapter 5. Teaching Reading Comprehension Strategies: Differential Effects of an Intervention Program as a Function of Gender and Socioeconomic Status
(Irene Cadime, Sandra Santos, Fernanda L. Viana, and Iolanda Ribeiro – Psychology Research Centre, School of Psychology, University of Minho, Braga, Portugal, et al.)

Chapter 6. An Alternative Way of Teaching Conditional Probability and Bayes’ Rule: Applications to Plausible Reasoning
(Eiki Satake and Robert Page – Marlboro Institute of the Liberal Arts and Interdisciplinary Studies, Emerson College, Boston MA, USA, et al.)

Index

Additional information

Binding

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