a post by Cory Doctorow for the Boing Boing blog
Fidget spinners are wonderful.
Hear me out.
Accessibility advocates have always said that disability is a spectrum and the line that separates an abled person from a person with a disability is arbitrary. I am not legally visually impaired, but I can't read low-contrast text at all, and I use browser plugins designed for people who have formal visual impairments to read much of the web by increasing the contrast and size of the type on my screen.
In the same way, there are lots of "auditory learners" who don't have a formal diagnosis of a reading disability or ADHD, but who find audiobooks allow them to process text in a way that they never could before, overcoming struggles that they had assumed were just a fact of life – and the fact that there are now so many instructors and book-clubs who look for titles with readily available audio editions means that these people benefit, too.
Continue reading
Showing posts with label ability. Show all posts
Showing posts with label ability. Show all posts
Sunday, 1 April 2018
Tuesday, 11 December 2012
Gender, parental education, and ability: their interacting roles in predicting GCSE success
an article by Judith Glaesser and Barry Cooper (Durham University, UK) published in Cambridge Journal of Education Volume 42 Issue 4 (December 2012)
Abstract
We investigate the relations between gender, parental education, ability, and educational achievement in Britain, focusing on the way in which gender and parental education interact with ability to contribute to a pupil’s obtaining secondary school qualifications. This allows us to provide evidence relevant to claims concerning the effects of differences in the way in which working- and middle-class familial cultures interact with gender-specific behaviour in school.
Given the configurational nature of the processes likely to be involved, we employ Ragin’s Qualitative Comparative Analysis as our method.
We find that, in both academically selective and non-selective schools, high ability is a quasi-sufficient condition for obtaining certain levels of qualification, but that at lower levels of ability, either being female or having highly educated parents (or both) have to be present, too.
Boys without highly educated parents perform less well than girls from a similar background.
Abstract
We investigate the relations between gender, parental education, ability, and educational achievement in Britain, focusing on the way in which gender and parental education interact with ability to contribute to a pupil’s obtaining secondary school qualifications. This allows us to provide evidence relevant to claims concerning the effects of differences in the way in which working- and middle-class familial cultures interact with gender-specific behaviour in school.
Given the configurational nature of the processes likely to be involved, we employ Ragin’s Qualitative Comparative Analysis as our method.
We find that, in both academically selective and non-selective schools, high ability is a quasi-sufficient condition for obtaining certain levels of qualification, but that at lower levels of ability, either being female or having highly educated parents (or both) have to be present, too.
Boys without highly educated parents perform less well than girls from a similar background.
Monday, 6 February 2012
Adolescent Occupational Aspirations: Test of Gottfredson’s Theory of Circumscription and Compromise
an article by Daria B. Cochran, Eugene W. Wang, Sarah J. Stevenson, Leah E. Johnson and Charles Crews published in Career Development Quarterly Volume 59 Number 5 (September 2011)
Abstract
The authors investigated the relationship between adolescent occupational aspirations and midlife career success. The model for adolescent occupational aspirations was derived from Gottfredson's (1981) theory of circumscription and compromise.
The authors hypothesised that parental socioeconomic status (SES), ability, and gender predict adolescent occupational aspirations and influence career achievement in later life. Gottfredson's model was a good fit for the data. SES and ability influenced the formation of occupational aspirations, and ability and gender predicted career achievement in later life.
Additionally, occupational aspirations predicted career achievement in later life. Adolescent girls achieved less career success in midlife than did adolescent boys.
Hazel’s comment:
Interesting. Particularly as it comes fairly close, for me, from reading about abused children having a more difficult time in higher education.
Seems to me that we are what our childhoods make us although we can buck this with determination and understanding.
Abstract
The authors investigated the relationship between adolescent occupational aspirations and midlife career success. The model for adolescent occupational aspirations was derived from Gottfredson's (1981) theory of circumscription and compromise.
The authors hypothesised that parental socioeconomic status (SES), ability, and gender predict adolescent occupational aspirations and influence career achievement in later life. Gottfredson's model was a good fit for the data. SES and ability influenced the formation of occupational aspirations, and ability and gender predicted career achievement in later life.
Additionally, occupational aspirations predicted career achievement in later life. Adolescent girls achieved less career success in midlife than did adolescent boys.
Hazel’s comment:
Interesting. Particularly as it comes fairly close, for me, from reading about abused children having a more difficult time in higher education.
Seems to me that we are what our childhoods make us although we can buck this with determination and understanding.
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