Social-emotional adustment in deaf children: An investigation of the relationship between academic and speech perception abilities to social-emotional adjustment

This paper discusses the results of a study undertaken to determine if there is a relationship between psychological variables and cognitive or academic variables among hearing-impaired children.

The relationship of hearing-impaired children's scores on the Beery Visual-Motor Integration Test and the reading subtests of the American School Achievement Test

This paper discusses visual-motor tests and reading tests for hearing impaired children.

The influence of various types of question forms and test directions on the educational achievement of deaf and hearing children

This paper is a review of educational achievement tests and their suitability for hearing impaired children.

Reading achievement of the deaf: another look

This paper discusses a study to examine the reading achievement of former CID students to determine the effectiveness of the CID reading program.

An analysis of the achievement of deaf children on a standardized vocabulary test

This paper examines the vocabulary responses of hearing impaired children on standardized tests.

The effect of the handwriting without tears program on student cursive writing achievement at Central Institute for the Deaf (CID)

Handwriting Without Tears (HWT) is a multi-sensory program that provides a simpler approach to the instruction of cursive handwriting. It was administered to a sample of third graders to assess the effectiveness of the program and determine if it would be a viable option for handwriting instruction at CID.

The relationship between performance on the Stanford Achievement Test and the Peabody Individual Achievement test for a group of hearing-impaired children

This paper discusses the Stanford and Peabody tests for achievement and which test is more efficient for hearing impaired children.

Trends and gaps in the academic literature on EU labour migration policies. CEPS Paper in Liberty and Security No. 50/December 2012

This paper provides an overview of the ‘state of the art’ in the academic literature on EU labour migration policies. It forms part of the research agenda of Work Package 18 of the NEUJOBS project, which aims at reviewing legislation and practices regarding the labour market inclusion and protection of rights of different categories of foreign workers in European labour markets. Accordingly, particular attention is paid to the works of scholars who evaluate the status of rights of third-country national workers in relation to labour market access, employment security, social integration, etc., in European legislation on labour immigration. More specifically, the review has selected those scholarly works that focus specifically on analysing the manner in which policy-makers have addressed the granting of rights to non-EU migrant workers, and the manner in which policy agendas – through the relevant political and institutional dynamics – have found their translation in the legislation adopted. This paper consists of two core parts. In the first section, it reviews the works of scholars who have touched on these research questions with respect to the internal dimensions of EU labour migration policies. The second section does the same for the external dimensions of these policies. Both sections start off by analysing the main trends in the literature that reviews these questions for the internal and external dimensions of European migration policies as a whole, and then move on to how these ‘trends’ can (or cannot) be found translated in scholarly writings on labour migration policies more specifically. In the final section, the paper concludes by summarising the main trends and gaps in the literature reviewed, and indicates avenues for further research.

Giving up on modern foreign languages? Students' perceptions of learning French

This article reports on the findings of an investigation into the attitudes of English students aged 16 to 19 years towards French and how they view the reasons behind their level of achievement. Those students who attributed success to effort, high ability, and effective learning strategies had higher levels of achievement, and students intending to continue French after age 16 were more likely than noncontinuers to attribute success to these factors. Low ability and task difficulty were the main reasons cited for lack of achievement in French, whereas the possible role of learning strategies tended to be overlooked by students. It is argued that learners' self-concept and motivation might be enhanced through approaches that encourage learners to explore the causal links between the strategies they employ and their academic performance, thereby changing the attributions they make for success or failure.