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1.
Richard L. Sparks Marjorie Artzer Jon Patton Leonore Ganschow Karen Miller Dorothy J. Hordubay Geri Walsh 《Annals of dyslexia》1998,48(1):239-270
In this study, the benefits of multisensory structured language (MSL) instruction in Spanish were examined. Participants were
students in high-school-level Spanish attending girls’ preparatory schools. Of the 55 participants, 39 qualified as at-risk
for foreign language learning difficulties and 16 were deemed not-at-risk. The at-risk students were assigned to one of three
conditions: (1) MSL—multisensory Spanish instruction in self-contained classrooms (n=14); (2) SC—traditional Spanish instruction provided in self-contained classrooms (n=11); and (3) NSC—traditional Spanish instruction in regular (not self-contained) Spanish classes (n=14). Not-at-risk students (n=16) received traditional Spanish instruction in regular classes similar to the instruction provided to the NSC group.
All three at-risk groups made significant gains over time on some native language skills regardless of teaching method. The
MSL group also made significant gains on a foreign language aptitude measure. The MSL group and the not-at-risk group made
greater gains than the two other at-risk groups on foreign language aptitude and native language measures of reading comprehension,
word recognition, and pseudoword reading.
Although most at-risk learners achieved an “expected” level of foreign language proficiency after two years of instruction,
significant group differences were found. On measures of oral and written foreign language proficiency, the MSL and not-at-risk
groups scored significantly higher than the at-risk groups instructed using traditional methods. After two years of Spanish
instruction, no differences in foreign language proficiency were found between the MSL group and the not-at-risk group. 相似文献
2.
Lora Battle Bailey 《Early Childhood Education Journal》2006,34(2):155-167
The notion that parent involvement impacts student learning outcomes for children who are at risk for failing academically has been supported by prominent early childhood education experts. Recent attention has been given to specific ways parents can help increase student learning through their interactions with children as they complete home learning activities. It is important to note that the term parent is used interchangeably with the terms adult, guardian and family member. The term “at-risk reader” refers to readers who are at risk of failing school because of reading deficiencies. This report will examine whether parent training to increase parent–child interactions during the completion of second grade Interactive Homework Assignments (IHA) can facilitate increases in a student’s ability to draw inferences from reading selections, a skill closely aligned with proficiency in reading acquisition. The second grade level was chosen because these children were those whose teachers were concerned with preparing them to take the third grade SAT9. Third grade level was not selected because many of their professional development activities were prescribed due to their immediate concern with preparing students to take the SAT9. IHA, for the scope of this study, is homework designed to increase parent involvement and student achievement. The results indicate that specific parent training during a brief period of time, approximately four weeks, has the potential for improving academic performance for academically at-risk students. 相似文献
3.
The purpose of the present study was to examine the predictive value of a dynamic test of English and French lexical specificity on at-risk reading classification in 13 at-risk and 44 not at-risk emerging English (L1)–French (L2) bilingual Grade 1 children (M = 75.87 months, SD = 3.18) enrolled in an early French immersion program in Canada. Lexical specificity was assessed with a computerized word learning game in which children were taught new English (e.g., “foal” and “sole”) and French (e.g., bac “bin” and bague “ring”) word pairs contrasted by minimal phonological differences. The results indicated that the dynamic test of lexical specificity in English contributed significantly to the prediction of children’s French at-risk reading status at the end of Grade 1 after controlling for French phonological awareness and nonverbal reasoning skills. However, French lexical specificity did not predict children’s reading risk classification in French after controlling for French phonological awareness. Thus, it may be feasible to identify at-risk status in emerging bilinguals using dynamic measures in their stronger language. 相似文献
4.
Kelli R. Paquette Susan E. Fello Mary Renck Jalongo 《Early Childhood Education Journal》2007,35(1):65-73
Listening and reading comprehension can be assessed by analyzing children’s visual, verbal, and written representations of
their understandings. “Talking Drawings” (McConnell, S. (1993). Talking drawings: A strategy for assisting learners. Journal of Reading, 36(4), 260–269 is one strategy that enables children to combine their prior knowledge with the new information derived from
an expository text and “translate” those newly-acquired understandings into other symbol systems, including an oral discussion
with a partner, a more detailed drawing, and written labels for the drawing. The Talking Drawings strategy begins by inviting
children to create pre-learning drawings. These initial drawings are a way of taking inventory of a child’s current content
knowledge about a particular topic. After pre-learning drawings are created and shared, children listen to or read an expository
text (e.g., information book, passage from a textbook) on the same topic as their drawing. Pairs of students discuss the information
and either modify their pre-learning drawings to be more detailed or create completely new drawings that reflect the recently-acquired
information. Students are encouraged to label their drawings with words in a diagram or schematic fashion. By evaluating the
“before” and “after” artwork, educators can identify advances in students’ reading and listening comprehension of the terminology,
facts, and principles on a particular topic. 相似文献
5.
Preparing special educators who are knowledgeable about evidence-based interventions for teaching reading to students with
reading difficulties and who are capable of using curriculum-based assessments to monitor student progress and differentiate
interventions is vital to the success of current school reform efforts. The primary purpose of this exploratory study was
to examine the effect of tutoring and using assessment to monitor the progress of struggling readers on preservice teachers’
(PSTs’) knowledge and preparedness to teach reading. Also of interest was whether reading scores of tutored students improved.
PSTs (n = 18) in an undergraduate reading methods course tutored at-risk second graders using an evidence-based intervention and
monitored students’ progress weekly. PSTs made significant growth on a measure of teacher knowledge about the structure of
language and on a survey of their preparedness to teach reading. A qualitative analysis of PSTs’ weekly reflections and final
reports revealed that the majority used curriculum-based assessment data to describe students’ response to tutoring and were
beginning to use that data to make instructional decisions. On average, tutored students improved reading fluency, but did
not demonstrate significant growth in reading relative to national norms. Implications and limitations of the study are described
and directions for future research are discussed. 相似文献
6.
Erin T. Miller 《Early Childhood Education Journal》2010,38(4):243-249
In this article, I interrogate a previous and harmful “If Only” mindset I held as an early childhood literacy teacher. I describe
the “If Only” mentality as the idea that if only the parents and families of the students I taught changed, schools and teachers
could serve their children better. This deficit way of thinking led to a number of mistakes I made as a still-new, white,
middle-class, monolingual Reading Recovery teacher who was unprepared to value the home and community literacies of a population
of students and families from linguistic, cultural, and economic backgrounds other than my own. 相似文献
7.
Dr. Pauline Lipman 《The Urban Review》1996,28(1):41-62
This article addresses the role of exemplary teachers of students of color in educational reform. Using an ethnographic study
of two urban junior high schools in the beginning stages of restructuring, I describe threeculturally relevant teachers who create empowering educational experiences for low-achieving African American students. Despite their exemplary
practice and their enthusiasm for educational change, thewisdom of practice of these teachers was largely discounted in the restructuring process. They were marginalized by ideological and political
contexts which suppressed racial issues and advocacy for African American students and which supported a deficit model of
low-achieving African American students. Restructuring fostered little examination of policies, practices, and beliefs which
tended to marginalize African American students. This research suggests that professional dialogue and collaboration are mediated
by teachers' ideologies and by relations of power in schools and communities. If exemplary teachers of children of color are
to influence educational change, reformers need to legitimize their knowledge and sponsor their leadership. Also, reforms
that benefit marginalized children of color may require the mobilization and participation of parents and communities of color
as well as their teacher-advocates.
Even though I'm not doing the Mentoring and Counseling Program any more, I can't reject them. They know I care about them.
They know when you're not pretending. You don't turn off realness. Paulette
I find them where they are. I say, “You've told stories. When you say, ‘The way I see it,’ that's point of view.” I just do
it like that. When kids believe you think they can learn, they will. Samuel
We have to challenge these students. When we don't give them an opportunity, we're taking something away from them. Helen 相似文献
8.
Dr. Robert P. Engvall Ph.D. 《The Urban Review》1995,27(3):251-261
In these times of tight budgets and political intoleance for taxation, public schools, particularly urban public schools,
will continually have to look for ways in which to spend less while dealing with ever-increasing societal problems. While
the ability of schools to improve the overal “product” with less resources is highly suspect, this article addresses one way
in which spending less might actually improve school perfomance.
The best planners in the best schools should be the administration, techers, students, parents, and the comminitu at large,
and not outside esxperts hired to improve a school's “comprehensive” or “strategic” plan. By forcing the segments of the public
that have the largest stake in the educational outcomes of schools to work together to plan for the future, schools will improve
the efficacy of their staffs, their students, and allow parents the self-satisfaction of playing an important role in their
children's education. An improtant side effect of such a method may be an increasing awareness by the public of the difficulties
that schools face, and perhaps a better understanding of the important need for higher expenditures.
His research interests include professionalism, collective bargaining, and educational reform. His articles have appeared
inPeople and Education, and a recent article has been aceepted for publication in theJournal of Collective Negotiations in the Public Sector. 相似文献
9.
Phil Cormack 《The Australian Educational Researcher》2011,38(2):133-148
This paper examines the report of the Inquiry into the Teaching of Literacy (Department of Education, Science & Training (DEST) 2005) and explores the claims it makes about reading pedagogy and the centrality of particular “methods” or “approaches” to teaching
backed by “scientific” evidence. Discourse analysis of the report shows that its logics allow only certain kinds of evidence
to count in policy, and that it reduces difficult social and political issues to questions of technique. This allows the report
to recommend an approach whereby qualitative insights and practitioners’ experience can be bypassed through valorising methods
developed and verified by scientific researchers. The report’s claims are considered genealogically in the light of historical
cases from the early nineteenth century, where educational reformers struggled with the issue of how to educate the children
of the poor. In one, the monitorial system promoted by Lancaster in England, there was a focus on reading which made teachers
or monitors artefacts of a standardised method. By way of contrast, in Scotland, a classroom approach developed by Stow (1854) made the teacher central to the process, as someone who sensitively interpreted and extended students’ experiences with
texts. Stow’s approach would form the model for the modern classroom in compulsory state schooling, while the monitorial system
would eventually be abandoned as ineffective. The historical cases demonstrate the dangers of approaches to policy that fail
to account for the complex interplay between teacher, student and text in the reading lesson. 相似文献
10.
Dr. James E. Bruno 《The Urban Review》1995,27(2):101-120
“Doing time” is an expression that is generally associated with prisoners who are disconnected from society and find themselves
counting the days and minutes until their release from prison. In many respects, at-risk students attending our nation's large,
urban, inner-city middle and high schools also consider themselves as not being connected to school or society and to be “doing
time” in the classroom. Qualitative and subjective impressions of doing time at school have become the theme of many movies,
books, and research articles. This study extends this qualitative type of research by quantitatively framing time allocation
preferences and temporal dominance characteristics for a large sample of teacher-perceived “at-risk” students at several large
urban high school sites. A sample of normal attaining students at the same school site served as a comparison group. The findings
of this research effort generally support other more qualitative studies and indicate that there are strong preferences in
at-risk students toward nondirected time-consuming activities (i.e., hanging out, video games, watching TV, etc.) with low-directed
to nondirected time preference ratios. Normal attaining students had the reverse pattern, i.e., higher-directed to nondirected
time preference ratios and higher preferences toward directed time-consuming activities that might be associated with investments
in the schooling process (homework, studying, personal development, etc.). Interpretation of the circles test, a projective
psychological procedure for establishing temporal dominance for at-risk students, revealed a general lack of recognition and
connectiveness between past, present, and future events in their life and weak temporal dominance or orientation toward the
future. 相似文献
11.
Attitudes toward learning (ATL) have been shown to influence students’ learning outcomes. However, there is a lack of knowledge
about the ways in which the interaction between ATL, the learning situation, and the level of students’ prior knowledge influence
affective reactions and conceptual change. In this study, a simulation of acid-base titrations was examined to assess the
impact of instruction format, level of prior knowledge and students’ ATL on university-level students, with respect to flow
experiences (Csikszentmihalyi, 1990) and perceived conceptual change. Results show that the use of guiding instructions was
correlated with a perceived conceptual change and high levels of “Challenge,” “Enjoyment,” and “Concentration,” but low sense
of control during the exercise. Students who used the open instructions scored highly on the “Control flow” component, but
their perceived learning score was lower than that for the students who used the guiding instructions. In neither case did
students’ ATL or their pre-test results contribute strongly to students’ flow experiences or their perceived learning in the
two different learning situations. 相似文献
12.
A large urban school district contracted with a private nonprofit educational foundation to train 126 special education resource
teachers in the last three years in an Orton-Gillingham-based program. These teachers are currently teaching learning-disabled
students in groups of 8–10 at the elementary level and 10–13 students at the secondary level. Learning-disabled students who
qualify for Special Education, either in reading or spelling, or both, are receiving the instruction.
The teachers took a Basic Introductory Class (90 hours of Advanced Academic Credit offered by the Texas Education Agency,
or six hours of graduate credit at a local university) in order to teach the program in the resource setting. A two year Advanced
Training included annual on-site observations, two half-day workshops each fall and spring, and a two-day advanced workshop
in the second summer.
First grade teachers, one selected from each of the 164 campuses, supervisors, and principals attended a 25-hour course on
“Recognizing Dyslexia: Using Multisensory Teaching and Discovery Techniques.” The first grade teachers and special education
resource teachers collaborated to provide inservice training for their colleagues.
Research, conducted by the district’s Research Department, reveals statistically significant gains in reading and spelling
ability for the learning-disabled resource students as measured by the Woodcock Reading Mastery Test-Revised, and the Test
of Written Spelling. 相似文献
13.
Sandra Stotsky 《Prospects》2007,37(4):489-500
This article recounts the battle in the “math wars” that took place in Massachusetts, United States in 1999–2000 over the
scope, content and teaching of the state’s K-12 mathematics curriculum. Harsh controversies arose between the partisans of
a “reform-math” movement stressing an undefined “conceptual understanding” and student-created algorithms and those, including
the author, advocating an academically stronger mathematics curriculum as well as fluency in students’ computational skills
with whole numbers and fractions. While “reform-math” supporters privileged and fought for a radical constructivist view of
mathematics learning, the Massachusetts Board of Education decided to implement mathematics standards that linked strong academic
content to the development of authentic computational competencies in students. Following the introduction of newly revised
mathematic standards in 2000, real progress was reached in terms of student achievement. According to the results of the 2007
tests in reading and in mathematics for Grade 4 and Grade 8, reported by the National Assessment of Educational Progress (NAEP),
Massachusetts ranked first nationwide in mathematics and tied for first place in reading, with its students having made significant
gains from 2005 to 2007. The article makes a strong case for evidence-based curriculum design and implementation, freed, as
much as possible, of mythologies and misconceptions. It explains why it was necessary to reject the theoretical assumptions
and pedagogical strategies embedded in the National Council of Teachers of Mathematics’ 1989 and 2000 standards documents.
It also highlights the importance of a strong personal life and working “principles” underpinning the mission of curriculum
developers: successful reform “strategies” are indeed meaningless in the absence of such durable personal beliefs and values.
Sandra Stotsky is Professor of Education Reform and holds the 21st Century Chair in Teacher Quality in the Department of Education Reform at the University of Arkansas in Fayetteville, USA. From 2003 to 2005 she was a Research Scholar at Northeastern University, and from 1999 to 2003 she was Senior Associate Commissioner at the Massachusetts Department of Education. During that period she directed complete revisions of the state’s licensing regulations for teachers, administrators, and teacher training schools, the state’s tests for teacher licensure, and the state’s PreK-12 standards for mathematics, history and social science, English language arts and reading, science and technology/engineering, early childhood (preschool), and instructional technology. She is editor of What’s at Stake in the K-12 Standards Wars: A Primer for Educational Policy Makers (Peter Lang, 2000) and author of Losing Our Language (Free Press, 1999, reprinted by Encounter Books, 2002). In May 2006 she was appointed to the National Mathematics Advisory Panel and is a co-author of its final report, released in March 2008. 相似文献
Sandra StotskyEmail: |
Sandra Stotsky is Professor of Education Reform and holds the 21st Century Chair in Teacher Quality in the Department of Education Reform at the University of Arkansas in Fayetteville, USA. From 2003 to 2005 she was a Research Scholar at Northeastern University, and from 1999 to 2003 she was Senior Associate Commissioner at the Massachusetts Department of Education. During that period she directed complete revisions of the state’s licensing regulations for teachers, administrators, and teacher training schools, the state’s tests for teacher licensure, and the state’s PreK-12 standards for mathematics, history and social science, English language arts and reading, science and technology/engineering, early childhood (preschool), and instructional technology. She is editor of What’s at Stake in the K-12 Standards Wars: A Primer for Educational Policy Makers (Peter Lang, 2000) and author of Losing Our Language (Free Press, 1999, reprinted by Encounter Books, 2002). In May 2006 she was appointed to the National Mathematics Advisory Panel and is a co-author of its final report, released in March 2008. 相似文献
14.
Elaine Reese Sebastian Suggate Jennifer Long Elizabeth Schaughency 《Reading and writing》2010,23(6):627-644
This research investigated the link between oral narrative and reading skills in the first 3 years of reading instruction.
Study 1 consisted of 61 children (M = 6:1 years) who had experienced 1 year of reading instruction on average. Children’s story retelling was scored for memory
and narrative quality. The quality of children’s narratives correlated positively with their reading skill at this age, but
narrative quality did not uniquely predict their reading skill 1 year later. Study 2 consisted of 39 children (M = 7:0 years) who had experienced 2 years of reading instruction on average. At this age, the quality of children’s narratives
uniquely predicted their reading skill concurrently and 1 year later, even after controlling for their receptive vocabulary
and early decoding. These findings have implications for theories of the oral language foundations of reading and for assessment
in the early years of reading instruction. 相似文献
15.
In higher education, many high-enrollment introductory courses have evolved into “gatekeeper” courses due to their high failure
rates. These courses prevent many students from attaining their educational goals and often become graduation roadblocks.
At the authors’ home institution, general chemistry has become a gatekeeper course in which approximately 25% of students
do not pass. This failure rate in chemistry is common, and often higher, at many other institutions of higher education, and
mathematical deficiencies are perceived to be a large contributing factor. This paper details the development of a highly
accurate predictive system that identifies students at the beginning of the semester who are “at-risk” for earning a grade
of C- or below in chemistry. The predictive accuracy of this system is maximized by using a genetically optimized neural network
to analyze the results of a diagnostic algebra test designed for a specific population. Once at-risk students have been identified,
they can be helped to improve their chances of success using techniques such as concurrent support courses, online tutorials,
“just-in-time” instructional aides, study skills, motivational interviewing, and/or peer mentoring. 相似文献
16.
Kyle L. Peck 《TechTrends》1998,43(2):47-53
Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for
the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards
that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose
that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we
consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified
skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching.
There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned,
this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought
about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with
questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition
and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their
insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and
the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an
assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to
close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)...
“Fire” (another attempt to close gaps)..., And so on. 相似文献
17.
Burden of Acting Neither White Nor Black: Asian American Identities and Achievement in Urban Schools
Jamie Lew 《The Urban Review》2006,38(5):335-352
Ogbu’s theory of “burden of acting white” has been one of the most frequently cited studies to explain black and white achievement
gap. However, emerging studies have argued that Ogbu’s theory may be limited when examining variability of school achievement
among black and white students. Research shows that in addition to culture, other social forces, such as class, peer networks,
and school context may play a significant role when accounting for minority students’ academic aspirations and achievement.
In the midst of this on-going debate, however, there is a limited understanding of how, if at all, theory of “acting white”
plays a role for racial groups other than black and white students. By extending the discussion beyond a black-and-white discourse,
this research examines how Asian American students in two different social and economic contexts, negotiate their race and
ethnic identities. Framed by a prevalent model minority stereotype that conflates Asian Americans with whiteness, the findings
show that portrayal of Asian “success” much like black “failure” cannot be explained solely on their cultural orientation.
By comparing experiences of two groups of Korean American students—both high- and low-achieving—in different economic and
school contexts, this study illustrates how the two groups of Korean American students adopt different racial strategies depending
on their socioeconomic backgrounds, peer networks, and school contexts. Using Korean American students in urban schools as
a case study, this research complicates and challenges our understanding of the role of culture in school achievement and
illustrates how culture intersects with class, race, and schools.
Jamie Lew is an Assistant Professor in the Department of Urban Education, Rutgers University-Newark, 110 Warren Street, Newark,
NY, 07102-1814, USA 相似文献
18.
Noel Gough 《The Australian Educational Researcher》2009,36(2):1-19
Australia is often portrayed as a place in which young people are in jeopardy. In 19th century literature and art, the recurring
motif of a child lost in “the bush” became an increasingly significant dimension of European settlers’ experiences of Australia,
whereas during the latter half of the 20th century analogous cultural narratives shifted towards urban environments and the
plight of young people endangered by their parents’ generation. In contemporary popular culture, Australia’s cities and suburbs
are places where children are aborted, abandoned, exploited, murdered or never conceived. Like the bush-lost children before
them, these “at risk” young people symbolise adult fears of self, society, and the future. My concern is that the most common
public policy response to these persistent fears and insecurities is to retreat to a politics of complexity reduction. Many
politicians and public opinion leaders see teachers and schools as being in the vanguard of people and institutions dedicated
to Australian children’s educational ruin, and simplistically seek to “protect” them with blunt instruments such as back-to-phonics
literacy and a national curriculum. I argue that Australia’s young people are much more seriously endangered by the symbolic
violence of those who position them as docile receptors of whatever schools and teachers serve up to them, and who treat them
as passive screens upon which to project their own anxieties. 相似文献
19.
Reuven Babai Tali Brecher Ruth Stavy Dina Tirosh 《International Journal of Science and Mathematics Education》2006,4(4):627-639
One theoretical framework which addresses students’ conceptions and reasoning processes in mathematics and science education is the intuitive rules theory. According to this theory, students’ reasoning is affected by intuitive rules when they solve a wide variety of conceptually non-related mathematical and scientific tasks that share some common external features. In this paper, we explore the cognitive processes related to the intuitive rule more A–more B and discuss issues related to overcoming its interference. We focused on the context of probability using a computerized “Probability Reasoning – Reaction Time Test.” We compared the accuracy and reaction times of responses that are in line with this intuitive rule to those that are counter-intuitive among high-school students. We also studied the effect of the level of mathematics instruction on participants’ responses. The results indicate that correct responses in line with the intuitive rule are more accurate and shorter than correct, counter-intuitive ones. Regarding the level of mathematics instruction, the only significant difference was in the percentage of correct responses to the counter-intuitive condition. Students with a high level of mathematics instruction had significantly more correct responses. These findings could contribute to designing innovative ways of assisting students in overcoming the interference of the intuitive rules. 相似文献
20.
This research, as part of a larger project examining effective reading instruction for 10–12 year old students, explores the perceptions of thirteen parents in six schools. The study identified: parents recognise their engagement in reading with their children impacts on children's motivation to read; parents have concerns about the degree to which schools meet children's reading needs; and some parents seek external assessment and support. The study as a whole indicates the importance of effective home school relationships. 相似文献