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1.
Audrey Trainor 《International journal of qualitative studies in education》2013,26(6):711-725
Teaching students with learning disabilities to be self-determining during postsecondary transition planning is considered beneficial for students. Few self-determination studies, however, have focused on the impact students' cultural identities may have on the practice of self-determination during transition planning. A review of self-determination literature is presented and includes concept definition, characteristics, and example components of model programs. Additionally, multicultural special education literature helps frame the need to consider the interplay between programs that promote self-determination and culturally and linguistically diverse learners. Qualitative research methods, used with student participants, have the potential to inform preferred practices as well as research gaps in special education by capturing how diverse students respond to self-determination during postsecondary transition planning. 相似文献
2.
Cynthia R. Chambers Michael L. Wehmeyer Yumiko Saito Kerry M. Lida Youngsun Lee Vandana Singh 《Exceptionality》2013,21(1):3-15
Abstract Promoting self-determination has become an important aspect of the educational programs of students with disabilities. There is now a sufficient literature base to support some syntheses that enable researchers to judge their progress in this area to date and to provide direction for future research and practice. For this study, we conducted a literature review of studies that measured or examined global self-determination. 相似文献
3.
Meree Reynolds Kevin Wheldall Alison Madelaine 《International Journal of Disability, Development & Education》2011,58(3):257-286
An analysis of large and influential published reviews of research pertaining to the reading acquisition of young struggling readers in the early years of schooling was undertaken. The reviews were selected on the basis that they either had been commissioned by federal governments or had been conducted by reputable research institutions and had been released in the past 10 years. A search of published literature pertaining to the topic found three federal reviews (from the United States, the United Kingdom and Australia), a What Works Clearinghouse Report into beginning reading programmes, a review of reading interventions by Slavin et al. and a synthesis of meta-analyses by Hattie. Analysis of these reviews indicated that there are key commonalities in findings about how to teach reading to young students. Reviews of interventions revealed some flaws and therefore provide limited information useful to programme implementation and development for young struggling readers. 相似文献
4.
Learning how to effectively write a literature review is a critical tool for success for an academic, and perhaps even professional career. Being able to summarize and synthesize prior research pertaining to a certain topic not only demonstrates having a good grasp on available information for a topic, but it also assists in the learning process. Although literature reviews are important for one’s academic career, they are often misunderstood and underdeveloped. This article is intended to provide both undergraduate and graduate students in the criminal justice field specifically, and social sciences more generally, skills and perspectives on how to develop and/or strengthen their skills in writing a literature review. Included in this discussion are foci on the structure, process, and art of writing a literature review. 相似文献
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《学校用计算机》2012,29(1-2):40-52
In this article the authors present a review of literature from multiple disciplines pertaining to using eBooks in the classroom in order to understand the underlying literacy and technology related issues and challenges. eBooks brought about changes in how students learn to read, and in how they read to learn. They require students to learn new literacies and to use new technologies, which has had a profound impact on reading pedagogy in K–12 classrooms. Dedicated eBook readers, smartphones, and tablet computers have led to changes in a signature pedagogy—reading literacy instruction. Research is needed on how to best teach the new literacies to help learners adapt to the challenges of new media and technologies. 相似文献
6.
Paula Maccini Candace A. Mulcahy Michael G. Wilson 《Learning disabilities research & practice》2007,22(1):58-74
Abstract This article extends a previous review of the literature ( Maccini & Hughes, 1997 ) on mathematics interventions for secondary school students with learning disabilities (LD). A systematic review of the literature from 1995 to 2006 yielded 23 articles that met the criteria for inclusion. It was determined that a number of practices demonstrated significant gains for secondary school students with LD in math, including mnemonic strategy instruction, graduated instructional approach, cognitive strategy instruction involving planning, schema‐based instruction, and contextualized videodisc instruction. We also discuss the nature and focus of math interventions and implications for both research and practice based on the findings. 相似文献
7.
Magdalena M. Apanasionok Richard P. Hastings Corinna F. Grindle Richard C. Watkins Andreas Paris 《科学教学研究杂志》2019,56(7):847-880
A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self-directed learning and two on comprehension-based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted. 相似文献
8.
Much has been written in the educational psychology literature about effective feedback and how to deliver it. However, it is equally important to understand how learners actively receive, engage with, and implement feedback. This article reports a systematic review of the research evidence pertaining to this issue. Through an analysis of 195 outputs published between 1985 and early 2014, we identified various factors that have been proposed to influence the likelihood of feedback being used. Furthermore, we identified diverse interventions with the common aim of supporting and promoting learners' agentic engagement with feedback processes. We outline the various components used in these interventions, and the reports of their successes and limitations. Moreover we propose a novel taxonomy of four recipience processes targeted by these interventions. This review and taxonomy provide a theoretical basis for conceptualizing learners' responsibility within feedback dialogues and for guiding the strategic design and evaluation of interventions. 相似文献
9.
Requirements for reasoning, explaining, and generalizing mathematical concepts increase as students advance through the educational system; hence, improving overall mathematical proficiency is critical. Mathematical proficiency requires students to interpret quantities and their corresponding relationships during problem‐solving tasks as well as generalizing to different contexts; both requirements are particularly challenging for many students with learning disabilities. An in‐depth review of research was completed to (1) demonstrate how interventions targeting mathematical problem solving are categorized into heuristic, semantic, or authentic approaches; (2) explore the degree to which generalization is presented in each approach; and (3) determine the efficacy of each intervention approach. Experimental studies (n = 17) demonstrating the effects of interventions designed to enhance mathematical problem solving for secondary students with or at risk of learning disabilities were analyzed. Findings indicate that the efficacy of the three intervention approaches varies, and that the real‐world connections differ. Implications for research and practice are discussed. 相似文献
10.
James Soland 《Journal of Education for Students Placed at Risk》2013,18(3-4):233-262
Each year, more districts implement early warning systems (EWS). These EWS predict negative student outcomes, such as dropping out, before they occur. Predictions are then used to match at-risk students to appropriate supports and interventions. Research suggests that these systems are useful in ensuring educators respond to student needs early, generating conversation around specific students at risk of dropping out. However, no research considers what new information teachers gain from having a specific prediction for a student. This article bridges this gap by comparing teacher and EWS predictions of whether students will complete high school and enroll in college. Further, it assesses whether accuracy in teacher judgment stems from additional information not in models—especially related to academic tenacity—and biases like self-fulfilling prophecies. Generally, EWS can provide benefits both as organizational tools and by increasing the precision with which students are identified for supports and interventions. 相似文献
11.
Rachel Baker 《Research in higher education》2018,59(2):198-225
Concerns about the low completion rates in community colleges have led policy makers and administrators to examine interventions that aim to increase persistence and success by making colleges easier to navigate for students. One of the best supported and most well researched of the current reforms is guided pathways which aims to simplify student decision making. Meta majors, the grouping of all available majors into a handful of buckets, is an important components of these whole school reforms. In this paper I test an underlying assumption of this reform—that there are consistent groupings of majors that students would consider choosing—using tools from social network analysis. I draw on these consideration networks to examine how different groups of students cluster majors together; differences in how various groups of students group majors provides insight into how such interventions could increase efficiency or exacerbate inequality. These findings provide guidance for schools on what factors to consider when forming meta major groupings. 相似文献
12.
Sarah J. Geenen Laurie E. Powers Jennifer M. Hogansen James O. E. Pittman 《Exceptionality》2013,21(1):17-30
Abstract This article focuses on the transition experiences of foster youth with disabilities, a group of students with disabilities who have often been neglected by researchers and policy makers. We begin by discussing transition outcomes for youth with disabilities, highlighting the progress that has been achieved in recent years, and noting that much of this progress is related to the effective transition planning practice of promoting self-determination. We then examine the challenging context children in foster care typically face as they move into adulthood, drawing attention to the neglect of policy and practices designed to promote self-determination for foster youth with disabilities. To do this, we describe 4 recent studies by our research group that involve this vulnerable population and stress key elements of self-determination that seem to be lacking in the context in which these youth function. We end by emphasizing the need to continue focusing on this at-risk group of young people, as well as on transition supports that promote their self-determination. 相似文献
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Educational leaders continually must be vigilant about their actions as they speak volumes about the values that the leader supports. It is impossible for an educational leader to take an action without generating some comment about how things should be done—which by definition is moral action. What's more, everyone is watching—especially the students. This article explores leadership relationships, interrelationships, and interdependence—and how administrative “moral leadership” rests with the institution's leader. First, it examines the concept of systems thinking to determine how relationships, support structures, and decisions made by school leaders impact the entire school—especially the students and the community at large. Second, it explores and furthers our understanding of moral leadership models by synthesizing concepts in the literature and offers a new paradigm of moral leadership for educational leaders in the 21st century. 相似文献
15.
Loucas T. Louca Zacharias C. Zacharia Dora Tzialli 《International Journal of Science Education》2013,35(12):1823-1856
Although research has come to recognize the importance of studying classroom-based student–teacher discourse in science, the emphasis remains largely on teachers' abilities to ask questions and provide students with feedback, or on students' abilities to ask questions or engage in argumentative discourse. Consequently, little research has focused on the discourse elements relating to teacher–student discourse interactions. In this article, we argue for a shift of research attention toward describing what the teacher is responding to (Identification of student inquiry), the process of deciding how to respond (Interpretation—Evaluation of student inquiry), and how the teacher is responding (Response to student inquiry). We propose a new methodological approach for studying teacher discourse, which involves a framework we developed while analyzing 1,385 minutes of fifth grade, whole-class science conversations covering a 2-year period and facilitated by an experienced science teacher. Then, as a case in point, we applied our framework to the teacher discourse data of the study, aiming to show that the framework can be a useful tool for examining how a teacher supports students' inquiry. 相似文献
16.
Karen Block Suzanne Cross Elisha Riggs Lisa Gibbs 《International Journal of Inclusive Education》2013,17(12):1337-1355
In a context of increasing numbers of refugees and asylum seekers globally, recognition of the importance of the school environment for promoting successful settlement outcomes and inclusion for refugee-background young people is growing. Yet schools may be poorly equipped to recognise and respond to the multiple challenges faced by children and young people who must learn a new language while grappling with unfamiliar educational and social systems. Refugee-background students often have minimal or significantly disrupted formal education prior to arrival in their new country. Young people, and sometimes their families, may lack literacy in first languages and many are coping with the impacts of trauma associated with forced displacement. Evidence for effective interventions in schools that promote an inclusive learning environment is scarce. This paper presents the results of an evaluation of the School Support Programme operating in schools in Victoria, Australia. The programme is provided to networks of schools in a region and facilitates partnerships between schools and agencies and provides a holistic model for a whole-school approach focused on the learning, social and emotional needs of refugee-background students. The evaluation concluded that the programme provides an appropriate and feasible model that supports the capacity of schools to provide an inclusive education for this group. 相似文献
17.
The relationship between the different mediational means for supporting students’ learning with digital tools in science group work in a Norwegian lower-secondary school is examined. Analyses of teacher-student and student-student interactions are located in cultural-historical theory and draw on Galperin’s conceptualisation of learning processes. Findings show that digital tools, task design, peer collaboration, and teacher’s interventions dialectically interplay to shape how learners use mediational means: (1) digital tools are the resources that enable students to explicate their (mis)understandings; (2) compare-and-contrast tasks promote analytical thinking; (3) peers present themselves as resources who promote development of conceptual understanding; (4) the teacher guides learners’ attention towards the potential of the mediational resources, elicits, organises, and structures students’ knowledge. The dialectical interplay of these mediational means creates a system that supports and guides students’ learning. 相似文献
18.
Kyeong-Hwa Kim Mary E. Morningstar Sungmin Jung 《International Journal of Disability, Development & Education》2014,61(4):388-402
This preliminary study investigated 118 special education doctoral students’ knowledge of and attitudes toward self-determination. In addition, this study examined the relationship between self-determination coursework and special education doctoral students’ perceptions of how well they were prepared for implementing self-determination in their future careers. The results indicated that although the majority of respondents possessed adequate knowledge of self-determination concepts, they reported lacking confidence in identifying how it can be taught and assessed. Most of the respondents indicated that they would integrate self-determination knowledge and skills into their future teaching; however, more than one-half of the doctoral students felt that they were unprepared with regard to the instruction of self-determination. Also, the findings indicated that there were statistically significant relationships between pre-service courses and doctoral students’ perceptions of self-determination. The results of this study showed a gap in current doctoral students’ knowledge about self-determination and confidence related to application within pre-service teaching. 相似文献
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JOAN P. AVIS 《Counselor Education & Supervision》1987,27(1):15-30
The emerging field of adult counseling generally refers to the applications of adult development and life transitions literature in counseling. To date, numerous definitions that apply a particular theoretical perspective to clients within an established counseling approach have characterized practice. In contrast, collaborative counseling is a term that defines an inclusive theoretical framework and distinct counseling approach. The phenomenology of counselors is defined in terms of three perspectives: (a) developmental—for conceptualizing adult experience and counseling; (b) collaborative—for characterizing counselor-client roles, interactions, and processes; and (c) idiographic—for conceptualizing applicability of theory and interventions to individuals. From these perspectives a specialized practice is derived that emphasizes transitional status assessment, adult processes, counseling outcomes in meaning and behavior, as well as multiple contexts and modalities for delivery of service. The implications for curriculum and training provide the basis for defining a specialization in adult counseling. 相似文献