COGNITIVE COMPONENTS OF DEVELOPMENTAL WRITING SKILL     

Scott L. Decker  Alycia M. Roberts  Kristin L. Roberts  Allison L. Stafford  Mark A. Eckert 《Psychology in the schools》2016,53(6):617-625

A significant number of studies have examined the cognitive components of basic academic skills, which has led to major changes in both teaching and early identification assessment practices. However, the majority of previous research has focused solely on reading. This study examines the cognitive components of academic writing skills across early grade levels (1–4) while controlling for basic word identification skills. Results from this study suggest writing skill requires several cognitive skills of differing emphasis depending on the level of writing skill. Perceptual and rapid perceptual processing skills are important during the early acquisition of writing skills followed by a transition to language and language retrieval skills and later still to working memory skills. Applications for education and cognitive assessment are discussed.  相似文献   

SUCCESSFULLY SERVING THE COLLEGE BOUND. Hands,Africa S     

Scott Sheidlower 《Public Services Quarterly》2016,12(1):49-50

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<Emphasis Type="Bold">Presumed Innocent No More</Emphasis>     

Isaac N. Cohen  Amy L. Wax 《Academic Questions》2017,30(3):352-364

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The hidden history of early childhood education     

Amy Palmer 《History of education》2015,44(1):124-126

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The 36 % Problem     

Gray Scott 《Interchange》2016,47(2):133-156

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Can a dog be used as a motivator to develop social interaction and engagement with teachers for students with autism?          下载免费PDF全文

Kathryn Stevenson  Scott Jarred  Vivian Hinchcliffe  Kathryn Roberts 《Support for Learning》2015,30(4):341-363

Research into children with autism indicates that therapeutic sessions with dogs might provide a way of encouraging social interaction and reducing solitary or repetitive behaviours. With recent educational ASD interventions aimed at providing ways of encouraging intrinsic motivation to socially engage, it is possible that sessions with dogs could be used in a similar way. The present study involved three students with ASD who were given five sessions with a dog and their teacher. Sessions followed a semi‐standardised approach and were recorded and coded on social behaviours, with qualitative observations made. Pre and post measures entailed ADOS‐2 assessments and teacher questionnaires. Results suggest that students' responses in sessions were highly individual; all showed an increase in meaningful social interactions with dog and teacher, reduction in solitary or repetitive behaviours within the sessions and reported generalisation effects in some areas. The study lends support to the research base on the beneficial impact of dogs for children with autism and suggests that sessions with dogs in school could act as a way to strengthen interactions and engagement with teachers.  相似文献   

Blending Reflection and Benchmarks: Development of a Comprehensive Assessment Model for Social Work Education          下载免费PDF全文

Scott J. Berlin  Gwendolyn J. Adam  Patricia Stow Bolea  Joan M. Borst 《Assessment Update》2015,27(6):1-16

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In Search of an Arts President     

Amy Cordileone 《Teaching Artist Journal》2016,14(2):55-67

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Plato and the Police: Dogs,Guardians, and Why Accountability is the Wrong Answer     

Samantha Deane  Amy Shuffelton 《Educational Studies A Journal of the American Educational Studies Association》2016,52(6):491-505

Attention to significant commonalities between the position of teachers and police officers, we suggest, illuminates problematic aspects of their position within a democracy. Demographically, both the teaching force and the police force are disproportionately white, yet the commonalities extend beyond race. We suspect too little attention has been paid to other social categorizations, namely social class and gender. Toward this end, we explore the significant commonalities between the position of teachers and police officers and suggest that aspects of their position within a democracy make accountability a problematic tactic for addressing systematic failures. In this article we turn to Plato's discussion of the guardians for his ideal Republic because Plato squarely faces a problem that still dogs us: How are those persons given the right to uphold order to be prevented from turning on the polis they are meant to protect? The answer we offer rests on a theorization of a middle position and on a democratically situated ethical response to the other.  相似文献   

Review Article     

Peter Scott 《Journal of educational administration and history》1994,26(2):179-183

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