A Study of Deaf and Hard of Hearing Placement Decisions by Teacher and Computer     

David A. Stewart  John F. Vinsonhaler  Leighton Price  Brenda Hull 《International Journal of Disability, Development & Education》1995,42(2):155-169

An expert system was developed to make decisions about the educational placement of deaf and hard of hearing students within a limited real‐world domain. Teachers of deaf students and the literature were used to delineate factors that influence the placement of deaf and hard of hearing students. A hypothesis based on these factors was then created to guide the development of an expert system referred to as the HISAT Advisor. The placement decisions of the HISAT Advisor for 10 deaf and hard of hearing students were compared with the placement decisions of 10 teachers of deaf students for the same students. The HISAT Advisor decision matched the majority decision of the teachers in 90% of the cases. Faced with an ever‐increasing number of factors to consider when rendering a placement decision, teachers and administrators should examine the value of a systematic theory and an expert system in this decision‐making process.  相似文献   

Otitis Media and the Social Behavior of Day-Care-Attending Children     

Lynne Vernon-Feagans  Elizabeth E. Manlove  Brenda L. Volling 《Child development》1996,67(4):1528-1539

Research has suggested that young children who experience chronic middle ear disease (otitis media) in early childhood may display some initial developmental delays in language development as well as later problems in school. This association between otitis media and developmental problems is hypothesized to be linked to the hearing loss that accompanies frequent or long bouts of otitis media. Recent interest has focused on whether otitis media may be linked to behavioral changes in children, making them less responsive to the environment even when well. This study examined the relation between early otitis media in day-care-attending children and their subsequent behavior in the day-care classroom when the children were well. Findings suggest that day-care-attending children with chronic otitis media in the first 3 years of life play more often alone and have fewer positive and fewer negative verbal interactions with peers than nonchronic children in day-care. There were no differences between chronic and nonchronic otitis media children in their nonverbal behavior. Results may also contribute to our understanding of the development of the socially withdrawn child.  相似文献   

Early Attachment Relationships as Predictors of Preschool Children's Emotion Regulation with a Distressed Sibling     

Brenda L. Volling 《Early education and development》2001,12(2):185-207

The present study examined (1) the emotion regulation of preschool children by observing their emotional responses to a distressed younger sibling during a separation episode; (2) whether children's regulatory responses were related to sibling interaction observed during the separation episode, and (3) whether individual differences in these children's regulatory responses and the quality of sibling interaction could be predicted from early attachment relationships. Older siblings who ignored their younger siblings' distress were more likely to experience personal distress and use avoidant coping strategies. Emotion regulation strategies were related to the quality of sibling interaction such that older siblings who offered comfort to a distressed younger sibling were more likely to express positive affect in sibling interaction, whereas older siblings seeking adult assistance were less likely to engage in conflict and hostile behavior with a younger sibling. Preschool children who had an insecure-resistant infant-mother attachment at 1 year, were more likely to seek comfort from their younger siblings and engaged in more sibling conflict and hostility when they were 4 years old. The quality of infant-father attachment relationships was not significantly related to the child's emotion regulation at 4 years of age. Results are discussed with respect to the social origins of preschool children's emotional self-regulation and the consequences of emotional dysregulation in preschool settings.  相似文献   

Collaborative research in contexts of inequality: the role of social reflexivity     

Brenda Leibowitz  Vivienne Bozalek  Jean Farmer  James Garraway  Nicoline Herman  Jeff Jawitz  Wendy McMillan  Gita Mistri  Clever Ndebele  Vuyisile Nkonki  Lynn Quinn  Susan van Schalkwyk  Jo-Anne Vorster  Chris Winberg 《Higher Education》2017,74(1):65-80

This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants’ home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.  相似文献   

Evidence for phonological processing deficits in less-skilled readers     

Brenda Stone  Susan Brady 《Annals of dyslexia》1995,45(1):51-78

Although weaknesses in metaphonological skills are well-documented in poor readers, prior studies have yielded inconsistent findings as to whether less-skilled readers also have deficits in the more primary phonological processes entailed in verbal working memory and speech production tasks. The present study was designed to examine this issue by comparing less-skilled third-graders readers (n=30) with younger children at the same reading level (n=30) and with more-skilled agemates (n=30) on a variety of tasks that require phonological processing (i.e., three “verbal memory” tasks [word span, span with concurrent processing, pseudoword imitation] and three “speech production” tasks [word-pair repetition, tongue twisters, rapid naming]). The results were striking: the less-skilled third-grade readers had significantly lower accuracy scores than both their agemates and the younger normal readers on the word span, pseudoword imitation, word-pair repetition, and tongue twister tasks. Measures of accuracy were more related to reading ability than were measures of speed. Performance on a pseudoword imitation task was the variable most strongly linked to reading achievement.  相似文献   

Learner engagement,retention and success: why size matters in massive open online courses (MOOCs)     

Brenda Cecilia Padilla Rodriguez  Alejandro Armellini  Ma Concepción Rodriguez Nieto 《Open Learning》2020,35(1):46-62

ABSTRACT

Massive open online courses (MOOCs) are usually six to ten weeks long. Participation tends to decrease as the courses progress, leading to low completion rates. This led to the question: Could shorter MOOCs contribute to learners’ engagement, retention and success? This paper compares two versions of Study Skills MOOC, which shared the same content but were delivered in different length formats. One was deployed as a single six-week course and the other as two three-week blocks. In total, 617 people registered for the two versions. Data sources included learning analytics, surveys and the Spanish version of the General Self-Efficacy Scale. Both versions of the Study Skills MOOC resulted in increased participants’ self-efficacy. However, learners enrolled in the version composed of two three-week blocks were also more engaged with course content, other students and the facilitators. Their retention and completion rates were higher than those in the longer version of the course. Reasons linked to goal proximity, motivation, interactions and social modelling are discussed  相似文献   

Mother- and father-reported reactions to children's negative emotions: relations to young children's emotional understanding and friendship quality   总被引：2，自引：0，他引：2  

McElwain NL  Halberstadt AG  Volling BL 《Child development》2007,78(5):1407-1425

Mother- and father-reported reactions to children's negative emotions were examined as correlates of emotional understanding (Study 1, N = 55, 5- to 6-year-olds) and friendship quality (Study 2, N = 49, 3- to 5-year-olds). Mothers' and fathers' supportive reactions together contributed to greater child-friend coordinated play during a sharing task. Further, when one parent reported low support, greater support by the other parent was related to better understanding of emotions and less intense conflict with friends (for boys only). When one parent reported high support, however, greater support by the other parent was associated with less optimal functioning on these outcomes. Results partially support the notion that children benefit when parents differ in their reactions to children's emotions.  相似文献   

Examining Elementary School Students’ Mental Models of Sun-Earth Relationships as a Result of Engaging in Engineering Design     

Chelsey?Dankenbring  Brenda?M.?CapobiancoEmail author 《International Journal of Science and Mathematics Education》2016,14(5):825-845

Current reform efforts in science education in the United States call for students to learn science through the integration of science and engineering practices. Studies have examined the effect of engineering design on students’ understanding of engineering, technology, and science concepts. However, the majority of studies emphasize the accuracy of students’ scientific thinking instead of what students’ conceptions are. The aim of this study was to examine elementary school students’ conceptions of sun-Earth relationships as a result of engaging in an engineering design-based science task. Two independent fifth grade classrooms were identified. Each classroom teacher had 2 groups of students: 1 group engaged in traditional science lessons (control) and 1 group engaged in engineering design-based science lessons (treatment). Data were collected via multiple choice knowledge assessments, a draw-and-explain item, and semi-structured interviews designed to elicit students’ working mental models of the relationship between the sun and Earth. Results indicated a range of five different mental models expressed by students in both the control and treatment groups. These findings suggest that students still harbor alternate conceptions and possibly conflicting ideas regarding various sun-Earth relationships. If teachers are expected to implement science and engineering practices, attention must be given to not only what students’ misconceptions are but, more importantly, how best to implement design-based science lessons that facilitate students’ application and understanding of related science concepts.  相似文献   

Examining the Perspectives of Latino Families of Children with Autism Spectrum Disorder Towards Advocacy     

Meghan M. Burke  Kristina Rios  Marlene Garcia  Linda Sandman  Brenda Lopez  Sandra Magaña 《Exceptionality》2019,27(3):201-214

Rapidly becoming the largest ethnic group of American students, compared to White students with disabilities, Latino students with disabilities receive less services and their parents are more likely to struggle to receive services. Yet, it is unclear how Latino families advocate for their children with disabilities including how cultural values facilitate their advocacy efforts. In this study, four focus groups were conducted with 46 Latino parents of children with autism spectrum disorder. Parents reported advocating by being assertive but not aggressive, being involved in school activities, communicating with the school and documenting the communication, and relying on knowledge and faith. Parents also reported facilitators (i.e., knowledge and resources, increased parent-school communication, and greater peer support) and barriers (i.e., poor school experiences, school related-stress, and stigma and discrimination) to advocacy. Implications for research, policy, and practice are discussed.  相似文献   

Every Indian Has a Unique Story     

Brenda L. Stewart 《Equity & Excellence in Education》2013,46(4-6):119-121

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