WHY INTENSIVE INTERVENTIONS ARE NECESSARY FOR STUDENTS WITH SEVERE READING DIFFICULTIES     

Vaughn S  Denton CA  Fletcher JM 《Psychology in the schools》2010,47(5):432-444

This article reviews research related to intensive interventions within a Response to Intervention framework. We review the research from studies that provided different levels of intensity of intervention with the goal of establishing a case that movement through less intensive tiers of intervention may not be an effective and responsible approach to addressing the reading difficulties of some students, particularly those with significant reading difficulties or disabilities.  相似文献   

Innovation in postgraduate teaching: mixed methods to enhance learning and learning about learning     

Carolyn Dickie  Leighton Jay 《高等教育研究与发展》2010,29(1):29-43

Growing pressure to restructure and reform tertiary education is encouraging university academics to use innovative practices that assist students to develop ‘employable’ skills. The hybrid approach described in this paper stimulated students to be self‐directed adult learners who maximized their learning of content and skills by means of problem‐based learning and action research strategies. The lecturer also operated as a reflective practitioner and role model by using an action research approach. This paper demonstrates the value of student empowerment, communication and leadership in autonomous learning groups. It outlines methods by which academic teaching staff can build continuous improvement into a university unit’s curriculum design and processes. These can be powerful additions to lecturers’ teaching strategies and to students’ learning experiences.  相似文献   

Alliance performance to integrate higher education： Smarter partners with shared values and capacity building     

Carolyn Dickie Laurie Dickie 《美中教育评论》2009,6(7):18-28

Demands by internal and external accreditation groups, whether governmental or professional, has resulted in education providers being more aware of partnership paradigms that develop institutional quality for mutual benefit. The focus of this article is to examine current research on educational partnerships in South-East Asia, identify purposes of academic alliances and report on collective goals, expectations and principles that academics have in relation to cross-institutional relationships. A three-round Delphi technique was used to examine the pros and cons of partnerships, how partnerships could be made more successful and to identify specific actions that individual academics could undertake to develop smarter partnerships. A conceptual framework of alliance performance is suggested and the management of a partnership is addressed in relation to shared values, capacity building and the role of an alliance manager.  相似文献   

Confessions of the ‘unhealthy’ – eating chocolate in the halls and smoking behind the bus garage: teachers as health missionaries     

Carolyn Vander Schee 《British Journal of Sociology of Education》2009,30(4):407-419

By drawing on interviews with administrators, faculty and staff at one school in the northeastern United States, this qualitative work considers the ways in which school leaders negotiate, resist or draw upon discourses associated with health, weight, nutrition and fitness to understand and experience their own bodies and interpret their roles and responsibilities at the school. Analysis of the narratives suggest that school leaders saw themselves as public examples from which students might resist and/or mimic (ill‐)health. Further, school leaders believed that it was only through their active engagement in and display of health that they were able to effectively evangelize their commitment to the social project of self. Thus, while schools could provide an important venue for young people to experience diverse notions of health and well‐being, without a school leader’s knowledge of or commit to exploring these alternatives, this outcome is unlikely.  相似文献   

Effects of fluency, oral language, and executive function on reading comprehension performance     

Laurie E. Cutting  April Materek  Carolyn A. S. Cole  Terry M. Levine  E. Mark Mahone 《Annals of dyslexia》2009,59(1):34-54

Reading disability (RD) typically consists of deficits in word reading accuracy and/or reading comprehension. While it is well known that word reading accuracy deficits lead to comprehension deficits (general reading disability, GRD), less is understood about neuropsychological profiles of children who exhibit adequate word reading accuracy but nevertheless develop specific reading comprehension deficits (S-RCD). Establishing the underlying neuropsychological processes associated with different RD types is essential for ultimately understanding core neurobiological bases of reading comprehension. To this end, the present study investigated isolated and contextual word fluency, oral language, and executive function on reading comprehension performance in 56 9- to 14-year-old children [21 typically developing (TD), 18 GRD, and 17 S-RCD]. Results indicated that TD and S-RCD participants read isolated words at a faster rate than participants with GRD; however, both RD groups had contextual word fluency and oral language weaknesses. Additionally, S-RCD participants showed prominent weaknesses in executive function. Implications for understanding the neuropsychological bases for reading comprehension are discussed.

Laurie E. CuttingEmail:

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A Case Study of Relationships between Organizational Culture and Curricular Change in Engineering Education     

Prudence Merton  Jeffrey E. Froyd  M. Carolyn Clark  Jim Richardson 《Innovative Higher Education》2009,34(4):219-233

We examined two curricular change efforts at a small, midwestern engineering and science college in order to explore how organizational culture influences curricular change processes. We found that the failure of one effort (measured by inability to sustain the curriculum over time) and the success of the other (the curriculum continues to be offered by the institution) were directly linked to how well the change strategies aligned with the culture of the institution.  相似文献   

Changing Practices of Doctoral Education - Edited by David Boud and Alison Lee     

Carolyn  Jackson 《British Journal of Educational Studies》2009,57(3):339-341

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How Early Is Too Early to Begin Life Career Planning? The Importance of the Elementary School Years     

Carolyn S. Magnuson  Marion F. Starr 《Journal of Career Development》2000,27(2):89-101

The relationship of early and middle childhood experiences to life career planning is discussed. Life career planning is presented as a life skill beginning in infancy. The authors present five premises on which they have based their discussion: Life career development is a life-long, spiraling process; Life career planning includes a series of sub-skills; Career awareness and career exploration form the foundation for effective life career planning; Idiosyncratic factors influence the decision-making of each person; and Child development theory (e.g., Erikson, Piaget and Vygotsky) and career development theory (e.g., Super and Gottfredson) are interrelated. Implications for practice are included.  相似文献   

Poles Apart? An exploration of single-sex and mixed-sex educational environments in Australia and England     

Carolyn Jackson  Ian David Smith 《Educational studies》2000,26(4):409-422

This paper contributes to debates on the benefits of single-sex and co-educational school environments by considering both single-sex versus co-educational schools and single-sex versus co-educational classes in co-educational schools. Two research studies provide the empirical basis for this discussion. One study was a 10-year-long investigation of two Australian secondary schools which had been single-sex schools and became co-educational secondary schools over a two-year period. The second study involved a two-year investigation in an English co-educational secondary school where single-sex mathematics classes were introduced for one cohort of pupils for five school terms, after which mixed-sex classes were reintroduced. Evidence relating to academic self-concept, pupil, parent and staff perceptions and academic achievement are discussed. Overall, the evidence suggests that co-educational environments create possible social/interaction disadvantages for girls, but that academic self-concept is not adversely affected by transferring from single-sex environments into mixed-sex ones.  相似文献   

Meeting the information need in developing countries     

Carolyn Sharples 《Learned Publishing》1995,8(2):93-98

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