Community Childcare Providers’ Role in the Early Detection of Autism Spectrum Disorders   总被引：1，自引：0，他引：1  

Diane Branson  Debra C. Vigil  Ann Bingham 《Early Childhood Education Journal》2008,35(6):523-530

The first few years of life represent a crucial period for optimal brain development for young children. Therefore, it is important to identify children at-risk for developmental delays, including autism spectrum disorders, at the earliest age possible. An argument for utilizing community childcare providers for universal developmental screening is presented along with suggestions for assessment tool selection and a model for developmental monitoring in community childcare settings.  相似文献   

Accessibility in post secondary education： Application of UDL to college curriculum     

Darra Pace Diane Schwartz 《美中教育评论》2008,5(12):20-26

The inclusion of students with disabilities at the university is a relatively new occurrence in the field of special education. Although legislation in the United States has supported the acceptance of students with disabilities at the post-secondary level, it has only provided minimal support with the emphasis on the learner rather than the curriculum. Now we are looking for multiple ways for students to access learning and demonstrate mastery. Universal Design for Learning （UDL） is currently seen as a means to reconceptionalize curriculum. This study examines the experience of four professors and their effort to use a Classroom Performance System （CPS） as part of reformatting their courses using UDL. The Center for Applied Special Technology, CAST （2001） states that the goal of Universal Design for Learning is to develop teaching methods that enable all students with diverse learning needs, including those with disabilities and cultural differences, to have equal access to classroom curriculum. This paradigm shift echoes the move in special education from a deficit model to a minority rights model put forward by Hahn （1989）, and which is the basis of inclusive educational philosophy. Together inclusion and UDL create learning environments that strive to serve all students. This research describes the implementation of clickers as part of the CPS program in college courses in a special education teacher preparation program. The case study demonstrates how technology can provide access for all learners with positive outcomes such as increased participation and application of knowledge. It also illustrates some of the difficulties in making this pedagogical paradigm shift particularly in the use of technology, and the value of overcoming the existing barriers in place.  相似文献   

'Spice Girls', 'Nice Girls', 'Girlies', and 'Tomboys': Gender discourses,girls' cultures and femininities in the primary classroom     

Diane Reay 《Gender and education》2001,13(2):153-166

The past decade has seen a growing political and academic concern with boys' underachievement. Drawing on the case study of a London primary classroom, this article argues that contemporary gendered power relations are more complicated and contradictory than the new orthodoxy that girls are doing better than boys suggests. The girls in this case study took up very varied positions in relation to traditional femininities. Yet, despite widely differentiated practices, all the girls at various times acted in ways which bolstered boys' power at the expense of their own. While peer group discourses constructed girls as harder working, more mature and more socially skilled, still the boys and a significant number of the girls adhered to the view that it is better being a boy. The article concludes that in this particular primary school, girls and boys still learned many of the old lessons of gender relations which work against gender equity.  相似文献   

The relationship between student engagement with online content and achievement in a blended learning anatomy course          下载免费PDF全文

Rodney A. Green  Laura Y. Whitburn  Anita Zacharias  Graeme Byrne  Diane L. Hughes 《Anatomical sciences education》2018,11(5):471-477

Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face‐to‐face teaching in gross anatomy courses. While face‐to‐face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second‐year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P < 0.001) but was also mediated by engagement with LMS videos and discussion forums (P < 0.001). Student learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ 11: 471–477. © 2017 American Association of Anatomists.  相似文献   

The influence of familial support and dysfunctional attitudes on depression and delinquency in an adolescent population     

Geneviève Marcotte  Diane Marcotte  Thérèse Bouffard 《European Journal of Psychology of Education - EJPE》2002,17(4):363-376

This study evaluates the role of familial support and dysfunctional attitudes in depression, delinquency and the concomitance of these disorders in an adolescent population from a middle-class community in the Trois-Rivieres area. The Beck Depression Inventory and the Mesure d'adaptation sociale et personnelle pour adolescents québécois —MASPAQ (Measure of social and personal adaptation in Quebec adolescents) were used respectively to evaluate depression and delinquency. The Mesure de la perception du soutien familial (Measure of perceived social support — family) and échelle des attitudes dysfonctionnelles (Dysfunctional attitude scale) served to evaluate the familial and cognitive variables of the study. The findings confirm that a higher incidence of disorders concerning depression and delinquency in adolescents is associated with a lower level of familial support. Moreover, whereas dysfunctional attitudes concerning dependence and achievement are related to the presence of internal disorders such as depression, dysfunctional attitudes concerning self-control are linked to external problems such as delinquency. Findings of the test on the mediating role of dysfunctional attitudes in the relationship between familial support on the one hand and depression and delinquency on the other, do not support the presence of such a role.  相似文献   

Linkages Among Preschoolers' Playground Behavior, Outcome Expectations, and Parental Disciplinary Strategies     

Craig H. Hart  D. Michele DeWolf  Diane C. Burts 《Early education and development》1992,3(4):265-283

To explore relationships among parent's self-reported disciplinary strategies, preschoolers' outcome expectations, and playground behavior, 136 mothers of preschool-age children (age range = 39-71 months) participated in home disciplinary style interviews. Measures of preschoolers' outcome expectations and observations of childrens' prosocial, antisocial/disruptive, and nonsocial/withdrawn playground behavior in preschool settings were also obtained. Results indicated that power-assertive mothers had preschoolers who engaged in more antisocial/disruptive behavior and who expected successful instrumental outcomes for hostile methods of resolving peer conflict. Preschoolers with such outcome expectations also participated in more antisocial playground behavior. Older preschoolers of inductive mothers engaged in more prosocial behavior and expected prosocial behavior to lead to both instrumental gains and enhanced relations with peers. Preschoolers who were more prosocial envisioned friendly-assertive strategies as leading to instrumental gains and, in the case of less nonsocial behavior, to enhanced relations with peers. Children's outcome expectations were also found to be different for older versus younger preschoolers. Evidence was also obtained suggesting that maternal discipline and outcome expectations make separate and independent contributions to children's social and aggressive play behavior.  相似文献   

What did you do in school today? Using the school environment to foster communication between children and parents     

Levin  Diane E.  Klein  Amelia 《Early Childhood Education Journal》1988,15(3):6-10

Early Childhood Education Journal -  相似文献   

Characteristics of “controversial” children: An exploration of teacher and parent social behavior rating scale datasets     

Diane K. Hill  Kenneth W. Merrell 《Psychology in the schools》2004,41(5):497-507

  相似文献   

An Exploration of Indigenous Knowledge Related to Physics Concepts Held by Senior Citizens in Chókwé, Mozambique     

Aguiar Muambalane Baquete  Diane Grayson  Inocente Vasco Mutimucuio 《International Journal of Science Education》2016,38(1):1-16

Indigenous knowledge is at risk of being lost in many parts of the world. It is important to find ways to preserve it for both cultural and practical reasons, since it is often well-suited to addressing local needs using available resources. If indigenous knowledge can be incorporated into school science curricula, it can also provide familiar contexts within which to learn scientific concepts, as well as helping the younger generation to recognise its value. The purpose of this study was to identify indigenous knowledge that could be related to physics concepts, with a view to integrating it into school curricula. Twenty-nine senior citizens from Chókwé, a rural village in Mozambique, volunteered to participate in two sets of in-depth interviews. The first set of interviews was individual and unstructured in order to explore which aspects of indigenous knowledge might be related to physics concepts. The second set was semi-structured and conducted in small groups in order to probe participants’ understanding and application of the identified physics concepts. The results showed that participants had indigenous knowledge that was useful to them in their daily lives and that were applications of thermal physics, static electricity and mechanics concepts. In some cases participants’ explanations were aligned to physics explanations, in some cases they were similar to students’ alternative conceptions identified in the literature, and in other cases they referred to supernatural phenomena.  相似文献   

New Orleans Early Intervention Study of Children with Visual Impairments     

Diane Behl  Karl R. White  Colette M. Escobar 《Early education and development》1993,4(4):256-274

There is widespread agreement that early intervention for children with visual impairments and their families is important and beneficial. However, few con- trolled prospective studies of the effectiveness of various types of early intervention have been completed with these children. This randomized study evaluated the immediate and long-term effects of a comprehensive, weekly homebased intervention for infants and toddlers with visual impairments, compared with a low-intensity treatment through parent group meetings offered approximately 12 times per year. In annual assessments conducted for t h e years after the intervention was begun, there were negligible statistically significant or practical differences between groups based on a variety of measures of child and family functioning. In light of the cost-effectiveness analyses reported, questions are raised about the type of early intervention that should be provided to children with visual impairments.  相似文献