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21.
Thomas E Jordan 《Contemporary educational psychology》1976,1(1):4-19
A multivariate analysis of exceptional states in 384 children aged 6 years is presented. Predictors were six items of information in the domain of child development, four items were in the domain of social factors, and three items were maternal traits. Criteria were six of nine exceptional states on which there were enough cases for multivariate analysis. The AID-4 interaction regression method was the technique of analysis applied to data gathered by prospective longitudinal study. No consistent sets of predictors were found for the criteria. However, Coddington's Life Changes scores were frequently observed as prime sources of variance. Social class scores were also important influences on criteria of exceptionality. 相似文献
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In this paper, we discuss the deviant pattern of the development of thinking in autism and outline our thesis that the problem with autistic memory is in developing a personal episodic memory, and that this difficulty arises because of a deficit in the development of an experiencing self, which we have termed (after Brewer, 1986) an ‘ego‐self. We discuss constraints which we suggest result in learnable thinking skills remaining domain specific: difficulties with (i) language, (ii) coding, storage and retrieval of information and (iii) the role of emotions. We discuss what ‘improving the thinking’ of individuals with autism would entail and draw implications regarding fundamental requirements and caveats of teaching thinking for all individuals. 相似文献
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This study investigated how interaction with peers influenced the ways students managed uncertainty during collaborative problem solving in a 5th-grade class. The analysis focused on peer responses to individuals’ attempts to manage uncertainty they experienced while engaged in collaborative efforts to design, build, and program robots and achieve assignment objectives. Patterns of peer response were established through discourse analysis of work sessions for 5 teams engaged in 2 collaborative projects. Three socially supportive peer responses and 2 unsupportive peer responses were identified. Peer interaction was influential because students relied on supportive social response to enact most of their uncertainty management strategies. This study provides a useful theoretical contribution to understanding the roles of peer interaction in collaborative problem solving. Conceptualizing collaborative problem solving as a process of negotiating uncertainties can help instructional designers shape tasks and relational contexts to facilitate learning. 相似文献
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Will J. Jordan James M. McPartland Nettie E. Legters Robert Balfanz 《Journal of Education for Students Placed at Risk》2013,18(1-2):159-181
This article discusses the need for comprehensive reforms in school organization, curriculum and instruction, and professional development in order to address the typical, serious problems of large, urban, nonselective high schools. The article describes the design, implementation, and effectiveness of the Talent Development High School with Career Academies, a comprehensive school reform model developed to meet these schools' needs. A plan is outlined for additional research, development, and evaluation activities to complete this model for the remaining core high school academic subjects and grades, and to provide technical assistance materials and support for further replicating the model in high schools across the nation. 相似文献
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Interested in incorporating social media into your teaching but wary of the effort it might take? According to the research reviewed by Paige Abe and Nickolas A. Jordan, the challenge may be well worth it in terms of increased student engagement. 相似文献
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Ann Rippin Charles Booth Stuart Bowie Judith Jordan 《Teaching in Higher Education》2013,18(4):429-441
The case method is a definitive and foundational technology in business education. It was first developed as a vocational training tool equipping students for future employment. In this conception, the organisation was seen as a machine, and managers as the engineers who would maintain it through planned interventions. The case method allowed aspiring managers to practise intervention skills in a safe environment. Since the origins of the case method in US business schools before the First World War, conceptions of organisations have moved on. They are no longer seen as machine-like, but as complex, ambiguous, and protean. The 'wicked' problems that potential managers will face in an uncertain world require the development of critical thinking and sensemaking abilities. While the traditional approach to the case continues, its use as a vehicle to explore and manage complexity and ambiguity is emerging, although this is facing resistance from some students and staff. 相似文献
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Rebecca L. P. Jordan Justin Garwood Woodrow Trathen 《Learning disabilities research & practice》2019,34(4):185-193
In an era of teacher quality reforms, one overlooked area for assessing readiness for teaching is education majors’ self‐efficacy for teaching reading. This gap is unfortunate, as teaching reading is a common responsibility among general and special education teachers. In the current push for RTI—one in which more general education teachers are increasingly called upon to provide reading support to students with learning disabilities, in addition to the support received from special educators—it is important to determine preservice teachers’ self‐efficacy for teaching reading. Self‐efficacy is an important construct to consider as it is related to eventual teacher attrition. The purpose of the current study was to develop a scale to measure elementary and special education majors’ self‐efficacy for teaching reading. With a sample of 110 education majors, a three‐factor scale was developed and demonstrated strong psychometric properties. Implications for the future of teacher education programs are discussed. 相似文献