Supporting Professionalism,Diversity, and Context Within a Collaborative Approach to Gifted Education     

Dona Matthews  Joanne Foster  Deborah Gladstone  Jeannette Schieck  Judy Meiners 《Journal of educational and psychological consultation》2013,23(4):315-345

Educators concerned about gifted learners are moving toward an evidence-based perspective focusing on children with exceptionally advanced learning needs who require flexibly responsive educational attention. This article describes two system-wide implementation experiences, one in a mixed urban/rural public school board and the other in an urban board of affiliated parochial schools, designed to meet the educational needs of diversely competent students. The authors discuss the intersecting roles of consultants, teachers, administrators, and parents, and some creative applications they have implemented that illustrate a respect for (a) teachers' professionalism, (b) individual developmental diversity, and (c) context-specific opportunities and constraints. The authors discuss ways that this flexible collaborative approach to integrating consultative processes into board-wide practices addresses the diverse educational needs of gifted learners, and also encourages high-level outcomes in learners not formally identified as gifted.  相似文献   

Religious Education in Forming Racially and Culturally Diverse Communities: How My Mind Has Changed     

Charles R. Foster 《Religious education (Chicago, Ill.)》2018,113(2):130-138

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Book reviews     

Aniko Husti  David Istance  John Lowe  Klaus Klemm  Francine Vaniscotte  Philip Foster  Marie Eliou 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(6):707-720

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Using the newspaper to support children's emerging literacy     

June Rose Richie  Janet E. Foster  John M. Johnston 《Early Childhood Education Journal》1991,19(2):28-31

Young children's literacy development involves emerging knowledge, skills, and attitudes about both written and oral language. However, until relatively recent years, children's oral language development has received the lion's share of attention in most early childhood programs. What young children know about written language and their natural ability to learn about writing and reading have been underestimated and misinterpreted and so have received little developmentally appropriate support from early childhood program administrators, teachers, parents, and the public.June Rose Richie is Associate Professor of curriculum and instruction, while Janet E. Foster is Assistant Professor and John M. Johnston is Professor of early childhood education, at Memphis State University, Memphis, TN.  相似文献   

Managing course design     

Geoff Foster 《British journal of educational technology : journal of the Council for Educational Technology》1993,24(3):198-206

Any complex activity, such as course design, which involves group work must be managed. In universities, where academics are not always familiar with managing, it is often unsystematic. A modest attention to management can help a project, and may pay dividends in the avoidance of waste, conflict, overruns of time or budget or other potential disasters. The author presents a comprehensive framework for the various aspects of managing that may be needed and offers an extended checklist.  相似文献   

Inclusive instruction and learning for deaf students in postsecondary education   总被引：2，自引：0，他引：2  

Foster S  Long G  Snell K 《Journal of deaf studies and deaf education》1999,4(3):225-235

This article explores how students who are deaf and their instructors experience mainstream college classes. Both quantitative and qualitative procedures were used to examine student access to information and their sense of belonging and engagement in learning. Instructors were asked to discuss their approach to teaching and any instructional modifications made to address the needs of deaf learners. Results indicate that deaf students viewed classroom communication and engagement in a similar manner as their hearing peers. Deaf students were more concerned about the pace of instruction and did not feel as much a part of the 'university family' as did their hearing peers. Faculty generally indicated that they made few if any modifications for deaf students and saw support service faculty as responsible for the success or failure of these students. We discuss results of these and additional findings with regard to barriers to equal access and strategies for overcoming these barriers.  相似文献   

Comparing demand functions when different price manipulations are used: Does unit price help?     

Sumpter CE  Temple W  Foster TM 《Learning & behavior》2004,32(2):202-212

Six hens pecked a key (Experiment 1) or pushed a door (Experiment 2) to obtain food reinforcement. In both experiments and as an analogue of price changes, the response requirements were varied in two ways: by increasing the number of responses required and by increasing the required force of each response. The two price manipulations (response number and response force) had different effects on behavior and produced different-shaped demand functions when the rates of consumption were plotted logarithmically against the price analogues. Irrespective of response topography, when the number of required responses was varied, the data paths appeared linear, with slopes close to −1.0. When the required force of each keypeck and doorpush was varied, the data paths were clearly curved, with increasingly steep downward slopes as the force increased. Using the concept ofunit price did not fully remove the different effects of the two price manipulations. Those differences are best attributed to the differing times needed in order to complete each response unit under those price manipulations.  相似文献   

Motivational factors in learning American sign lanquage     

Lang H  Foster S  Gustina D  Mowl G  Liu Y 《Journal of deaf studies and deaf education》1996,1(3):202-212

This study focuses on factors that motivate and demotivate professionals to learn American Sign Language (ASL). Using a qualitative approach known as the Critical Incident Technique (CIT), faculty and staff were asked to reflect on their sign language learning expericences, and their responses were examined for motivational patterns. Principal motivating factors were intrinsic in nature, including a desire to perform well in one's position, personal goals, and an interest in sign language per se. Integrative factors were also important, especially an interest in social interactions with deaf people. Principal factors that demotivated the respondents were more extrinsic in nature, dealing with workload, scheduling issues associated with the sign language curriculum, instruction, and the attitudes of self and others. We draw implications from the findings for the enhancement of sign language instruction programs.  相似文献   

Auditory perceptual processing in reading disabled children     

Jon Shapiro  Gary W. Nix  Steven F. Foster 《Journal of Research in Reading》1990,13(2):123-132

One hundred and three children attending Learning Assistance Centres due to reading difficulties and one hundred and three matched, average readers were administered a battery of auditory perceptual processing tasks. The battery was composed of auditory analysis and synthesis, auditory sequential memory, auditory discrimination, and phonemic segmentation tasks. A principal components analysis yielded four factors. These were determined to be advanced phonological awareness, sequential memory, discrimination, and simple phonological awareness. Discriminant analyses, using the factor scores, indicated that three of the four factors were able to discriminate between the able and disabled readers. Most notable among these was advanced phonological awareness. Auditory discrimination could not discriminate between the groups. The results suggest that there may not be one underlying phonological ability implicated in successful reading acquisition. Furthermore, it is clear that two levels of phonological awareness exist and that screening and diagnostic instruments should address both in order to have predictive validity.  相似文献   

The Value of Reanalysis: TV Viewing and Attention Problems     

E. Michael Foster  Stephanie Watkins 《Child development》2010,81(1):368-375

Using data from the National Longitudinal Survey of Youth ( N  =   1,159), this study reexamines the link between maternal reports of television viewing at ages 1 and 3 and attention problems at age 7. This work represents a reanalysis and extension of recent research suggesting young children's television viewing causes subsequent attention problems. The nonlinear specification reveals the association between television watching and attention problems exists—if at all—only at very high levels of viewing. Adding 2 covariates to the regression model eliminated even this modest effect. The earlier findings are not robust. This study also considers whether its own findings are sensitive to unobserved confounding using fixed-effects estimation. In general, it finds no meaningful relation between television viewing and attention problems.  相似文献