The discursive practice of learning disability: Implications for instruction and parent-school relations   总被引：4，自引：0，他引：4  

Reid DK  Valle JW 《Journal of learning disabilities》2004,37(6):466-481

This article serves as an invitation to rethink and to broaden the scope of learning disabilities (LD) research and practice. We begin with 3 assumptions: Education in a representative democracy is inevitably a political enterprise; social justice is everyone's responsibility, but educators have a special role to play; and segregated schooling is neither equal nor equitable. After an analysis of the primary extant discourses, we argue for a more comprehensive and more openly political vision of the LD field, which we think is supported by Disability Studies in Education. Finally, we draw 3 conclusions relevant to our collective work as researchers and educators. First, learning disabilities are not objective fact; they are historically and culturally determined. Second, disability is both a personal and a societal attribute. Finally, learning disabilities are not and have never been immutable. We contend that we are ethically bound to transform educational practices to both welcome and accommodate everybody's children.  相似文献   

Pictorial representations of simple arithmetic problems are not always helpful: a cognitive load perspective     

Ernest C. D. M. van Lieshout  Iro Xenidou-Dervou 《Educational Studies in Mathematics》2018,97(1):39-53

This study examined immigrant parents’ involvement in early years mathematics learning, focusing on learning of multiplication in in- and out-of-school settings. Ethnographic interviews and workshops were conducted in an urban city in Japan, to examine out-of-school practices of immigrant families. Drawing from sociocultural theory of learning and the concept of appropriation (Wertsch, 1998), the role of power and identity was examined in relation to children’s appropriation of an informal multiplication method that was taught by their parents. An intergenerational analysis, between immigrant parents and their children, revealed heterogeneous perspectives towards appropriation. Immigrant parents in this study framed their involvement in their children’s early years mathematics learning in relation to their positional identities and the pressures to conform to the mainstream practices of their host country. During their early years of schooling, students in this study were already aware of academic tracking in the school and were aware of what was believed to be legitimate in school mathematics learning. The significance of diversifying mathematics curriculum and pedagogy was discussed to affirm the knowledge and identities of immigrant students and families.  相似文献   

Personnel interviewing for quality child care     

Jan Allen  Carol Catron 《Early Childhood Education Journal》1990,18(2):11-13

Child care directors' interest in hiring well-qualified staff has increased as issues related to insurance and liability, media-hyped occurrences of child abuse in day care, and quality of child care in general have become of greater concern. Thus, many directors are seeking and developing thorough and innovative methods for interviewing prospective employees (Leak, 1982; Neugebauer, 1982; Sciarra and Dorsey, 1990).Jan Allen is Associate Professor, and Carol Catron Director, Campus Child Care Programs, Department of Child and Family Studies, College of Human Ecology, The University of Tennessee, Knoxville, TN.  相似文献   

Design of suction foundations     

Bas?van DijkEmail authorView author&#;s OrcID profile 《浙江大学学报(A卷英文版)》2018,19(8):579-599

Suction foundations have been deployed in the last three decades in a growing number of offshore developments, for bottom-fixed and floating structures, in shallow and deep waters, many of them successfully. Suction foundations, traditionally used as anchors and jacket foundations in the oil and gas industry, are now also used in the offshore renewable (wind) industry, e.g. for monopods, tripods, and jackets. When technically feasible, suction foundations are often cheaper than pile foundations. Additionally, their installation is relatively noise-free and, by applying overpressure, they can be removed during decommissioning. This paper focuses on the more complex design issues and some pitfalls related to suction foundation design. Additionally design practices and recommendations for suction caisson design, including installation and extraction feasibility, foundation resistance, settlements and response in sand, clay and layered soil profiles, will be presented for basic understanding.  相似文献   

鸡还是蛋：中国金融发展与经济增长之关系（1992-2004年）   总被引：2，自引：0，他引：2  

范学俊  罗伯特·伦辛克  杰·雅克伯 《华东师范大学学报(哲学社会科学版)》2006,38(2):102-107

在向量自回归模型框架下,运用格兰杰(非)因果关系分析法、弱外生变量分析法检验中国金融发展与经济增长之间的短期和长期因果关系,结果表明,尽管中国金融改革是滞后于实体经济部门的改革,但在1992-2004期间,金融发展的确已促进了经济增长.在长期,尽管银行部门和股票市场都对经济增长有统计意义上的影响,但股票市场对GDP的影响力明显强于银行部门对GDP的影响力.  相似文献   

Practical considerations informing teachers’ technology integration decisions: the case of tablet PCs     

Natalie Pareja Roblin  Jo Tondeur  Joke Voogt  Bram Bruggeman  Griet Mathieu  Johan van Braak 《Technology, Pedagogy and Education》2018,27(2):165-181

The unique characteristics of tablet PCs promise important benefits for education. Yet, little is known about the rationale underlying teachers’ decisions concerning their educational uses within the constraints of daily classroom practice. The current multiple case study investigated the practical considerations informing nine secondary school teachers’ decision-making processes regarding the use of tablet PCs. Stimulated recall interviews revealed 10 criteria underpinning teachers’ instructional decisions. Four criteria influenced the degree of congruence with teachers’ previous practices: familiarity, alignment with course content, opportunities to achieve (new) instructional goals efficiently, and compatibility with established pedagogical beliefs. Costs and benefits of tablet PCs were determined in terms of educational added value, lesson preparation requirements and potential disruptions to the learning environment. Finally, access to a solid technology infrastructure, supportive school policies and knowledge of how to effectively integrate tablet PCs with course content were identified as important pre-conditions for sustainable implementation. Overall, the results suggest that practical concerns constitute a critical element in teachers’ decision making, influencing not only teachers’ intention to adopt tablet PCs, but also the ways in which they use this technology to support instruction.  相似文献   

Long‐term effects of primary schools on mathematics achievement of students at age 17          下载免费PDF全文

Griet Vanwynsberghe  Gudrun Vanlaar  Jan Van Damme  Bieke De Fraine 《British Educational Research Journal》2017,43(6):1131-1148

In the field of educational effectiveness research, school effects are generally studied in the short term (i.e. during the same phase of schooling). The aim of this study is to investigate long‐term primary school effects on students’ achievement in mathematics at the end of secondary education. We also investigate which primary school characteristics are of importance in the long term. Data from the longitudinal SiBO project, in which a cohort of 6,000 Flemish pupils were intensively followed from kindergarten to grade 7, was used. At the age of 17, the same cohort participated in follow‐up data collection. Cross‐classified multilevel models showed small continuing effects of primary school on the mathematics achievement of students (i.e. over and above what had been reached at the end of primary education). No long‐term effect was found of the proportion of high‐risk students at primary school. Students coming from a primary school with a higher effectiveness obtained higher mathematics results at age 17, but when the mathematics achievement of students at the end of primary school was taken into account, this effect disappeared. We also observed that students coming from Catholic primary schools performed better in mathematics at age 17 compared with students coming from public schools. The implications of the findings are discussed.  相似文献   

Effects of informative feedback in relation to retention of initial responses     

J. Peeck  A. B. van den Bosch  W. J. Kreupeling 《Contemporary educational psychology》1985,10(4):303-313

Ninety-seven fifth graders read a 900-word text followed by a multiple-choice test consisting of factual and guess questions that, respectively, could or could not be answered on the basis of the text. They received informative feedback either immediately after the test, after a day, or no feedback. All children were retested 7 days after the initial test and subsequently asked to identify their initial-test responses. On the delayed test, subjects in the feedback conditions outperformed subjects in the no-feedback condition on both types of question, but they did not identify more initial responses correctly. There were no differences between the feedback conditions. Initial-response identification was better for factual than for guess questions. Analysis of identification scores in relation to initial- and delayed-test response sequences suggested that awareness of initial errors may be helpful rather than detrimental for the acquisition of correct responses through feedback.  相似文献   

Patterns in Student Learning: Relationships Between Learning Strategies,Conceptions of Learning,and Learning Orientations   总被引：1，自引：0，他引：1  

Jan?D.?VermuntEmail author  Yvonne?J.?Vermetten 《Educational Psychology Review》2004,16(4):359-384

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Novice and experienced instructional software developers: effects on materials created with instructional software templates     

Eddy W. Boot  Jeroen J. G. van Merri?nboer  Arja L. Veerman 《Educational technology research and development : ETR & D》2007,55(6):647-666

The development of instructional software is a complex process, posing high demands to the technical and didactical expertise of developers. Domain specialists rather than professional developers are often responsible for it, but authoring tools with pre-structured templates claim to compensate for this limited experience. This study compares instructional software products made by developers with low production experience (n = 6) and high production experience (n = 8), working with a template-based authoring tool. It is hypothesized that those with high production experience will be more productive and create software with a higher didactical quality than those with low production experience, whereas no differences with regard to technical and authoring quality are expected. The results show that the didactical quality was unsatisfactory and did not differ between groups. Nevertheless the templates compensated for differences in experience because the technical and authoring quality was equal for both groups, indicating that templates enable domain specialists to participate successfully in the production process.  相似文献