Perceptions of School and Aspirations of Rural Students with Learning Disabilities and Their Nondisabled Peers     

Matthew J. Irvin  Thomas W. Farmer  Margaret P. Weiss  Judith L. Meece  Soo‐yong Byun  Bethany M. McConnell  Robert A. Petrin 《Learning disabilities research & practice》2011,26(1):2-14

This study examined the school perceptions and educational aspirations of 6,599 rural high school students, a sample that included 428 students with learning disabilities (LD). Regardless of disability status, rural high school students who had negative perceptions of school had less well‐defined postsecondary educational plans and less often aspired to complete college or pursue an advanced degree. Compared to nondisabled youth, rural students with LD were more likely to have negative perceptions of school and lower postsecondary aspirations. However, students with LD who had positive perceptions of school more often planned to pursue postsecondary education and aspired to complete college or an advanced degree. Implications for research and interventions pertaining to the educational attainment of students with LD are discussed.  相似文献   

The Broken Thread of Health Promotion and Disease Prevention for Women During the Postpartum Period     

Lorraine O. Walker  Christina L. Murphey  Francine Nichols 《The Journal of perinatal education》2015,24(2):81-92

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Research on Science Teacher Education: Myths and Misconceptions     

Judith S. Lederman  Norman G. Lederman 《Journal of Science Teacher Education》2014,25(1):1-4

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Using a Self‐Advocacy Intervention on African American College Students’ Ability to Request Academic Accommodations     

Allison R. Walker  David W. Test 《Learning disabilities research & practice》2011,26(3):134-144

Due to an increase in enrollment of African American students with disabilities in postsecondary education, there is a need to identify strategies that may lead to improved transition and self‐advocacy skills for these students. These strategies include teaching students to request academic accommodations and to have an understanding of how their disability affects their academic learning. Therefore, the purpose of this article is to provide an in‐depth explanation of a self‐advocacy strategy that was used to teach three African American male college students how to request their academic accommodations. Results indicated this strategy may be a promising intervention for African American college students with disabilities.  相似文献   

Redesigning a large-enrollment introductory biology course     

Ueckert C  Adams A  Lock J 《CBE life sciences education》2011,10(2):164-174

Using an action research model, biology faculty examined, implemented, and evaluated learner-centered instructional strategies to reach the goal of increasing the level of student achievement in the introductory biology course BIO 181: Unity of Life I, which was characterized by both high enrollments and a high DFW rate. Outcomes included the creation and implementation of an assessment tool for biology content knowledge and attitudes, development and implementation of a common syllabus, modification of the course to include learner-centered instructional strategies, and the collection and analysis of data to evaluate the success of the modifications. The redesigned course resulted in greater student success, as measured by grades (reduced %DFW and increased %AB) as well as by achievement in the course assessment tool. In addition, the redesigned course led to increased student satisfaction and greater consistency among different sections. These findings have important implications for both students and institutions, as the significantly lower DFW rate means that fewer students have to retake the course.  相似文献   

Tug‐o‐where: situating mobilities of learning (t)here     

Judith Guevarra Enriquez 《Learning, Media and Technology》2011,36(1):39-53

This article explores ‘mobilities’ as a research framework for learning not so much in terms of what has to be done to enhance learning using mobile technologies. Instead it focuses on our embodied ways of knowing and learning by ‘being mobile’ in physical and mediated spaces. It reviews current mobility frameworks used in mobile learning research and other technology integration studies. It proposes a practice‐based mobility agenda for learning by ‘setting in motion’ not just technologies, but also bodies and spaces from a sociological perspective and a phenomenological standpoint. It seeks to understand what is being done – the re‐configurations of bodies, spaces and technologies in a mobile society that is increasingly characterised by media convergence and ubiquitous connections and communication. To move educational research, a conceptual framework that articulates body‐types in relation to technologies is discussed.  相似文献   

Effects of a Structured Decoding Curriculum on Adult Literacy Learners' Reading Development     

Alamprese JA  Macarthur CA  Price C  Knight D 《Journal of research on educational effectiveness》2011,4(2):154-172

This article reports the results from a randomized control field trial that investigated the impact of an enhanced decoding and spelling curriculum on the development of adult basic education (ABE) learners' reading skills. Sixteen ABE programs that offered class-based instruction to Low-Intermediate level learners were randomly assigned to either the treatment group or the control group. Reading instructors in the 8 treatment programs taught decoding and spelling using the study-developed curriculum, Making Sense of Decoding and Spelling (MSDS), and instructors in the 8 control programs used their existing reading instruction. A comparison group of 7 ABE programs whose instructors used K-3 structured curricula adapted for use with ABE learners were included for supplemental analyses. Seventy-one reading classes, 34 instructors, and 349 adult learners with pre- and posttests participated in the study. The study found a small but significant effect on one measure of decoding skills, which was the proximal target of the curriculum. No overall significant effects were found for word recognition, spelling, fluency, or comprehension. Pretest to posttest gains for word recognition were small to moderate, but not significantly better than the control classes. Adult learners who were born and educated outside of the U.S. made larger gains on 7 of the 11 reading measures than learners who were born and educated within the U.S. However, participation in the treatment curriculum was more beneficial for learners who were born and educated in the U.S. in developing their word recognition skills.  相似文献   

When is “International” Really International?     

Judith S. Lederman  Norman G. Lederman 《Journal of Science Teacher Education》2014,25(7):753-757

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Safe Prevention of the Primary Cesarean Delivery: ACOG and SMFM Change the Game     

Judith A. Lothian 《The Journal of perinatal education》2014,23(3):115-118

Safe Prevention of the Primary Cesarean Delivery, a joint statement of the American College of Obstetricians and Gynecologists and the Society for Maternal-Fetal Medicine, changes the rules of maternity care management. The statement reviews the research and uses the findings to make practice recommendations. This article discusses the major recommendations and their importance in decreasing risk and increasing safety for mothers and babies. The articles in the current issue of the journal are also reviewed.  相似文献   

Healthy Birth Practice #4: Avoid Interventions Unless They Are Medically Necessary     

Judith A. Lothian 《The Journal of perinatal education》2014,23(4):198-206

Maternity care in the United States is intervention intensive. The routine use of intravenous fluids, restrictions on eating and drinking, continuous electronic fetal monitoring, epidural analgesia, and augmentation of labor characterize most U.S. births. The use of episiotomy is far from restrictive. These interventions disturb the normal physiology of labor and birth and restrict women’s ability to cope with labor. The result is a cascade of interventions that increase risk, including the risk of cesarean surgery, for women and babies. This article is an updated evidence-based review of the “Lamaze International Care Practices That Promote Normal Birth, Care Practice #4: No Routine Interventions,” published in The Journal of Perinatal Education, 16(3), 2007.  相似文献