Designing a Bridging Discourse: Re-Mediation of a Mathematical Learning Disability     

Katherine E. Lewis 《学习科学杂志》2017,26(2):320-365

Students with disabilities present a unique instructional design challenge. These students often have qualitatively different ways of processing information, meaning that standard instructional approaches may not be effective. In this study I present a case study of a student with a mathematical learning disability for whom standard instruction on fractions had been ineffective. With regard to theory, I draw on Lev Vygotsky’s framing of disability and then use Anna Sfard’s conceptualization of mathematics as a discourse to design a fraction re-mediation that provided a bridge from the student’s discourse to the canonical mathematics discourse. This bridging discourse was used in 5 videotaped re-mediation sessions with the case study student. A fine-grained analysis of the re-mediation sessions traced the ways in which the student’s discourse shifted over time, which enabled her to solve problems she had previously been unable to solve. This study provides a proof of concept for reconceptualizing remediation and illustrates the potential utility of a bridging discourse to help students who have a history of failure gain access to the canonical mathematics discourse and content.  相似文献   

Leveraging critical literacies for social change: questioning the culture of compliance at an ‘F’ school     

Katherine Crawford-Garrett  Michelle Perez  Amanda Y. Short 《Teaching Education》2017,28(3):227-243

This article traces the experiences of two veteran elementary school teachers in the urban Southwest, who are positioned by district and state policy ‘texts’ as insubordinate and failing, and who employ critical literacy practices to reconstruct and redesign these texts as they seek to create more equitable and humane conditions in schools. Stemming from a larger phenomenological study, this article explores how teachers in a ‘failing’ elementary school in the Southwestern US understand and negotiate district, state, and federal policies and examines how these policies shape and inform their identities as professionals. This research has important implications concerning the potential of critical literacy as a mode of resistance, the promise inherent in school/university partnerships for promoting change, and the ways in which the practice of deconstructing/reconstructing dehumanizing texts can foster a re-professionalization of teaching.  相似文献   

Problems in Classroom Engagement: Validation of an Assessment for District-Wide Use in the Early Primary Grades     

Katherine Barghaus  John Fantuzzo  Whitney LeBoeuf  Cassandra Henderson  Feifei Li  Paul McDermott 《Early education and development》2017,28(2):154-166

Research Findings: The aim of this study was to provide an initial investigation into the psychometric properties of the Problems in Classroom Engagement Scale (PCES). The PCES was designed and tested for district-wide use as part of the report card system for a large urban school district. The PCES was administered to all 1st-, 2nd-, and 3rd-grade students in the district. Factor analytic examination revealed a bifactor structure as the best fit to the data. The bifactor structure reflected a general factor of Problems in Behavioral Engagement and two group factors: Problems in Social Engagement and Problems in Academic Engagement. These factors were found to be reliable within and across grades and demonstrated convergent and divergent relations with academic and behavioral outcomes. Practice or Policy: Findings provide initial evidence to support the routine use of the PCES in a large urban setting. The use of the PCES can help in fostering district-wide attention to students’ early difficulties with behavioral, social, and academic engagement.  相似文献   

Entertainment or blackface? Decoding Orientalism in a post-9/11 era: Audience views on Aladdin     

Katherine Bullock  Steven Zhou 《Review of Education, Pedagogy & Cultural Studies》2017,39(5):446-469

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Teen Perceptions of the Promotion of Safer Sexual Practices: A Focus Group Study     

Judith W. Herrman  Andrea Kelley  Katherine M. Haigh 《American journal of sexuality education》2017,12(1):83-102

Teens' own thoughts on fostering safe sexual practice are important perspectives in promoting adolescent sexual health yet are relatively absent in the literature. This focus group study explored teens' perceptions about the supports and challenges that exist as teens strive to engage in healthy sexual practices. Seventy-five teens participated in 11 focus groups using a semi-structured interview guide. School-based health centers provided the setting and facilitated sample recruitment. Focus groups were audiorecorded and transcribed verbatim. Data were analyzed using the focus group guide as a template and typologies, or clusters of concepts, were extracted to establish teen perceptions of the factors that support and challenge their ability to engage in safe sexual practices. The socio-ecological model provided the framework to identify these factors within the individual, family/parent, relational (peer/partner), community, or societal spheres of influence. Results discussed the importance of parents, the value of confidentiality, respect for teen decision-making, relationships skills, developmental aspects of the adolescent years, and social interpretations of gender. These findings revealed important considerations as adults develop policies, messages, and programs designed to promote safe sexual behavior in teens.  相似文献   

Approaching Knowledge Management Through the Lens of the Knowledge Life Cycle: a Case Study Investigation     

Julaine M. Fowlin  Katherine S. Cennamo 《TechTrends》2017,61(1):55-64

More organizational leaders are recognizing that their greatest competitive advantage is the knowledge base of their employees and for organizations to thrive knowledge management (KM) systems need to be in place that encourage the natural interplay and flow of tacit and explicit knowledge. Approaching KM through the lens of the knowledge life cycle allows for the design and development of KM solutions that are systemic and address the dynamic nature of organizational knowledge. In this paper we provide a review of the literature regarding how organizational knowledge may be studied and propose a methodological framework for investigating the knowledge life cycle. To illustrate the framework we present a recent case study in which it was successfully used. This framework is intended to be useful to learning and performance improvement professionals who work in organizational KM as well as to researchers who wish to conduct further research in this area.  相似文献   

Intergenerational transmission of adaptive functioning: a test of the interactionist model of SES and human development     

Schofield TJ  Martin MJ  Conger KJ  Neppl TM  Donnellan MB  Conger RD 《Child development》2011,82(1):33-47

The interactionist model (IM) of human development (R. D. Conger & M. B. Donellan, 2007) proposes that the association between socioeconomic status (SES) and human development involves a dynamic interplay that includes both social causation (SES influences human development) and social selection (individual characteristics affect SES). Using a multigenerational data set involving 271 families, the current study finds empirical support for the IM. Adolescent personality characteristics indicative of social competence, goal-setting, hard work, and emotional stability predicted later SES, parenting, and family characteristics that were related to the positive development of a third-generation child. Processes of both social selection and social causation appear to account for the association between SES and dimensions of human development indicative of healthy functioning across multiple generations.  相似文献   

Head injury secondary to suspected child maltreatment: results of a prospective Canadian national surveillance program     

Bennett S  Ward M  Moreau K  Fortin G  King J  Mackay M  Plint A 《Child abuse & neglect》2011,35(11):930-936

Objective

We sought to determine the incidence, clinical features, and demographic profile of head injury secondary to suspected child maltreatment (abuse or neglect) in Canada to help inform the development and evaluation of prevention programs for abusive head injuries.

Methods

From March 1, 2005 to February 28, 2008, an average of 2,545 paediatricians and paediatric subspecialists were surveyed monthly through the established network of the Canadian Paediatric Surveillance Program. We calculated incidence rates using the number of confirmed cases over the product of the duration of the study (3 years) and population estimates by age group.

Results

There were 220 confirmed cases of head injury from suspected child maltreatment. The annual incidence rate was 14.1 per 100,000 for children less than 1 year of age and 1.4 per 100,000 for those less than 15 years. Seventy three percent (141) of cases involved infants less than 12 months of age and 52% (100) of cases involved infants less than 6 months of age. Seventy-five percent (165) of cases presented to the emergency room. With regard to outcome, 12% (27) of cases resulted in death and 45% (75) of survivors had neurological sequelae at discharge. Thirty percent (67) of all cases, as well as 30% (8) of deaths were previously known to child welfare authorities.

Conclusion

This study provides an estimate of the rate of head injury secondary to suspected child maltreatment in Canada. The young age and poor medical outcomes of those involved highlights the need for prevention efforts that are implemented early in life. Given that a significant percentage of injured infants and children were already known to child welfare authorities, the study also highlights the need to establish and evaluate additional preventive efforts for parents and caregivers already in the child welfare system.  相似文献   

The making of an exemplary online educator     

Margaret Edwards  Katherine Janzen 《Distance Education》2011,32(1):101-118

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Anatomy in occupational therapy program curriculum: Practitioners' perspectives          下载免费PDF全文

Katherine Anne Schofield 《Anatomical sciences education》2014,7(2):97-106

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