Book Review   总被引：1，自引：0，他引：1  

Kathryn Crawford 《Educational Studies in Mathematics》1985,16(4):431-433

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Mitigating the Effects of Poverty and Crime: the Long-Term Effects of an Early Intervention Programme for Children who were Developmentally Delayed and Prenatally Exposed to Cocaine     

Mary Anne Ullery  Antonio Gonzalez  Lynne Katz 《International Journal of Disability, Development & Education》2016,63(4):403-418

This study explores the long-term impact on participation in the Linda Ray Intervention Program (LRIP) for children (n = 54) who were developmentally delayed and prenatally exposed to cocaine. By identifying a group of programme graduates from a high crime/high poverty neighbourhood in Miami-Dade County using ArcGIS 10.2 software, a quasi-experimental design was used to compare children living in this area who participated in the centre-based modality (5 h a day; 5 days a week) to children living in this area who participated in the home-based modality (3 h per week) on their Florida Comprehensive Assessment Test (FCAT) reading and math scale scores in public school. The children who participated in the centre-based modality reported stronger outcomes in both math and reading FCAT scale scores at the p < .05 level and also out-performed their school-age peers on both math and reading FCAT scores at the p < .05 level.  相似文献   

Preparing Students for Professional Roles by Simulating Work Settings in Counselor Education Courses     

Alan M. Schwitzer  Teresa Gonzalez  Jim Curl 《Counselor Education & Supervision》2001,40(4):308-319

The authors describe a method for preparing novice counselors for professional environments by using classroom meetings of semester‐long courses to simulate college student affairs divisions, community agencies, school counseling offices, and other work settings.  相似文献   

Political and educational springboard or straitjacket? Theorising post/human subjects in an age of vulnerability     

Kathryn Ecclestone  Daniel Goodley 《Discourse: Studies in the Cultural Politics of Education》2016,37(2):175-188

Contemporary discourses of social justice in education, disability, mental health, social policy and feminist studies are refracted increasingly through concerns about psychological and structural vulnerabilities created by the crises of late capitalism. Focusing on developments in British social policy generally and educational research specifically, this paper uses the authors' contrasting perspectives on two discernible discourses of vulnerability emerging in these contexts. One elevates the recognition of collective vulnerability as a springboard for new conceptualisations of resistance that disrupt materialist narratives of the human subject as a coherent, unified and rational agent of history. A second discourse offers a materialist understanding that locates vulnerability as both driver and product of a ‘therapeutic culture’, arguing that a psycho-emotional focus for vulnerability offers a diminished and ineffective subjectivity that belies rhetorics of resistance. These contrasting perspectives generate and emerge simultaneously from new understandings of the human subject. The paper evaluates the implications of using vulnerability to frame expectations of human subjects for everyday educational practices and relationships. It concludes by suggesting empirical questions that need exploring.  相似文献   

VIII. DEVELOPMENTAL TRAJECTORIES OF CHILDREN'S WITHDRAWAL AFTER THE BIRTH OF A SIBLING     

Wonjung Oh  Ju-Hyun Song  Richard Gonzalez  Brenda L. Volling  Tianyi Yu 《Monographs of the Society for Research in Child Development》2017,82(3):106-117

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Using Sociocultural Theory to Understand the Relationship between Teacher Change and a Science-based Professional Education Program     

Catherine Milne  Kathryn Scantlebury  Tracey Otieno 《Cultural Studies of Science Education》2006,1(2):325-352

This paper focuses on a model of teacher change based on a study of a science discipline-based professional education program and on an understanding of teacher change in terms of an agency| structure dialectic. Professional education programs should expand teachers' capacity to act in a range of fields. Conducted over one year, this study used socio-cultural theory to examine the role of cultural schema and resources in the enactment of new pedagogical structures by two teachers who demonstrated widely variable responses to their experience of a professional chemistry education program. Hermeneutic and phenomenological methods of study supported the examination of teacher actions and narratives as sources of data. The analyses of these data sources resulted in greater understanding of the relationship between schema, resources and structure and the relationship between structure and teacher agency. Structures are dynamic and if a teacher uses a resource such as an inquiry-based instruction protocol without the attendant cultural schema such as the value of questioning then the structure that is implemented will be different from that the teacher experienced in the professional education program. This understanding supported an explanation of teacher change in terms of teacher agency that constituted our learning from the study and resulted in changes to aspects of the professional education program.  相似文献   

Facing NCATE review or just looking for technology standards?     

Kathryn Ley Ph.D. 《TechTrends》1997,42(4):41-42

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Rathvon,N. (1999). Effective school interventions: Strategies for enhancing academic achievement and social competence. New York,NY: The Guilford Press, 366 pp., $36.00.     

Kathryn Hall  Michelle Athanasiou 《Psychology in the schools》2003,40(6):709-711

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Personalized learning in iSTART: Past modifications and future design     

Kathryn S. McCarthy  Micah Watanabe  Jianmin Dai  Danielle S. McNamara 《Journal of Research on Technology in Education》2020,52(3):301-321

Abstract

Computer-based learning environments (CBLEs) provide unprecedented opportunities for personalized learning at scale. One such system, iSTART (Interactive Strategy Training for Active Reading and Thinking) is an adaptive, game-based tutoring system for reading comprehension. This paper describes how efforts to increase personalized learning have improved the system. It also provides results of a recent implementation of an adaptive logic that increases or decreases text difficulty based on students’ performance rather than presenting texts randomly. High school students who received adaptive text selection showed increased sense of learning. Adaptive text selection also resulted in greater pre-training to post-training comprehension test gains, especially for less-skilled readers. The findings demonstrate that system-driven, just-in-time support consistent with the goals of personalized learning benefit the efficacy of computer-based learning environments.  相似文献   

Focus-on-form instructional methods promote deaf college students' improvement in English grammar     

Berent GP  Kelly RR  Aldersley S  Schmitz KL  Khalsa BK  Panara J  Keenan S 《Journal of deaf studies and deaf education》2007,12(1):8-24

Focus-on-form English teaching methods are designed to facilitate second-language learners' noticing of target language input, where "noticing" is an acquisitional prerequisite for the comprehension, processing, and eventual integration of new grammatical knowledge. While primarily designed for teaching hearing second-language learners, many focus-on-form methods lend themselves to visual presentation. This article reports the results of classroom research on the visually based implementation of focus-on-form methods with deaf college students learning English. Two of 3 groups of deaf students received focus-on-form instruction during a 10-week remedial grammar course; a third control group received grammatical instruction that did not involve focus-on-form methods. The 2 experimental groups exhibited significantly greater improvement in English grammatical knowledge relative to the control group. These results validate the efficacy of visually based focus-on-form English instruction for deaf students of English and set the stage for the continual search for innovative and effective English teaching methodologies.  相似文献