Peer-reading racetracks for word reading of low-achieving graduating students with learning disabilities and behavioural problems     

Anne Barwasser  Kerstin Nobel  Matthias Grünke 《British Journal of Special Education》2022,49(2):276-298

The number of students with reading difficulties is increasing and reading motivation is decreasing. Although serious reading problems can still persist during secondary education, most reading instruction happens in primary schools. In particular, students with learning disabilities and externalising behavioural problems are confronted with hurdles in reading literacy that need to be overcome. For this reason, this study focused on a simple reading intervention to promote sight vocabulary in 10th grade readers with learning disabilities and behavioural problems. A peer-tutored motivational reading racetrack intervention was implemented three times a week over a five-week period through a multiple baseline design across participants in three small groups. The results indicate that the combined intervention is an appropriate method to help students, even those in a graduating class, to improve their sight words in a short period of time, and thus provide them with important reading skills.  相似文献   

Theory of mind in children with severe speech and physical impairment (SSPI): a longitudinal study     

Kerstin W. Falkman  Annika Dahlgren Sandberg  Erland Hjelmquist 《International Journal of Disability, Development & Education》2005,52(2):139-157

Six children with cerebral palsy and severe speech impairment took part in a two‐phase longitudinal study of development of social cognition. The children ranged in age from 5 to 7 years old at data collection time 1 and from nine to 11 years old at data collection time 2. Using a model of normal development of Theory of Mind (ToM) suggested by Gopnik and Slaughter (1991), the children were tested on a number of tasks requiring (ToM). The findings suggest that the children with speech impairment follow a normal pattern of development, but with a severe delay compared with children without disability. The results are discussed in relation to problems in early social and communicative experience for the group of children with cerebral palsy and severe speech impairment.  相似文献   

GENERAL‐LIBERAL EDUCATION AND SPECIALIZED TRAINING IN HIGHER EDUCATION     

Lya Kremer 《Higher Education in Europe》1982,7(3-4):47-52

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Identifying faculty types using peer ratings of teaching,research, and service     

John Kremer 《Research in higher education》1991,32(4):351-361

To further explain the relationship between teaching, research, and service, ninety full-time, tenure-track faculty were classified into types based on peer ratings in each of these three areas. The classification was determined using one method of cluster analysis and was validated in two ways: (1) by comparing initial results to those from a second method of cluster analysis and (2) through comparisons of faculty types on additional measures, for example, number of research publications, research grant dollars, and teaching awards. Results supported five discrete, faculty types: All Stars, Teachers and Good Citizens, Researchers, Teachers, and Uninvolved. This current mixture of faculty types is a result of past administrative decisions and will likely shape future decisions in the school.  相似文献   

Book reviews     

Roger  Kerstin  D'Souza  Mario O. 《Interchange》1994,25(2):229-236

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Teacher Professional Development—the elaboration of a concept     

Lya Kremer‐Hayon 《欧洲师范教育杂志》1991,14(1):79-85

The recent interest and need for teacher professional development calls for the clarification of the concept of professional development. The study presents a strategy of clarification by proposing a mapping sentence based on the analysis of the concepts of development and profession into their constituting elements and by juxtaposing the elements upon each other. Theoretically this maping sentence provides a conceptual framework and a rationale for the testing of hypotheses. Practically, it may guide teacher developers in planning varying programs to suit varying conceptions of professional development.  相似文献   

Terminal and instrumental values: Perceptions of importance and cultivation in Israeli schools     

Lya Kremer 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(3):336-338

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Professionalism,governance and inclusive education – A total population study of Swedish special needs educators     

Kerstin Göransson  Gunilla Lindqvist  Nina Klang  Gunnlaugur Magnússon  Lena Almqvist 《International Journal of Inclusive Education》2013,17(6):559-574

ABSTRACT

Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are presented (N?=?3367, response rate 75%). The aim is to explore differences in SNEs’ interpretation of school difficulties and if these differences are influenced by SNEs’ employment in different parts of the school organisation. Statistical cluster-analysis was used to categorise SNEs into five distinct groups based on how they view the problems of pupils in school difficulties. Key concepts employed in the analysis are, primarily organisational vs occupational governance in relation to professional jurisdiction. Findings suggest that SNEs are less unanimous in their views of school problems, than prior research indicates. The variance is partly due to where they work in the school organisation, but we also find indications that different groups of SNEs experience different forms of governance with regard to their professionalism. The results are important due to the scope of the data and method of analysis as well as the illustrated variance of professional values and situations of SNEs and the potential consequences for the development of inclusive education.  相似文献   

The growing partnership between small presses and independent booksellers     

John Kremer 《Publishing Research Quarterly》1987,3(1):75-77

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Understanding Natural Cause: Children''s Explanations of How Objects and Their Properties Originate   总被引：1，自引：0，他引：1  

Susan A. Gelman  Kathleen E. Kremer 《Child development》1991,62(2):396-414

An understanding of natural cause includes the realization that events can occur independently of human activity or intentions. It also often entails realizing that causal mechanisms can be nonobservable or nonobvious. The present research investigated to what extent children ages 4-7 have developed a concept of natural cause. Study 1 examined children's understandings of object origins (e.g., how the sun began); Study 2 probed children's causal understandings of object behaviors and properties (e.g., why rabbits hop and have long ears). In both studies, children by age 4 were sensitive to the natural kind-artifact distinction in their explanations. They mentioned human intervention for human-made artifacts but rarely for naturally occurring things. Moreover, subjects at all ages were able to identify specific kinds of natural cause, including intrinsic causes (such as growth) and inborn nature. Finally, subjects understood the link between nonobvious, internal parts and self-generated activity (e.g., that bones are important for the flight of a bird). Altogether, these results suggest that even preschool children realize that natural causes exist. They contradict Piaget's characterization of young children as artificialistic (believing that naturally occurring things are created by people) and as focused on observable properties.  相似文献