Understanding the experiences of bilingual,Latino/a adolescents: Voices from gifted and general education     

Elizabeth Shaunessy  Patricia Alvarez McHatton  Claire Hughes  Alejandro Brice  Mary Ann Ratliff 《Roeper Review》2013,35(3):174-182

Eight gifted and eight general‐education students engaged in discussions regarding their observations of, experiences in, and recommendations for education. Six categories emerged through qualitative analysis of their conversations. These categories include: problem solving, task commitment, self‐perceptions, education, communication, and discrimination. Content within each category provides a glimpse into the students’ perceptions of their schooling experiences. The roles of ethnic identity development, identification with majority culture, adolescence, and gifted‐ness are examined and recommendations for future research are provided.  相似文献   

Making sense of the development of inclusive practices     

Mel Ainscow  Andy Howes  Peter Farrell  Jo Frankham 《欧洲特需教育杂志》2013,28(2):227-242

Schools in England are currently being asked to pay greater attention to the issue of educational inclusion. This paper reports some of the findings of a collaborative action research Network that was set up to address the implications of this trend. The Network involves teams of university researchers in working with practitioners in order to encourage the development of inclusive practices. As a result of this work, it is argued that the development of such practices is not about adopting ‘recipes’ of the sort described in much of the existing literature. Rather, it involves social learning processes that occur within a given workplace. The paper attempts to provide deeper understandings of what these processes involve. To assist in this analysis use is made of the idea of ‘communities of practice’, as developed by Etienne Wenger, focusing specifically on the way he sees learning as a characteristic of practice. It is argued that the development of inclusive practices involves collaborative working arrangements; that they can be encouraged by engagement with various forms of evidence that interrupt ways of thinking; and that the space that is created through such interruptions can enable those involved to recognize overlooked or, indeed, new possibilities for moving practice forward.  相似文献   

A Survey of Adolescent Worry In Northern Ireland     

Mary Gallagher  Rob Millar 《Pastoral Care in Education》2013,31(2):26-32

  相似文献   

Managing stress: a comprehensive programme to support young people     

Jo Leggett 《Educational Psychology in Practice》2013,29(4):432-433

  相似文献   

7. The Wadleigh Complex: a dream that soured Mary Anne Raywid     

Mary Anne Raywid 《教育政策杂志》2013,28(5):101-114

  相似文献   

Change awareness in adolescents     

Mary Meeker 《Roeper Review》2013,35(4):39-41

The author provides some insight into the behavior of gifted children and suggests ways in which parents can provide a solid emotional foundation for their child's growth.  相似文献   

INTERDISCIPLINARY CONTINUING EDUCATION IN A RURAL AND REMOTE AREA: THE APPROACH OF THE NORTHERN EDUCATIONAL CENTRE FOR AGING AND HEALTH     

Mary Lou Kelley  Michael J. MacLean 《Educational gerontology》2013,39(7):631-649

This article describes an interdisciplinary continuing education approach for health professionals in a rural remote area implemented by the Northern Educational Centre for Aging and Health (NECAH) at Lakehead University in Thunder Bay, Ontario, Canada. The article discusses issues of rural health care practice and the implications for practitioners’ educational needs. The key components involved in delivering interdisciplinary education and teamwork training are reviewed, followed by a discussion of the relevance of an interdisciplinary participatory approach for rural practitioners given their practice context and work style. Using NECAH's experience in planning and delivering a 5‐day interdisciplinary education program in palliative care as a case example, it is argued that simultanous attention to these issues in the design and delivery of continuing professional education for rural professionals contributes to a relevant educational experience in the short‐term and an increased interdisciplinary collaboration in the long‐term. The article suggests that NECAH's interdisciplinary participatory approach is a significant model for the continuing education of health professionals in rural remote areas.  相似文献   

Measured lives: the rise of assessment as the engine of change in English schools     

Mary James 《Curriculum Journal》2013,24(3):343-364

The year 2000 marks the end of compulsory education for the first cohort of students to experience the National Curriculum throughout their school careers. This article describes their experience of assessment and compares it with the testing regime that those children who start school in 2000 are likely to experience. Changes in policy from the early Task Group on Assessment and Testing proposals are analysed, especially the increasing priority given to the use of assessment for monitoring and evaluating the performance of teachers, schools and local education authorities. This shift is interpreted in terms of underlying assumptions about effective strategies for change. While Conservative and Labour governments have pursued somewhat different goals, they have used a similar change strategy. This explains why the general thrust of policy has continued in a broadly similar direction - towards ever more testing in schools and the use of results as performance indicators. It is argued, however, that this strategy cannot be pursued indefinitely. After a point, further improvements will only be made if teachers are helped to work ‘smarter’, not just harder. Policy-makers need, therefore, to look again at the contribution that formative assessment - or assessment for learning as part of pedagogy - can make to lifelong learning, in a more coherent, balanced and ‘educational’ system.  相似文献   

Early Literacy Measures for Improving Student Reading Achievement: Translating Research Into Practice     

Doug Marston  Mary Pickart  Amy Reschly  David Heistad  Paul Muyskens  Gerald Tindal 《Exceptionality》2013,21(2):97-117

The importance of early literacy instruction and its role in later reading proficiency is well established; however, measures and procedures to screen and monitor proficiency in the area of early literacy are less well researched. The purpose of this study was to (a) examine the technical adequacy and validity of early curriculum-based literacy measures, Letter–Sound Correspondence, Onset Phoneme Identification, and Phoneme Segmentation, developed for use within the problem-solving model in the Minneapolis Public Schools and (b) describe the district-wide implementation of these measures. In general, these measures were found to have adequate reliability and validity, have moderate to moderately high correlations with criterion measures (oral reading, report cards), and be sensitive to growth across the school year. A case study of how these measures are used for screening and progress monitoring to improve reading achievement within 1 school is included. Limitations and future directions are also presented.  相似文献   

Effects of knowledge and display design on comprehension of complex graphics     

Matt Canham  Mary Hegarty 《Learning and Instruction》2010,20(2):155-166

In two experiments, participants made inferences from weather maps, before and after they received instruction about relevant meteorological principles. Different versions of the maps showed either task-relevant information alone, or both task-relevant and task-irrelevant information. Participants improved on the inference task after instruction, indicating that they could apply newly acquired declarative knowledge to make inferences from graphics. In Experiment 1, participants spent more time viewing task-relevant information and less time viewing task-irrelevant information after instruction, and in Experiment 2, the presence of task-irrelevant information impaired performance. These results show that domain knowledge can affect information selection and encoding from complex graphics as well as processes of interpreting and making inferences from the encoded information. They also provide validation of one principle for the design of effective graphical displays, namely that graphics should not display more information than is required for the task at hand.  相似文献