Special needs education as a social system: responding to the challenge of methodology     

Pol Ghesquière 《International Journal of Disability, Development & Education》2004,51(2):217-222

In this concluding article we discuss how the different contributors of this special issue deal with the methodological challenges in special needs education research. The shift from an individual perspective towards an interactional and systemic point of view in special educational needs research has introduced research methods that are able to describe the complexity and the recursiveness of the social reality under study. The different studies presented in this issue provide interesting illustrations of some of these methods. The discussion of these studies makes it clear that social cultural theory is a useful framework for research on special needs education. It is suggested that in their investigations researchers should attach importance to the meaning of discourse and keep their minds open to change and new challenges.  相似文献   

Echecs scolaires à l'IESP et profil de recrutement     

Danièle Bonfond  Pierre Charlier  Francis Perée 《欧洲师范教育杂志》1986,9(1):85-107

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Planning Inclusion: The Need to Formalize Parental Participation in Individual Education Plans (and Meetings)     

María Cioè-Peña 《The Educational forum》2020,84(4):377-390

Abstract

Inclusive education is promoted as an educational setting that brings together students with disabilities alongside non-disabled peers. As the rise in inclusive education continues, many recognize the Salamanca Statement of 1994 as an influencer. This paper discusses how the vision of inclusion grounded in “the need to work towards ‘schools for all’” remains unfulfilled through a lack of intersectionality. Centering the experiences of Spanish-speaking mothers of emergent bilinguals labeled as disabled, this paper presents how educators limit parents’ abilities to engage as equal stakeholders. Therefore, this paper explores the tensions culturally and linguistically diverse mothers encounter during Individual Education Plan (IEP) meetings and the possibilities that can come from reimagining IEPs and IEP meetings in ways that allow stakeholders to actively tend to the intersectional vision of inclusive education that Salamanca put forth and that emergent bilinguals labeled as disabled desperately need.  相似文献   

Academic self-concept and academic interest measurement: A multi-sample European study     

Marc Corbière  Franco Fraccaroli  Valenti Mbekou  Jacques Perron 《European Journal of Psychology of Education - EJPE》2006,21(1):3-15

Academic self-concept and academic interest are crucial concepts for understanding students’ academic achievement. Yet, few questionnaires currently exist that have been used and validated in more than one country. This study aimed at assessing these concepts using an academic self-concept questionnaire (Marsh, 1990) and an academic interest questionnaire (Corbière & Mbekou, 1997) with French and Italian student samples. Confirmatory Factor Analyses enabled us to assess the structure of the two questionnaires with regard to two academic subjects — Math and First Language (French or Italian) — and to determine the theoretical directions between the concepts. Results from Confirmatory Factor Analyses of both French and Italian samples supported a theoretical model in which academic self-concept and academic interest were intercorrelated, yet maintaining their unique characteristics. On the other hand, results from Multi-Sample Confirmatory Factor Analyses (French and Italian samples) endorsed a correlational model between the two concepts. Finally, the results indicated a significant and positive correlation between academic self-concept, academic interest, and academic achievement in both academic subjects.  相似文献   

Numeration a l'ecole elementaire     

Michèle Artigue  Jacqueline Robinet 《Educational Studies in Mathematics》1982,13(2):155-175

This paper presents results of research concerning the construction of the concept of natural integers by children. By testing the same children, whose school history was known with accuracy, at one year in tervals, we have sought to determine:

— How their competence in counting and numeration evolved during this period.

— What the mechanisms of this evolution were.

— What role school learning played.

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Coordination of Knowledge of Numeration and Arithmetic Operations on First Grade Students     

Jacinthe Giroux  Gisèle Lemoyne 《Educational Studies in Mathematics》1998,35(3):283-301

The aim of this study was to develop a better understanding of the processes involved in the construction of the oral and written symbolic systems of numbers and to grasp their role in the elaboration of the modeling function of numbers. Tasks related to both spoken and written number sequenceS and to addition and subtraction problems were given to six first graders. Analysis of the children's behavior permits discussion of certain theoretical questions raised by the research results of the construction of number sequence, contributes to a better understanding of the relationship between numeration and arithmetic operations and finally, in light of these results, permits us to propose ideas for teaching.  相似文献   

What makes a good writer? Differences in good and poor writers' self-regulation of writing     

Ferrari  Michel  Bouffard  Thérèse  Rainville  Line 《Instructional Science》1998,26(6):473-488

Instructional Science - What makes someone a good writer? To begin to answer this question, we compared the discourse knowledge and self-regulation of good and poor writers, as well as the quality...  相似文献   

From communication to verbalization: Language practices in kindergarten     

Agnès Florin 《European Journal of Psychology of Education - EJPE》1998,13(3):335-345

Most children attend kindergarten very early in western societies; in fact, they are inserted in different contexts of socialization (family, school and/or other day-care). In what are these contexts of socialization different for linguistic abilities that they contribute to develop? How can the young children adapt themselves to these differences? These questions are discussed considering theoretical interactionnist approaches, and some analyses of communication practices in french kindergarten. Perspectives are released for a discussion on a pedagogy of oral language with young children.  相似文献   

Evaluating models of how morphological awareness connects to reading comprehension: A study in Portuguese     

Márcia Oliveira  Kyle C. Levesque  S. Hélène Deacon  Márcia Maria Peruzzi Elia da Mota 《Journal of Research in Reading》2020,43(2):161-179

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Developmental stability and changes in the impact of root consistency on children’s spelling     

S. Hélène Deacon  Sarah Dhooge 《Reading and writing》2010,23(9):1055-1069

The study reported here examined grade 2–4 children’s sensitivity to the consistency in the spelling of roots in related words. We build on earlier research by attempting to quantify the extent that children’s spellings of both inflected and derived forms accord with this principle. We contrasted children’s accuracy and consistency in spelling the root form (e.g., rock) with that of its spelling in related inflected and derived forms (e.g., rocks and rocky), as well as unrelated control forms (e.g., rocket). Across grades 2–4, children’s spellings accorded with the root consistency principle to the same extent for inflected and derived forms. Nevertheless, it was not until grade 4 that spellings maximally reflected the principle. These results are discussed in terms of how children’s spelling might come to reflect the root consistency principle that guides spelling in English.  相似文献