Validating a shortened form of the ARC for special populations     

Mark Bond  Carrie-Lou Garberoglio  Sarah Schoffstall  Jackie Caemmerer  Stephanie Cawthon 《Educational Assessment》2018,23(1):69-84

Autonomy describes cognition or behavior that is self-directed, according to personal interests, and free from external influence. This construct is of importance to students who are deaf because it has been shown to be positively related to their post-school transition outcomes, and this population faces unique challenges in this area. To conduct research with this construct, it is necessary to use measures that are valid and reliable for the population of interest. Therefore, a set of exploratory and confirmatory factor analyses validated the unidimensionality of a shortened form of the ARC Self-Determination Scale’s autonomy dimension. A three-factor solution, including a social skills dimension, was measurement-invariant across many groups of students, including those with learning disabilities, emotional disturbances, speech and language impairments, and other health impairments. Although the shortened form of this scale was not unidimensional, as hypothesized, the generalizability of its measurement properties may prove useful. Discussion highlights the differences between these three dimensions and Wehmeyer's theory of self-determination.  相似文献   

低碳发展方案编制指南(第三部分)——制定低碳发展规划     

周南  Lynn  Price  Stephanie  Ohshita  Nina  Zheng  胡敏 《科学与管理》2013,(6):62-69

本节介绍制定低碳发展计划常用的核心步骤。本指南侧重城市层面;同样的步骤也适用于企业、市、省和国家等层级。中国自"十一五规划"起,对改善国内能源强度定出目标,包括各经济部门的节能目标。2009年12月中国政府公布了其碳强度目标,重点放在单位GDP用能引发的二氧化碳排放量。为实现该强度目标以及"循环经济"等经济性目标,制定低碳发展规划尤其必要。  相似文献   

Small and Medium-Sized Enterprises in Rural Business Clusters: The Relation Between ICT Adoption and Benefits Derived From Cluster Membership     

Charles Steinfield  Robert LaRose  Han Ei Chew  Stephanie Tom Tong 《The Information Society》2013,29(2):110-120

This study examines the relationships between information and communication technologies (ICT) usage, the benefits a company derives from membership in a rural business cluster, and the success of rural companies. Analysis of 333 rural businesses located in northern lower Michigan showed a strong relationship between (a) ICT adoption and benefits derived from the membership in business clusters, (b) ICT adoption and self-reported business success, and (c) benefits derived from business clusters and business success. Although analysis indicates that these relationships may be industry specific, results suggest that ICT adoption by rural enterprises may have advantages for the region's social capital and business success and may help reduce the digital divide experienced in rural communities.  相似文献   

Metacognition and Middle Grade Mathematics Teachers: Supporting Productive Struggle     

Stephanie M. Lemley  Jessica T. Ivy  Dana Pomykal Franz  Seth F. Oppenheimer 《Clearing house (Menasha, Wis.)》2019,92(1-2):15-22

Communicating mathematical ideas through writing, listening, and verbalizing allows students to think about how they “think” about mathematics. By focusing this communication on a reflection of how one thinks about mathematics, metacognitive writing engages students as mathematicians and learners. In this article we describe a professional development that we implemented with middle grade mathematics teachers focused on metacognitive writing as a tool to support productive struggle in the mathematics classroom. Thus, this practitioner article adds to the knowledge base on how to develop middle grade teachers metacognitive writing through engagement in productive struggle. Recommendations for practice are included.  相似文献   

Preparing special educators to teach reading and use curriculum-based assessments     

Stephanie Al Otaiba  Vickie E. Lake 《Reading and writing》2007,20(6):591-617

Preparing special educators who are knowledgeable about evidence-based interventions for teaching reading to students with reading difficulties and who are capable of using curriculum-based assessments to monitor student progress and differentiate interventions is vital to the success of current school reform efforts. The primary purpose of this exploratory study was to examine the effect of tutoring and using assessment to monitor the progress of struggling readers on preservice teachers’ (PSTs’) knowledge and preparedness to teach reading. Also of interest was whether reading scores of tutored students improved. PSTs (n = 18) in an undergraduate reading methods course tutored at-risk second graders using an evidence-based intervention and monitored students’ progress weekly. PSTs made significant growth on a measure of teacher knowledge about the structure of language and on a survey of their preparedness to teach reading. A qualitative analysis of PSTs’ weekly reflections and final reports revealed that the majority used curriculum-based assessment data to describe students’ response to tutoring and were beginning to use that data to make instructional decisions. On average, tutored students improved reading fluency, but did not demonstrate significant growth in reading relative to national norms. Implications and limitations of the study are described and directions for future research are discussed.  相似文献   

The preparation experiences of elementary mathematics specialists: examining influences on beliefs,content knowledge,and teaching practices     

Susan L. Swars  Stephanie Z. Smith  Marvin E. Smith  Jody Carothers  Kayla Myers 《Journal of Mathematics Teacher Education》2018,21(2):123-145

Many in the field of mathematics education call for elementary schools to have elementary mathematics specialists (EMSs) who provide needed mathematical expertise and support for children and teachers. EMSs serve as a reasonable, immediate alternative to the challenges generated by elementary teachers needing improved mathematical knowledge for teaching in the classroom. However, limited inquiry has explored how to best prepare EMSs and how program features and learning activities influence their development. This mixed-method study identifies some of the interrelated benefits from a K-5 Mathematics Endorsement Program designed to prepare EMSs through examining changes in mathematical beliefs, specialized content knowledge (SCK), and classroom teaching practices during the program. Data (n = 32) were collected over the 2-semester program via belief surveys, a content knowledge assessment, observations of teaching practices, and individual interviews from elementary teachers participating in the program. The findings show some changes in beliefs can be made relatively quickly, other shifts in beliefs take more time and continued support, and changes in SCK and adoption of various aspects of standard-based pedagogy require considerably greater opportunities to learn. The described program features and learning experiences provided a context for these changes and offer considerations for EMS preparation programs.  相似文献   

Investigating the effect of an adaptive learning intervention on students’ learning     

Min Liu  Emily McKelroy  Stephanie B. Corliss  Jamison Carrigan 《Educational technology research and development : ETR & D》2017,65(6):1605-1625

Educators agree on the benefits of adaptive learning, but evidence-based research remains limited as the field of adaptive learning is still evolving within higher education. In this study, we investigated the impact of an adaptive learning intervention to provide remedial instruction in biology, chemistry, math, and information literacy to first-year students (n = 128) entering a pharmacy professional degree program. Using a mixed methods design, we examined students’ learning in each of the four content areas, their experience using the adaptive system, and student characteristics as related to their choice of participating in the intervention. The findings showed the adaptive learning intervention helped address the knowledge gap for chemistry, but the same effect was not observed for the other three content areas. Math anxiety was the only student characteristic that showed a significant relationship with students’ participation. While the students reported an overall positive experience, the results also revealed time factor and several design flaws that could have contributed to the lack of more student success. The findings highlight the importance of design in adaptive learning.  相似文献   

Intercollegiate Athletes and Effective Educational Practices: Winning Combination or Losing Effort?     

Paul D. Umbach  Megan M. Palmer  George D. Kuh  Stephanie J. Hannah 《Research in higher education》2006,47(6):709-733

Scrutiny of intercollegiate athletics has intensified in recent years. This study compares student-athletes with those of non-athletes in terms of their engagement in effective educational practices. Contrary to many reports in the popular media, the findings from this study indicate that, on balance, student-athletes across a large number of colleges and universities do not differ greatly from their peers in terms of their participation in effective educational practices. In most instances, when differences do exist, they favor athletes.  相似文献   

No “fear of flying”? Worrals of the WAAF,fiction, and girls’ informal wartime education     

Stephanie Spencer 《Paedagogica Historica: International Journal of the History of Education》2016,52(1-2):137-153

Abstract

This article focuses on the series of 11 books about a young female pilot, Worrals of the WAAF, by W.E. Johns, creator of Biggles. The Worrals books were published from 1941 when recruitment for the Women’s Auxiliary Air Force was falling. Johns chose to ignore that the WAAF supported pilots through their work on the ground and did not themselves fly. The article discusses how historians of education can draw on fiction in order to identify aspects of informal education, especially during wartime, when so many children’s formal schooling was disrupted or non-existent. Drawing on Erica Jong’s 1970s metaphor of “flying” as representative of female freedom, it is possible to read Worrals’ character as a role model for teenage girls. The conundrum of why Johns chose to put Worrals in the WAAF, rather than in Air Transport with the likes of Amy Johnson, is further explored in the light of evidence that a number of WAAF were seconded to the SOE. It concludes that fiction read alongside a range of other evidence offers a rich source for the historian engaged in a search for the gendered nature of education beyond the classroom.  相似文献   

REVIEW SYMPOSIUM     

Stephanie Jones  Sue Morris  Dr Nickf Peim 《British Journal of Sociology of Education》2007,28(5):653-669

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