The Effect of Plain-English Vocabulary on Student Achievement and Classroom Culture in College Science Instruction     

Emily Schoerning 《International Journal of Science and Mathematics Education》2014,12(2):307-327

This study examined the effect of the translation of traditional scientific vocabulary into plain English on student achievement in college science instruction. The study took place in the context of an introductory microbiology course. Data were collected from course sections instructed with traditional microbiology vocabulary as well as sections instructed with plain-English equivalent terms. Both treatment groups followed the same inquiry-based curriculum. Data collected included written and practical exam scores as well as pre and post-course surveys on subject knowledge and impressions of biology, science, and the course. Students subjected to plain-English instruction performed significantly better on written exams that assessed higher-order abilities to apply and analyze knowledge from the course. They gained similar amounts of lower-order knowledge during the course when compared to peers instructed with standard vocabulary. Results supported the hypothesis that improved achievement in the plain-English treatment was caused by students’ ability to utilize extant neural networks to ground new learning.  相似文献   

The Creativity-in-Progress Rubric on Proving: Two Teaching Implementations and Students’ Reported Usage     

Houssein El Turkey  Gail Tang  Milos Savic  Gulden Karakok  Emily Cilli-Turner  David Plaxco 《PRIMUS》2018,28(1):57-79

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Leading for Change: School Leader Advocacy for Undocumented Immigrant Students     

Emily R. Crawford  Danielle Walker  Fernando Valle 《Equity & Excellence in Education》2018,51(1):62-77

School leaders can ally with other educational stakeholders to encourage undocumented student persistence in Pk-12 schools. We explore (1) how school leaders create systems of support for undocumented and newly arrived immigrant students, and (2) how school leaders interpret and implement policies or school structures that affect student educational access. Border crossing theory guides our examination of how school leaders traverse and transgress borders that can impede students' education. This embedded case study included interviews with nine administrators working on the US-México border. The study finds that leaders expected to make a difference in students' lives by focusing on relationships and programming, committing to equity, and resisting deficit thinking about students and their families.  相似文献   

Substantial Integration of Typical Educational Games Into Extended Curricula     

Douglas B. Clark  Emily Tanner-Smith  Andrew Hostetler  Aryah Fradkin  Vadim Polikov 《学习科学杂志》2018,27(2):265-318

Much research focuses on what might be possible with digital games in the classroom. This study focuses on what is currently probable and typical. It uses a controlled quasi-experimental design to compare outcomes for students of 13 teachers in 10 diverse urban, suburban, and rural schools. The teachers integrated a set of 55 typical educational games into their curricula on Jacksonian democracy. Teachers reported strong engagement benefits for the game condition and a strong interest in using games of this type in the future in their surveys and interviews. Each teacher taught at least one classroom with the games and at least one classroom without the games. When the one teacher who reported a failed implementation was dropped from the analysis, the results showed significantly higher gains for the game condition in terms of multiple-choice factual outcomes, open-response factual outcomes, evidentiary depth, and student engagement outcomes. When the failed implementation was included, the game condition demonstrated improved scores for all outcomes, but only student engagement and evidentiary depth remained significant. Moderator analyses highlighted the role of teacher experience and student engagement in the efficacy of the game condition, indicating that game instruction was particularly beneficial for special education students.  相似文献   

Development of teaching in ni-Vanuatu children     

Eva Brandl  Emily H. Emmott  Ruth Mace 《Child development》2023,94(6):1713-1729

Teaching is an important mechanism of social learning. In industrialized societies, 3-year-olds tend to teach through demonstrations and short commands, while 5-year-olds use more verbal communication and abstract explanations. However, it remains unclear whether this generalizes to other cultures. This study presents results from a peer teaching game with 55 Melanesian children (4.7–11.4 years, 24 female) conducted in Vanuatu in 2019. Up to age 8, most participants taught through a participatory approach, emphasizing learning-by-doing, demonstrations, and short commands (57.1% of children aged 4–6 and 57.9% of children aged 7–8). Contrary to Western findings, abstract verbal communication only became common in children aged 9–11 (63.6%), suggesting that the ontogeny of teaching is shaped by the socio-cultural environment.  相似文献   

School psychologists and autism identification: Present challenges and potential solutions     

Suzanne G. Margiano  Kari A. Sassu  Brittany A. Dale  Jacqueline M. Caemmerer  Melissa A. Bray  Emily Peters 《Psychology in the schools》2023,60(2):441-451

Although federal law has provided guidelines for autism eligibility for special education, school-based autism assessment and eligibility vary widely across states and identification continues to lag behind national prevalence data. The main role of the school psychologist continues to be conducting evaluations for special education eligibility, and given current barriers, some school psychologists do not feel equipped to make a recommendation for autism eligibility. This article summarizes the barriers school psychologists face when conducting autism assessments in the schools, including systemic barriers, lack of training or professional development, resulting lack of confidence, among others. We conclude by highlighting recommendations for multipronged systemic changes that will improve the capacity of special education teams and specifically support the pivotal role of the school psychologist in conducting autism eligibility evaluations in the schools.  相似文献   

The weight of waiting: the impact of delayed early intervention on parental self-efficacy     

Kerry Murphy  Emily Harrison 《British Journal of Special Education》2022,49(1):84-101

Early intervention is a systematic approach for identifying and co-ordinating support for children up to five years of age with developmental delay. The increasing number of children needing early intervention is leading to longer waiting lists for assessment, treatment and diagnosis. Through a mixed-methods approach, this study examined the impact of waiting lists on parental self-efficacy (PSE). An online survey was completed by 197 mothers of children with special educational needs aged one to seven years. Six mothers later took part semi-structured interviews. The research aimed to establish (a) whether there was a relationship between length of time on waiting lists and PSE, and (b) whether there were specific themes or patterns associated with delayed early intervention and PSE. Results showed no significant relationship between time spent on a waiting list and perceived PSE. The qualitative results, however, found that limited contact and poor quality of interactions alongside a lack of information did reduce perceived PSE.  相似文献   

Advancing autism technology     

Johanna M. deLeyer-Tiarks  Michael G. Li  Michelle Levine-Schmitt  Bryndis Andrade  Melissa A. Bray  Emily Peters 《Psychology in the schools》2023,60(2):495-506

The purpose of this review is to broadly identify technological advances in supports and evaluation for individuals on the autism spectrum. Literature review with commentary on the evolving technologies supporting and/or evaluating social-emotional, behavioral, academic, and cognitive domains. There has been an increasing synthesis of technology within the education domain. A growing body of research has investigated the potentiality and efficacy of technological interventions, specifically in the area of support for individuals on the autism spectrum. This growth must also factor in sustainability and feasibility to be practical within the school setting. Continued research is also necessary to ensure the equity of technology supporting individuals on the autism spectrum.  相似文献   

A performance support tool for novice reading facilitators     

Brenda Bannan‐Ritland  Emily Egerton  Jen Page  Michael Behrmann 《Performance Improvement》2000,39(6):47-54

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Access arrangements for secondary students. Are they fit for purpose?     

Emily McGhee  Jackie Masterson 《Support for Learning》2022,37(2):244-262

The purpose of this study was to investigate Access Arrangements (AA) which allow students with specific learning difficulties (SpLDs), disabilities or medical needs to access assessments by making reasonable adjustments, as established by the Equality Act 2010. A review of the literature revealed some problematic issues relating to the perceived manageability of the system, assessments used to ascertain eligibility for AAs, the evidence-base for specific AAs, some training routes to become an assessor, and the lack of stakeholder voice in the process. The present study involved gathering information on views and experiences with AA by means of a survey with 513 UK educational professionals, in-depth interviews and a small-scale study involving pupils with reading difficulties. The results suggest that the system needs reviewing to make sure there is equitable provision for all those who need AA.  相似文献