Parent Involvement with Their Children's Schools: Perceptions of Saudi Parents of Elementary School Students with Learning Disabilities     

Mohaned G. Abed  Todd K. Shackelford 《Learning disabilities research & practice》2023,38(2):144-154

This exploratory, qualitative study investigated the perceptions of Saudi Arabian parents of elementary school-aged children with learning disabilities with regard to their involvement in their children's education. Guided by results of previous research conducted primarily with Western samples, and using a semistructured interview methodology followed by thematic phenomenological analyses, specific interview topics included parental perceptions of (a) the importance of parent–school partnerships, (b) the means of encouraging a parent–school relationship, and (c) how school practices may affect parental participation. The study involved 13 parents of children in elementary education (ages 7–12 years) diagnosed with learning disabilities. The results suggest several ways to overcome the involvement barriers reported by parents.  相似文献   

The role of spatial ability in mixed reality learning with the HoloLens     

Simon Ho  Pu Liu  Daniela J. Palombo  Todd C. Handy  Claudia Krebs 《Anatomical sciences education》2022,15(6):1074-1085

The use of mixed reality in science education has been increasing and as such it has become more important to understand how information is learned in these virtual environments. Spatial ability is important in many learning contexts, but especially in neuroanatomy education where learning the locations and spatial relationships between brain regions is paramount. It is currently unclear what role spatial ability plays in mixed reality learning environments, and whether it is different compared to traditional physical environments. To test this, a learning experiment was conducted where students learned neuroanatomy using both mixed reality and a physical plastic model of a brain (N = 27). Spatial ability was assessed and analyzed to determine its effect on performance across the two learning modalities. The results showed that spatial ability facilitated learning in mixed reality (β = 0.21, P = 0.003), but not when using a plastic model (β = 0.08, P = 0.318). A non-significant difference was observed between the modalities in terms of knowledge test performance (d = 0.39, P = 0.052); however, mixed reality was more engaging (d = 0.59, P = 0.005) and learners were more confident in the information they learned compared to using a physical model (d = 0.56, P = 0.007). Overall, these findings suggest that spatial ability is more relevant in virtual learning environments, where the ability to manipulate and interact with an object is diminished or abstracted through a virtual user interface.  相似文献   

Development of Instruments to Assess Teacher and Student Perceptions of Inquiry Experiences in Science Classrooms   总被引：1，自引：0，他引：1  

Todd Campbell  Nor Hashidah Abd-Hamid  Heather Chapman 《Journal of Science Teacher Education》2010,21(1):13-30

This study describes the development of two instruments to investigate the extent to which students are engaged in scientific inquiry. As a result of the instrument development process employed, each finalized instrument consisted of 20-items separated into five categories. Both instruments were found to be internally consistent, with high reliability estimates. Factor analysis showed two factors for each instrument that, while not clustering the items into the five categories, did show item clustering that is consistent with research literature about students’ engagement in inquiry experiences. Based on the analyses completed, the instruments appear to be useful instruments for use in comprehensive assessment packages for assessing the extent to which students are experiencing inquiry in science classrooms.  相似文献