Growth in Precursor and Reading‐Related Skills: Do Low‐Achieving and IQ‐Discrepant Readers Develop Differently?     

Kimberly J. O&#x;Malley  David J. Francis  Barbara R. Foorman  Jack M. Fletcher  Paul R. Swank 《Learning disabilities research & practice》2002,17(1):19-34

Poor readers who met low achievement and IQ‐discrepancy definitions of reading disability were compared with nonimpaired readers on their development of eight precursor and reading‐related skills to evaluate developmental differences prior to students’ identification as reading disabled. Results indicated no evidence for differences between the two groups of poor readers in the development of the eight skills, with three exceptions. Students in the IQ‐discrepant group demonstrated greater growth in letter sound knowledge, greater mean performance in visual‐motor integration at the beginning of first grade, and greater deceleration in rapid naming of letters. When compared to the nonimpaired group, low‐achieving readers demonstrated poorer performance and development in all skills, while the IQ‐discrepant readers demonstrated poorer performance and development in phonemic awareness, rapid naming of letters and objects, spelling, and word reading. The largely null results for comparisons between the two groups of poor readers challenges the validity of the two‐group classification of reading disabilities based on IQ‐discrepancy.  相似文献   

Christian Education at home and overseas     

Barbara E. Gwyer M.A. 《British Journal of Religious Education》1934,1(3):164-166

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Bottom line—Making politics matter to students     

Barbara Jacoby 《About Campus》2006,11(4):30-32

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Freedom Train: The Underground Railroad as a Model of Christian Education,Antiracism, and Human Rights Advocacy     

Barbara A. Fears 《Religious education (Chicago, Ill.)》2017,112(1):19-32

Abstract

The Underground Railroad is the first racially integrated civil/human rights movement in the United States. The basic concepts of escape and travel that undergird the movement offer a way of envisioning the teaching/learning exchange as leaving behind unhealthy ideologies, and as journeying with students from one place of understanding to another. The primary participants and select aspects of the movement also offer a way of understanding teaching/learning in the classroom. Benefits of religious educational programming utilizing the proposed model include: developing awareness of the interrelatedness of race/racism/religion/power and a countercultural, counterhegemonic perspective that is informed by faith and evidenced by praxis.  相似文献   

Educating a diverse nation: lessons from minority-serving institutions     

Amani Bell 《高等教育研究与发展》2017,36(4):870-872

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A Fresh Theoretical Perspective on Practice‐Led Research          下载免费PDF全文

Barbara Hawkins  Brett Wilson 《The International Journal of Art & Design Education》2017,36(1):82-91

Practice‐led research in art and design has now come of age and can take its place alongside other forms of research at the academic ‘high table’. It no longer needs to be treated with ‘special consideration’ as a new form of intellectual enquiry. The research craft developed by those involved in practice‐led research admits them to a broader community of practice engaged in questioning the conceptual basis of how we perceive and make sense of the world around us. The objective/subjective divide that preoccupied an earlier generation of academics has eventually been replaced by a more nuanced epistemological framework able to embrace PhDs that include non‐textual artefacts as part of their exposition. An increasing number of academic institutions around the world have taken up the debate and now participate in practice‐led research programmes. However, for early‐career researchers in these fields there are still many hurdles to overcome, some of which are unique to this form of endeavour, as we outline. This article has been developed from a series of seminars and workshops presented by the authors to early‐career practice‐led researchers as part of their Project Dialogue programme which seeks greater engagement between the arts and sciences.  相似文献   

Narrative construction of professional teacher identity of teachers with dyslexia   总被引：1，自引：0，他引：1  

Eila Burns  Sheena Bell   《Teaching and Teacher Education》2011,27(5):952-960

This paper considers the development of teachers’ professional identity in the context of educators that have diverse backgrounds. We elucidate how teachers with dyslexia working in tertiary education use narrative resources to construct and negotiate their professional teacher identities. The analysis of narrative interviews, interpreted within the framework of positioning theory and the theories of narrative identity, indicated that the interviewees constructed several professional teacher identities that were closely linked to each teacher’s perception of their dyslexia. The experience of dyslexia was clearly evident as a positive element in each identity. Instead of seeing it as an obstacle it can become a part of the teacher’s own identity and can be used as a tool to thrive in their profession.  相似文献   

Test–retest reliability of the parent behavior importance questionnaire‐revised and the parent behavior frequency questionnaire‐revised     

Barbara A. Mowder  Renee Shamah 《Psychology in the schools》2011,48(8):843-854

This study evaluated the test–retest reliability of two parenting measures: the Parent Behavior Importance Questionnaire‐Revised (PBIQ‐R) and Parent Behavior Frequency Questionnaire‐Revised (PBFQ‐R). These self‐report parenting behavior assessment measures may be utilized as pre‐ and post‐parent education program measures, with parents as well as nonparent respondents. The questionnaires are based on the parent development theory, with the parenting behaviors corresponding to theory and current parenting literature. Thus, respondents' relative weighting of importance (PBIQ‐R) or frequency (PBFQ‐R) of positive, supportive parenting as well as negative behaviors may be determined through questionnaire responses. Test–retest reliability estimates suggest psychometric strength. Results are discussed relative to parenting theory and research, as well as school psychology policy and practice. © 2011 Wiley Periodicals, Inc.  相似文献   

Face-to-face versus computer-mediated discussion of teaching cases: Impacts on preservice teachers’ engagement, critical analyses, and self-efficacy     

Lisa M. PytlikZillig  Christy A. Horn  Roger Bruning  Stephanie Bell  Xiongyi Liu  Kamau O. Siwatu  Mary C. Bodvarsson  Doyoung Kim  Deborah Carlson 《Contemporary educational psychology》2011,36(4):302-312

Two frequently-used discussion protocols were investigated as part of a program to implement teaching cases in undergraduate educational psychology classes designed for preservice teachers. One protocol involved synchronous face-to-face (FTF) discussion of teaching cases, which occurred in class after students had individually completed written case analyses as homework outside of class. The other was asynchronous computer-mediated (CM) discussion taking place outside of class, simultaneous to students’ completion of their written case analyses. Six class offerings of an undergraduate child development course taught by two instructors (three classes by each instructor) were randomly assigned within instructor in a quasi-experimental design to one of the three discussion conditions: FTF, CM, or no discussion of the cases across the semester. Findings indicated that both CM and FTF discussion conditions were associated with positive outcomes relative to the control condition. Both CM and FTF discussion related to higher cognitive–affective engagement with the cases than the control condition; and the CM discussion condition was associated with higher cognitive–affective engagement than FTF discussion. In contrast, FTF discussion, but not CM discussion, was associated with higher-than-control-condition case analysis ability at the end of the semester. Potential explanations for these findings and directions for future research are discussed.  相似文献   

AECT 2010: Post-Conference Reflections     

Barbara B. Lockee 《TechTrends》2011,55(2):3-4

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