Addressing escape‐maintained behavior for students with developmental disabilities: A systematic review of school‐based interventions          下载免费PDF全文

Evan H. Dart  Keith C. Radley  Benjamin A. Mason  Justin P. Allen 《Psychology in the schools》2018,55(3):295-304

Students with developmental disabilities have been found to exhibit higher rates of problem behavior in the classroom than their typically developing peers. Effectively addressing these students’ behavior concerns requires the identification of interventions that can be implemented in an educational setting. Furthermore, matching intervention strategies to the function of a student's problem behavior may increase its effectiveness. There are data to suggest that students with disabilities exhibit escape‐maintained problem behavior in the classroom twice as frequently as problem behavior maintained by other consequences such as attention or access to tangibles. Thus, the purpose of this systematic review was to identify school‐based intervention strategies that have been used to reduce the disruptive behavior of students with developmental disabilities. In total, 12 articles met search criteria, with escape extinction, curricular modification, and noncontingent escape serving as the most frequently employed intervention strategies. Limitations and future directions are discussed.  相似文献   

Manufacturing education: the commercial development of educational products for schools     

Jutta Wiesemann  Jochen Lange 《British Journal of Sociology of Education》2019,40(1):114-127

By designing products that ultimately structure meaning in lessons, the industry that produces teaching materials for schools shapes teaching practice and everyday learning situations in schools across geographical borders. The design and development of such learning resources is a professional practice that has hitherto received very little academic attention. This lacuna is addressed in our paper, which presents an analysis of this aspect of educational practice based upon insights gained from ethnographic research. Light is shed upon specific ways of addressing and guiding pupils, teaching staff, and customers, which result from processes of negotiation between representatives of different professions including scientists, teachers, publishers and distributors. These processes ultimately provide classrooms with products that have been shaped by ideas about schooling. It becomes clear that the development of such materials is shaped by multiple perspectives on school education. As an exemplary case study, we describe in detail the process by which such materials make well-known, everyday phenomena abstract or ‘alien’ so that they can then be recontextualised and presented anew – as phenomena to be understood with the aid of school-taught knowledge.  相似文献   

National internationalisation of higher education policy in Singapore and Japan: context and competition     

Justin S. Sanders 《Compare》2019,49(3):413-429

This cross-case analysis explores national level internationalisation of higher education (IoHE) policies in Singapore and Japan. Through comparison of the state level internationalisation strategies, this paper aims to highlight how each country’s unique policy environment impacts their approach to IoHE. The analysis suggests that despite the differing national circumstances and ultimate approaches to internationalisation, both states use it primarily as a means to stay competitive in the twenty-first century global knowledge-based economy. This suggests that while IoHE does build bridges between nations, institutions, and individuals within and between regions, within these cases it is being driven by nationally-centred rationales. While some criticize a competition orientation in IoHE, even with such rationales it may still serve to drive greater collaboration and integration among East Asian higher education systems.  相似文献   

Formal and non-formal digital practices: institutionalizing transactional learning spaces in a media classroom     

Thomas de Lange 《Learning, Media and Technology》2011,36(3):251-275

This article examines how a classroom procedure known as PGE (Plan/Go-through/Evaluate) group work aims at integrating formal and non-formal media experiences and practices into classroom-based media learning. The study displays, on the one hand, how PGE group work emerged and was institutionally embedded in a media course. On the other hand, the study displays how students in this media course negotiated with their teachers by drawing on out-of-school media experiences and production practices in the process of planning classroom work. Empirically, the study draws on ethnographic observation of a vocational media studies course in the age range between 16 and 19 years at the upper secondary level in Norway. Video observations from several hours of PGE group work are analysed in order to document how students are involved in co-planning classroom work together with the course teachers. The analysis is based on cultural historical activity theory (CHAT). This theoretical position is applied in order to foreground tensions between formal institutional obligations and non-formal practices that surface in the classroom, and how an institutional measure such as PGE group work creates a transactional space for handling these differences.  相似文献   

Comprehensive evaluation of player-surface interaction on artificial soccer turf     

Clemens Müller  Thorsten Sterzing  Justin Lange  Thomas L. Milani 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):193-205

The purpose of this study was to evaluate the traction characteristics of four different stud configurations on Fédération Internationale de Football Association (FIFA) 2-Star, third-generation artificial soccer turf. The investigated stud configurations were hard ground design, firm ground design, soft ground design, and an experimental prototype. The concept of this study combines performance, perception, biomechanical, and mechanical testing procedures. Twenty-five soccer players took part in the different testing procedures. Variables of this study were: running times, subjective rankings/ratings, ground reaction forces, and mechanical traction properties. Statistical discrimination between the four stud configurations was shown for performance, perception, and biomechanical testing (p < 0.05). Unsuited stud configurations for playing on artificial turf are characterized by less plain distributed and pronounced studs.  相似文献   

Fachdidaktisches Wissen von Lehrkräften und multiple Ziele im naturwissenschaftlichen Sachunterricht     

Dr. Kim Lange  Dr. Thilo Kleickmann  Dipl. Psych. Steffen Tröbst  Prof. Dr. Kornelia Möller 《Zeitschrift für Erziehungswissenschaft》2012,15(1):55-75

Recent investigations in the field of mathematics have demonstrated that teachers’ pedagogical content knowledge, as a central component of teachers’ professional knowledge, plays a significant role in high-quality instruction and students’ learning gains. The study presented here explores the significance of teachers’ pedagogical content knowledge for gains in pupils’ understanding of scientific concepts and for motivational and self-related outcome criteria in primary science education in Germany. It reports on findings from a study with a pre-post-design comprising 60 primary school teachers and their 1326 pupils. Teachers’ pedagogical content knowledge and pupils’ learning gains as well as motivational and self-related outcome criteria were directly assessed with paper-and-pencil tests. Two-step models controlling for several relevant variables at the individual and the class level were specified. Results revealed a substantial positive effect of the measured pedagogical content knowledge on pupils’ achievement gains as well as on pupils’ situational interest and perceived competence.  相似文献   

Psychological capital development effectiveness of face-to-face,online, and Micro-learning interventions     

Carter  Justin W.  Youssef-Morgan  Carolyn 《Education and Information Technologies》2022,27(5):6553-6575

Education and Information Technologies - There is growing empirical support for the benefits of developing psychological capital (PsyCap), and the effectiveness of PsyCap interventions (PCIs) in...  相似文献   

Can Wii Engage College-Level Learners? Use of Commercial Off-the-Shelf Gaming in an Introductory Statistics Course     

Jessica A. Stansbury  Evangeline A. Wheeler  Justin T. Buckingham 《学校用计算机》2014,31(1-2):103-115

Technological advancements and growing dependence on media outlets as sources of information compete for the attention of individuals born in a rapidly expanding digital age. As a result, educators using traditional, nondigital teaching methods struggle with keeping students engaged in the classroom. The present study assessed the extent to which a digitally enhanced learning environment can improve student involvement in learning. A traditional behavioral statistics lecture was supplemented with Nintendo Wii video gaming to increase student content knowledge comprehension and engagement with course material. A mixed Analysis of Variance (ANOVA) revealed that those in the video gaming condition improved significantly more than those receiving traditional lecture only. This research suggests that students can learn difficult conceptual material (i.e., statistics) through more novel, interactive teaching methods.  相似文献   

Building a future without gender violence: rural teachers and youth in rural KwaZulu-Natal,South Africa,leading community dialogue     

Naydene de Lange  Claudia Mitchell 《Gender and education》2014,26(5):584-599

This article advances the idea that rural youth and teachers are the key in leading community dialogue towards addressing gender-based violence (GBV) in their community through their film making. The youth voices on the realities of GBV in their school and community, in rural KwaZulu-Natal, South Africa, captured through the process of participatory video, are used to engage a group of their teachers in thinking about addressing GBV in the school and community. The teachers' engagement with the five participatory videos on GBV – through participatory analysis and participatory archiving – provided an opportunity to deepen their understanding of GBV by also interrogating their own stance and led them to direct the production of a composite video suitable for use in leading community dialogue on a future without violence.  相似文献   

Students’ use of personal technologies in the university classroom: analysing the perceptions of the digital generation     

Debra Langan  Nicole Schott  Timothy Wykes  Justin Szeto  Samantha Kolpin  Carla Lopez 《Technology, Pedagogy and Education》2016,25(1):101-117

Faculty frequently express concerns about students’ personal use of information and communication technologies in today’s university classrooms. As a requirement of a graduate research methodology course in a university in Ontario, Canada, the authors conducted qualitative research to gain an in-depth understanding of students’ perceptions of this issue. Their findings reveal students’ complex considerations about the acceptability of technology use. Their analysis of the broader contexts of students’ use reveals that despite a technological revolution, university teaching practices have remained largely the same, resulting in ‘cultural lag’ within the classroom. While faculty are technically ‘in charge’, students wield power through course evaluations, surveillance technologies and Internet postings. Neoliberalism and the corporatisation of the university have engendered an ‘entrepreneurial student’ customer who sees education as a means to a career. Understanding students’ perceptions and their technological, social and political contexts offers insights into the tensions within today’s classrooms.  相似文献