Disability and transition from state education to community life: next steps for parents     

Rod Wills  Lesley Chenoweth  Kathleen Ellem 《International Journal of Inclusive Education》2016,20(5):552-567

In this paper we explore the experiences of mothers of young adults with Down syndrome as their daughters and sons transition from schooling to adult life. These transitions occurred in a society shaped by neo-liberal political reform that commenced in the mid-1980s. The hallmarks of education are now expressed in terms of national achievement standards, aligned with the goals of economic gain, and efficiency in government services. In this climate being called disabled is a bad thing. For the mothers participating in this research, the roles and tasks associated with disability created a map of expectation for themselves and their children. Speaking with authority and reclaiming control so as to undertake their role in the longer term was to be as much a part of the transition from school as were the changes experienced by their daughters and sons. The shortcomings identified through the mothers' narratives signal a need for clarity and cohesion in professional and support processes for their disabled family members. The position is offered that the potential of the secondary school as a place for school-linked service integration and support warrants consideration. Understanding the value and impact of outcomes this model brings for a wide range of vulnerable school leavers would enhance the efforts around individuals such as those whose transition is discussed in this article.  相似文献   

Managing students' learning in classrooms: Reframing classroom research   总被引：1，自引：0，他引：1  

Rod Fawns  Jo Salder 《Research in Science Education》1996,26(2):205-217

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Tutor learning: the role of explaining and responding to questions   总被引：1，自引：0，他引：1  

Rod D. Roscoe  Michelene T. H. Chi 《Instructional Science》2008,36(4):321-350

Previous research on peer tutoring has found that students sometimes benefit academically from tutoring other students. In this study we combined quantitative and qualitative analyses to explore how untrained peer tutors learned via explaining and responding to tutee questions in a non-reciprocal tutoring setting. In support of our hypotheses, we found that tutors learned most effectively when their instructional activities incorporated reflective knowledge-building in which they monitored their own understanding, generated inferences to repair misunderstandings, and elaborated upon the source materials. However, tutors seemed to adopt a knowledge-telling bias in which they primarily summarized the source materials with little elaboration. Tutors’ reflective knowledge-building activities, when they occurred, were more frequently elicited by interactions with their tutee. In particular, when tutees asked questions that contained an inference or required an inferential answer, tutors’ responses were more likely to be elaborative and metacognitive. Directions for future research are also discussed.  相似文献   

Empowering early years workers to identify and target areas of difficulty in pre‐school children     

Helen E. Whiteley Corresponding author  Chris D. Smith  Jane Hutchinson 《Early Years: An International Journal of Research and Development》2005,25(2):155-166

This paper reports on a project aimed at providing skills and resources to support nursery staff in identifying areas of strength and need in 3‐ to 5‐year‐old children. The six participating nurseries were all in areas of high socio‐economic disadvantage. Staff were trained to administer, score and interpret a wide‐ranging screening inventory. Following the assessment of children at nursery entry, staff were given support in developing appropriate programmes of activities to address the weaknesses and build on the strengths identified for individual children. All the children were reassessed following a period of six months. Although time was a major issue, staff were generally positive about the screening process and recognised the worth of early identification and intervention. While 46% of 173 children screened at the start of the project had significant difficulties in some area of development, only 6.9% remained at risk on the screening measure following tailored input. Systematic screening was identified as important for alerting staff to difficulties that might otherwise go unnoticed.  相似文献   

Evaluating prospective elementary teachers' understanding of science and mathematics in a model preservice program     

Teresa M. McDevitt  Rod Troyer  Anthony L. Ambrosio  Henry W. Heikkinen  Erica Warren 《科学教学研究杂志》1995,32(7):749-775

Two cohorts of students preparing to become elementary teachers participated in a model program in science and mathematics. These students were compared to other students taking similar courses on their conceptual understandings of science and mathematics, their investigative proficiencies, and their beliefs about effective methods of teaching these subjects. Instruments included newly developed tests of understanding, existing standardized achievement tests, and instruments devised for the evaluation to elicit conceptions of appropriate ways to teach science and mathematics to elementary children. Results from individual courses indicated that students participating in the model program developed more thorough understandings and more reform-minded beliefs related to teaching science and mathematics. Issues associated with the assessment and evaluation of innovative programs in science and mathematics are discussed, and recommendations for teacher preparation are offered.  相似文献   

Implementation of science and technology K-6 in Riverina schools     

Dr Rod Francis 《Research in Science Education》1994,24(1):373-374

Specializations: primary and secondary science and technology.  相似文献   

The developmental progression of comprehension‐related skills in children learning EAL     

Jane M. Hutchinson  Helen E. Whiteley  Chris D. Smith  Liz Connors 《Journal of Research in Reading》2003,26(1):19-32

Many children who speak English as an additional language (EAL) underachieve in areas of English literacy, especially in the primary years. These difficulties are often attributed to low levels of English language fluency as they enter the education system. In an effort to provide a greater understanding of this underachievement, the cognitive‐linguistic factors underlying literacy development in monolingual children and children learning EAL were examined in a three‐year longitudinal project. The project, conducted in schools in the north of England, followed the developmental progression of forty‐three children learning EAL and forty‐three monolingual children from school years Two to Four. Children were assessed on measures of reading accuracy, reading and listening comprehension, receptive and expressive vocabulary, and reception of grammar. Analysis revealed similarities between the two groups of children on reading accuracy, but children learning EAL had lower levels of vocabulary and comprehension at each point in time. Data are discussed in terms of the development of underlying language skills and the impact of these skills on both reading and listening comprehension. The implications of the findings for classroom practice are considered.  相似文献   

Implementing “Big Ideas” to Advance the Teaching and Learning of Science,Technology, Engineering,and Mathematics (STEM)     

Chalmers  Christina  Carter  Merilyn  Cooper  Tom  Nason  Rod 《International Journal of Science and Mathematics Education》2017,15(1):25-43

Although education experts are increasingly advocating the incorporation of integrated Science, Technology, Engineering, and Mathematics (STEM) curriculum units to address limitations in much current STEM teaching and learning, a review of the literature reveals that more often than not such curriculum units are not mediating the construction of in-depth STEM knowledge. In this paper, we conjecture that the challenge of generating integrated STEM curriculum units that overcome this limitation and facilitate in-depth learning of and about STEM can be met by the use of three types of big ideas: within-discipline big ideas that have application in other STEM disciplines, cross-discipline big ideas, and encompassing big ideas. We provide a six-component framework (together with an example of the framework in action) that can be used to scaffold pre- and in-service teachers’ development of integrated STEM curriculum units based around these types of big ideas. The paper concludes by discussing possible directions for future research and development in this field.  相似文献   

Pupils' understanding of combustion     

Dr. Teresa Prieto  Dr. Rod Watson  Justin Dillon 《Research in Science Education》1992,22(1):331-340

A questionnaire survey of 300, 14 and 15 year-old pupils in England and Spain was carried out to investigate pupils' general ideas about the process of buring and their ideas about specific types of combustion, using open-ended and structured response questions. Pupils' responses were analysed and categories were defined from a classification scheme previously reported by Andersson (1990). A possible model for progression of pupils' ideas about combustion is discussed. Specialization: science teacher education. Specializations: Problem-solving, pupils' alternative concepts, initial teacher education. Specializations: Environmental education, science teacher development (international).  相似文献   

Self-managing schools and professional community: The professional recognition program in Victoria’s schools of the future     

Rod Chadbourne  Lawrence Ingv Arson 《The Australian Educational Researcher》1998,25(2):61-93

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