“These People Are Never Going to Stop Labeling Me”: Educational Experiences of African American Male Students Labeled with Learning Disabilities     

Joy Banks 《Equity & Excellence in Education》2017,50(1):96-107

This investigation employs Disability Critical Race Studies as a theoretical framework to determine the interdependence of racism and ableism in school settings. African American male students with learning disabilities are queried about their interpretations of special education placement and labeling while attempting to secure educational opportunities during high school. Their responses were used to determine the consequences of labeling as they intersect with factors such as race, gender and, to a lesser extent, social economic status. Subsequently, as a result of this investigation, implications for empowering students through self-advocacy and enhancing teachers' knowledge of diverse learning styles are discussed.  相似文献   

Evidence for and characteristics of Dyslexia among Japanese children   总被引：1，自引：1，他引：0  

Jun Yamada  Adam Banks 《Annals of dyslexia》1994,44(1):103-119

In an attempt to determine the extent of developmental dyslexia in Japan, an oral reading test and a modified Bangor Dyslexia Test were administered to 125 fourth graders (69 boys and 56 girls). In this sample, four boys and four girls (6%) qualified as dyslexic, challenging the wide-spread belief that dyslexia is largely absent among Japanese children. Here we describe some characteristics of these Japanese dyslexics. This work was supported in part by a grant from the Japan Ministry of Education, Science, and Culture (Grant-in-Aid for General Scientific Research, No. 04808049).  相似文献   

Student-staff partnerships in academic development: the course design studio as a model for sustainable course-wide impact     

Rachel Fitzgerald  Henk Huijser  Deanna Meth  Kellene Neilan 《International Journal for Academic Development》2020,25(2):134-146

ABSTRACT

Sector-wide research has shown the benefits of student-staff partnerships in course design whilst highlighting the complexity of this work, and the difficulties in gaining traction to create sustained ways of working. Reflections by academic developers on the roles and partnerships in course design at one Australian university reveal the critical three-way partnership among academic developers, students, and academics. The benefits brought by a Course Design Studio model in providing a liminal space to sustain positive three-way collaborations are outlined. This paper offers a conceptual argument that addresses areas of concern often encountered in traditional course design student-staff partnership relationships.  相似文献   

Quality Management Procedures Influence the Food Safety Practices at Childcare Centers     

Allison A. Enke  Margaret E. Briley  Suzanne R. Curtis  Sue A. Greninger  Deanna M. Staskel 《Early Childhood Education Journal》2007,35(1):75-81

Childcare in the United States (US) has become a necessary part of life for most working parents with the increased use of center-based childcare over the past three decades. Approximately 13 million preschoolers attend some form of childcare. Literature indicates the main predictors of quality childcare programs are adequate experience and specialized training of childcare staff. A growing concern among researchers, however, is the limited training among childcare professionals in the area of food safety. Children have minimal control of food safety risks because other people prepare their meals. A questionnaire was developed and mailed to childcare center directors in Texas and Iowa to identify the demographic, food safety and other practices that influence the training and decisions made by childcare center directors. Results indicate the need of continual management and food safety training for both directors and staff in order to provide a safe environment for young children.  相似文献   

A study of medical students and physicians referred for learning disabilities   总被引：1，自引：0，他引：1  

Steven R. Banks  Barbara Priddy Guyer  Kenneth E. Guyer 《Annals of dyslexia》1995,45(1):233-245

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Reformed undergraduate instruction and its subsequent impact on secondary school teaching practice and student achievement     

Scott L. Adamson  Debra Banks  Mark Burtch  Frank Cox  Eugene Judson  Jeffery B. Turley  Russell Benford  Anton E. Lawson 《科学教学研究杂志》2003,40(10):939-957

The Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT) Program is one of several reform efforts supported by the National Science Foundation. The primary ACEPT reform mechanism has been month‐long summer workshops in which university and community college science and mathematics faculty learn about instructional reforms and then attempt to apply them in their courses. Previous ACEPT evaluation efforts suggest that, when implemented, the reforms boost undergraduate student achievement. The initial purpose of the present study was to discover whether enrollment of preservice teachers in one or more of these reformed undergraduate courses is linked to the way they teach after they graduate and become in‐service teachers. Assuming that a link is found, a second purpose was to discover whether the presumed positive effect is in turn linked to their students' achievement. In short, the answer appears to be yes, at least among the biology teachers and students surveyed. Compared with controls, the biology teachers who had enrolled in one or more ACEPT reformed course during their teacher preparation program demonstrated significantly higher scores on the measure of reformed instruction and their students demonstrated significantly higher achievement in terms of scientific reasoning, nature of science, and biology concepts. These results support the hypothesis that teachers teach as they have been taught. Furthermore, it appears that instructional reform in teacher preparation programs including both methods and major's courses can improve secondary school student achievement. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 939–957, 2003  相似文献   

Children's ability to make probability estimates: skills revealed through application of Anderson's functional measurement methodology   总被引：2，自引：0，他引：2  

C Acredolo  J O'Connor  L Banks  K Horobin 《Child development》1989,60(4):933-945

Functional measurement methodology was used to assess children's attention to the total number of alternative outcomes as well as the number of target outcomes when making probability estimates. In Study 1, first-, third-, and fifth-grade children were given the task of estimating on a simple, continuous but nonnumeric scale the probability of drawing a particular color of jelly bean from a bag containing either 1, 2, or 3 jelly beans of that color, and either 6, 8, or 10 jelly beans total. In Study 2, first- through fifth-grade children were given the task of estimating the likelihood that a bug would fall on a pot containing a flower when presented displays of planters containing either 2, 3, 4, or 5 pots with flowers, and 6, 8, or 10 pots total. In both studies, the children were exposed to each of the combinations of numerator and denominator across 3 replications. The results indicate that all age groups attend to variations in the denominator as well as to variations in the numerator, and, furthermore, that they attend to the interaction between these variables. This finding contrasts sharply with research that requires children to choose which of 2 containers offers the greater chance of yielding a target item in a blind draw. It is suggested that children possess the skill to make accurate probability estimates, but they are unaware that these estimates should always be made and used when comparing the probability of an event across trials. The findings are discussed in relation to the broader issue of the limitations of the choice paradigm as a means of investigating children's thinking.  相似文献   

Secondary school transition for children with special educational needs: a literature review     

Laura A. Hughes  Pauline Banks  Melody M. Terras 《Support for Learning》2013,28(1):24-34

Successful transition from primary to secondary school is important for psychosocial well‐being. Children with special educational needs (SEN) may face additional complexities at transition, although the impact of this process on children's psychosocial adjustment has been underexplored. The article aims to review systematically the literature exploring the impact of transition on the concerns and psychosocial adjustment of children with SEN in comparison to typically developing children. Published studies were identified through a systematic search of six electronic databases. Articles fulfilling inclusion criteria were reviewed and a quality criteria system was developed to rank studies. Children with specific learning difficulties perceive lower levels of social support and more peer victimisation after transition than typically developing children, but methodological limitations and the modest number of studies restricted the conclusions that could be drawn.  相似文献   

Teacher Efficacy as a Conduit for Enhancing Attitudes Toward Teaching Reading to African-American Students     

Joy Banks  Yolanda L. Dunston  Teresa E. Foley 《Multicultural Perspectives》2013,15(1):19-26

Through this study the authors aimed to determine the impact of a reading course and tutoring for elementary school youth enrolled in an after-school program in a low-income community. They conclude that multicultural field-based tutoring experiences connected to a content area course can increase teachers’ pedagogical knowledge and teacher efficacy when teaching low-income, African-American students.  相似文献   

‘There was never really any question of anything else': young people's agency,institutional habitus and the transition to higher education     

Emer Smyth  Joanne Banks 《British Journal of Sociology of Education》2012,33(2):263-281

International research into educational decision-making has been extensive, focusing on the way in which young people and their families assess the different options open to them. However, to what extent can we assume that different groups of young people have equal access to the information needed to make such an assessment? And what role, if any, do schools play in this process? Using in-depth qualitative interviews from two schools with very different student intakes, this paper examines the key influences that shape young people's choices. Decisions about whether to go on to higher education are found to reflect three sets of processes: individual habitus; the institutional habitus of the school, as reflected in the amount and type of guidance provided; and young people's own agency – namely, the conscious process whereby students seek out information on different options and evaluate these alternatives.  相似文献