Supporting quality research in teacher education     

Leonie Rowan  Parlo Singh  Jeanne Allen 《Asia-Pacific Journal of Teacher Education》2018,46(2):117-119

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Graphic organizers and their effects on the reading comprehension of students with LD: a synthesis of research     

Kim AH  Vaughn S  Wanzek J  Wei S 《Journal of learning disabilities》2004,37(2):105-118

Previous research studies examining the effects of graphic organizers on reading comprehension for students with learning disabilities (LD) are reviewed. An extensive search of the professional literature between 1963 and June 2001 yielded a total of 21 group design intervention studies that met the criteria for inclusion in the synthesis. Using graphic organizers (i.e., semantic organizers, framed outlines, cognitive maps with and without a mnemonic) was associated with improved reading comprehension overall for students with LD. Compared to standardized reading measures, researcher-developed comprehension measures were associated with higher effect sizes. Initial gains demonstrated when using graphic organizers were not revealed during later comprehension tasks or on new comprehension tasks.  相似文献   

Sociological and psychological factors in the backgrounds of male and female perpetrators of child abuse     

Phyllis Ann Jameson  Cynthia Jeanne Schellenbach 《Child abuse & neglect》1977,1(1):77-83

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A longitudinal analysis of the extent and manner of representations of nature of science in U.S. high school biology and physics textbooks          下载免费PDF全文

Fouad Abd‐El‐Khalick  John Y. Myers  Ryan Summers  Jeanne Brunner  Noemi Waight  Nader Wahbeh  Ava A. Zeineddin  Jeremy Belarmino 《科学教学研究杂志》2017,54(1):82-120

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Dropping Out in a Working Class High School: adolescent voices on the decision to leave     

Robert B. Stevenson  Jeanne Ellsworth 《British Journal of Sociology of Education》1991,12(3):277-291

Although many high school drop‐outs share a history of academic failure and truancy behaviour, their underlying reasons for leaving school are far more complex, and involve a web of both personal and school‐related problems. Interviews with drop‐outs from a working class high school in the USA revealed how the school's response, or lack of response, to their problems compounds their difficulties and creates a tension over the source of blame for their failure. On the one hand, these adolescents criticised the school for its failings, but on the other hand, they attributed much of their failure to themselves. In resolving this issue of blame, these suburban white drop‐outs, in contrast to inner‐city minority youth, indicated that, ultimately, they themselves must be at fault for failing to conform to the expectations and demands of school. An explanation for this difference is offered by contrasting their lack of collective identity with the racial consciousness of African American drop‐outs.  相似文献   

From Horizontal to Vertical Management Styles: A Qualitative Look at Head Start Staff Strategies for Addressing Behavior Problems     

Sandra Luz Lara  Lisa A. McCabe  Jeanne Brooks-Gunn 《Early education and development》2000,11(3):283-306

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Raising levels of school student engagement and retention in rural,regional and disadvantaged areas: is it a lost cause?     

Jeanne Maree Allen  Suzie Wright  Neil Cranston  Jane Watson  Kim Beswick  Ian Hay 《International Journal of Inclusive Education》2018,22(4):409-425

This paper reports on the views of key members of the educational community about student engagement and retention in rural, regional and disadvantaged areas of the Australian state of Tasmania. It provides insights into the attributed reasons for the longstanding low levels of student retention in Tasmania, and the possible ways to militate against the widely censured problem of students leaving school too soon. The paper draws from principles of Bronfenbrenner’s model of ecology to situate the 25 participants who formed the sample of the study in the exosystem of the environment of the young people whose educational attainment and retention in schools is the focus of this work. Data analysis generated three major themes: families and the socio-cultural environment; teachers and teaching; and the school system. The study’s findings play an important role in prompting us to question when, and if, the dire situation of student dropout in the state and in similar contexts worldwide will begin to be reversed. Implications of the work include the need to develop and sustain a strong policy environment in which high-quality education and schooling success are contextualised as key features to which members across the systems and sections of society can contribute.  相似文献   

Team‐Based Learning for Students with High‐Incidence Disabilities in High School Social Studies Classrooms          下载免费PDF全文

Shawn Kent  Jeanne Wanzek  Elizabeth A. Swanson  Sharon Vaughn 《Learning disabilities research & practice》2015,30(1):3-14

We examined the effectiveness of implementing team‐based learning (TBL) practices on content acquisition for 11th grade students with high‐incidence disabilities enrolled in general education social studies courses. TBL components focus on collaborative discourse within heterogeneous teams. TBL, which requires critical thinking and the application of content knowledge for problem‐solving, was implemented for three units of instruction. Results indicated no statistically significant differences between groups on a measure of content knowledge, although a moderate effect size was noted (ES = 0.50). Significant and large effects (ES = 1.01) favoring the TBL treatment were noted for items related to content‐area vocabulary. There were no significant differences on items measuring comprehension of historical events, facts, and issues (ES = 0.38). Practical implications for content‐area instruction are discussed.  相似文献   

Intensive Interventions in Reading for Students with Reading Disabilities: Meaningful Impacts     

Sharon Vaughn  Jeanne Wanzek 《Learning disabilities research & practice》2014,29(2):46-53

We use three data sources to build a rationale for why intensive interventions are necessary for students with pervasive reading disabilities: current data on the performance of students with disabilities on reading achievement measures over time, observation studies on students with reading disabilities in general and special education classrooms, and findings from intensive intervention studies for students with reading disabilities. Results of these data sources indicate that students with disabilities are not making progress in reading at the same rate as students without disabilities, reading instruction for students with reading disabilities is comprised of excessive amounts of low level tasks, and findings from intensive intervention studies suggest positive impacts for students with reading disabilities. We argue that students with reading disabilities require ongoing intensive interventions that are likely to require schools to change the contexts and practices for these students.  相似文献   

Reflections on “planning for mainstreamed special education students: Perceptions of general classroom teachers”     

Jeanne Shay Schumm  Sharon Vaughn 《Exceptionality》2013,21(2):121-126

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