The differentiation of adaptive behaviours: evidence from high and low performers     

Harrison Kane  Thomas David Oakland 《教育心理学》2015,35(6):675-688

Background: Professionals who use measures of adaptive behaviour when working with special populations may assume that adaptive behaviour is a consistent and linear construct at various ability levels and thus believe the construct of adaptive behaviour is the same for high and low performers. That is, highly adaptive people simply are assumed to have a higher level of adaptive behaviour than their less adaptive peers (i.e. individuals with special need, including intellectual disability). This study examines the viability of this assumption and poses an alternative hypothesis: adaptive behaviour is qualitatively different for high and low performers. Methods: Portions of the Adaptive Behaviour Assessment System-II’s standardisation sample were used to examine the structure of adaptive behaviour in high and low performers. Results. Results of factor analysis indicated that the amount of variance attributable to a general factor of adaptive behaviour declines at lower levels of adaptive ability, indicating that adaptive behaviours are not organised in the same manner across the spectrum of adaptive ability. Conclusions: Additionally, knowledge of an individual’s adaptive skills, not merely their general adaptive composite, seemingly is especially important when working with special needs children and youth who display deficits in adaptive behaviour.  相似文献   

Preparing Doctoral-Level Consultants for Systems Change: Implementing and Supervising Multitiered Practices in Early Childhood Education     

Lauren Donovan  Dacia McCoy  Hilary Denune  David W. Barnett  Janet L. Graden  Victoria Carr 《Journal of educational and psychological consultation》2015,25(2-3):252-275

Implementing changes that support a preventative approach in early childhood education (ECE) requires the collaboration of skilled professionals. The present case study describes a change effort to implement multitiered systems of support (MTSS) in early childhood settings that included collaboration of agency personnel, school psychology program faculty and trainees, and ECE faculty. It describes a competency-based training initiative that provides applied experiences in consultation, supervision, and change facilitation for systems change efforts. The implementation of a systems-level approach for promoting positive behavior at three ECE agencies is described, with resulting teacher and child outcomes. Implications for future consultation research, training, and practice are discussed in relation to a consultation training model that provides competency-based field experiences to support change in ECE.  相似文献   

Lessons Learned While Completing a Needs Assessment of ITSS,Inc. Career Development Opportunities: A Case Study     

Janice Aull  Jeff Bartley  Colleen Olson  Lauren Weisberg  Donald Winiecki 《Performance Improvement Quarterly》2016,28(4):7-26

  相似文献   

Prospective Elementary Teachers’ Analysis of Children’s Science Talk in an Undergraduate Physics Course     

Danielle B. Harlow  Lauren H. Swanson  Valerie K. Otero 《Journal of Science Teacher Education》2014,25(1):97-117

We investigated how prospective teachers used physics content knowledge when analyzing the talk of elementary children during special activities in an undergraduate physics content course designed for prospective teachers. We found that prospective teachers used content knowledge to reflect on their own learning and to identify students’ science ideas and restate these ideas in scientific terms. Based on this research, we inferred that analyzing children’s ideas through videos provides a meaningful context for applying conceptual physics knowledge in physics courses. Activities that are embedded within a disciplinary curriculum, such as those studied here, may help prospective teachers learn to use disciplinary knowledge in exactly the type of activity in which their content knowledge will be most useful: listening to and interpreting children’s science ideas.  相似文献   

Providing an information prescription in veterinary medical clinics: a pilot study     

Lori R. Kogan  Regina Schoenfeld-Tacher  Lauren Gould  Ann R. Viera  Peter W. Hellyer 《Journal of the Medical Library Association》2014,102(1):41-46

  相似文献   

Adolescents’ developing awareness of inequality: Racial and ethnic differences in trajectories     

Laura Wray-Lake  Lauren Alvis  Jason A. Plummer  Jennifer Shubert  Amy K. Syvertsen 《Child development》2023,94(2):439-457

To advance knowledge of critical consciousness development, this study examined age-related change in awareness of inequality by race and ethnicity, gender, parent education, generation status, and their interactions. With longitudinal data (2013–2017) from 5019 adolescents in grades 6–12 (55.0% female) from California, Minnesota, and West Virginia, multigroup second-order latent growth curves were estimated for Black (13.7%), Latinx (37.0%), Asian (8.1%), and white (41.3%) youth. Black, Latinx, and Asian adolescents increased awareness of inequality longitudinally; white youth showed no change. Multiracial youth accelerated awareness of inequality in mid-adolescence; changes in race and ethnicity predicted decline, followed by increases. Girls with more educated, immigrant-origin parents started out more aware of inequality. Results signal the need for race-specific and intersectional approaches to studying critical consciousness development.  相似文献   

The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions     

Christina Cipriano  Michael J. Strambler  Lauren H. Naples  Cheyeon Ha  Megan Kirk  Miranda Wood  Kaveri Sehgal  Almut K. Zieher  Abigail Eveleigh  Michael McCarthy  Melissa Funaro  Annett Ponnock  Jason C. Chow  Joseph Durlak 《Child development》2023,94(5):1181-1204

This article provides a systematic review and meta-analysis of the current evidence for universal school-based (USB) social and emotional learning (SEL) interventions for students in kindergarten through 12th grade available from 2008 through 2020. The sample includes 424 studies from 53 countries, reflecting 252 discrete USB SEL interventions, involving 575,361 students. Results endorsed that, compared to control conditions, students who participate in USB SEL interventions experienced significantly improved skills, attitudes, behaviors, school climate and safety, peer relationships, school functioning, and academic achievement. Significant heterogeneity in USB SEL content, intervention features, context, and implementation quality moderated student experiences and outcomes. Strengths and limitations of this evidence and implications for future USB SEL research, policy, and practice are discussed.  相似文献   

Training the trainers: teaching clinician educators to provide information literacy skills feedback     

Lauren A Maggio  Keith A Posley 《Journal of the Medical Library Association》2011,99(3):258-261

  相似文献   

‘Just Say No’: public dissent over sexuality education and the Canadian national imaginary     

Lauren Bialystok  Jessica Wright 《Discourse: Studies in the Cultural Politics of Education》2019,40(3):343-357

ABSTRACT

Scholars of sexuality have argued that ‘moral panics’ about sexuality often stand in for broader conflicts over nationality and belonging. Canada has spent decades cultivating a national image founded on multiculturalism and democratic equality. The Ontario sexuality education curriculum introduced in 2015 drew audible condemnation from a variety of groups. Drawing from Critical Discourse Analysis and Critical Race Theory, we argue that the public discourse surrounding these protests exposed the limits of Canadian pluralism, fuelling a meta-debate about the ‘Canadianness’ of recent immigrants and the incompatibility of liberal values with those of non-Westerners, especially Muslims. We explain this in terms of contextual factors such as Ontario’s publicly funded Catholic school system and anti-Muslim xenophobia in the post-9/11 era. Our analysis speaks to the importance of intersectional social justice efforts as part of the movement for comprehensive sex education.  相似文献   

Finding the Best Types of Guidance for Constructing Self-Explanations of Subgoals in Programming     

Lauren E. Margulieux  Richard Catrambone 《学习科学杂志》2019,28(1):108-151

Subgoal learning, a technique used to break down problem solving into manageable pieces, has been used to promote retention and transfer in procedural domains, such as programming. The primary method of learning subgoals has been passive, and passive learning methods are typically less effective than constructive methods. To promote constructive methods of learning subgoals, we prompted learners to self-explain the subgoals of a problem-solving procedure. Self-explanation asks learners to make sense of new information based on prior knowledge and logical reasoning. Novices’ self-explanation is typically more effective when they receive guidance, because it helps them to focus on relevant information. In the present experimental study, the types of guidance that students received while self-explaining determined whether the constructive learning method was more effective than the passive method. Participants assigned to the constructive learning method performed best when they either received hints about the subgoals or received correct explanations as feedback, but not when they received both. These findings suggest that constructive learning of subgoals can further improve the benefits of subgoal learning when students receive only guidance that complements their construction of knowledge. This nuance is important for educators who engage their students in constructive learning and self-explanation.  相似文献