The “Two Percent Students”: Considerations and Consequences of Eligibility Decisions     

Naomi Zigmond  Amanda Kloo 《Peabody Journal of Education》2013,88(4):478-495

Since the 2001–02 school year, the accountability provisions of the No Child Left Behind Act (NCLB) have shaped much of the work of public school teachers and administrators in the United States. NCLB explicitly prohibits schools from excluding students with disabilities from the accountability system and requires not only participation of all students in statewide accountability assessments but also reporting of the results for students with disabilities along with other students and as a disaggregated group. From the beginning of these requirements, lawmakers recognized that there would be a small group of students with disabilities for whom the regular assessment, even with accommodations, would not be appropriate and they authorized states to develop an alternate assessment based on alternate achievement standards (AA-AAS) for this group of students. More recently, responding to pressures from the field, additional flexibility has been granted to develop an additional alternate assessment based on modified grade-level achievement standards (AA-MAS) for students with disabilities who present with persistent academic difficulties. It is expected that approximately 2% of the total student population might be included in this new alternate assessment. This article examines the decisions that need to be made by individual states to determine the target population for this new alternate assessment and the policy implications of these decisions.  相似文献   

Case studies of gifted kindergarten children part II: The parents and teachers     

Naomi Sankar‐DeLeeuw 《Roeper Review》2013,35(2):93-99

Early life experiences can powerfully impact attitudes toward learning and later achievements in education. The chances for optimal development of children with special needs, including the gifted and talented, can be enhanced with identification and intervention at an early age. This paper reports on investigations into the lives of five gifted kindergarten students utilizing a case‐study methodology, which yielded themes relating to intellectual, achievement, social, affective, physical, aesthetic, and creative domains (discussed in Part I, published in Roeper Review, volume 26, pp. 192‐207). This paper, Part II, will discuss parental and teacher influences.  相似文献   

Associations Among Pubertal Development,Empathic Ability,and Neural Responses While Witnessing Peer Rejection in Adolescence     

Carrie L. Masten  Naomi I. Eisenberger  Jennifer H. Pfeifer  Natalie L. Colich  Mirella Dapretto 《Child development》2013,84(4):1338-1354

Links among concurrent and longitudinal changes in pubertal development and empathic ability from ages 10 to 13 and neural responses while witnessing peer rejection at age 13 were examined in 16 participants. More advanced pubertal development at age 13, and greater longitudinal increases in pubertal development, related to increased activity in regions underlying cognitive aspects of empathy. Likewise, at age 13 greater perspective taking related to activity in cognitive empathy‐related regions; however, affective components of empathy (empathic concern and personal distress) were associated with activity in both cognitive and affective pain‐related regions. Longitudinal increases in empathic ability related to cognitive and affective empathy‐related circuitry. Findings provide preliminary evidence that physical and cognitive‐emotional development relate to adolescents' neural responses when witnessing peer rejection.  相似文献   

Our junior-high pupils are community Health Crusaders     

Naomi John White 《Clearing house (Menasha, Wis.)》2013,86(8):478-480

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The Educational Whirl     

Douglas S. Ward  Naomi John White  Effa E. Preston  Walter S. McColley  C. F. McCormick  Frederick Gordon Lyle 《Clearing house (Menasha, Wis.)》2013,86(8):480-481

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The Educational Whirl     

Cecil W. Roberts  Walter S. McColley  Robert B. Nixon  Naomi John White  Effa E. Preston  Frederick Gordon Lyle 《Clearing house (Menasha, Wis.)》2013,86(5):284-285

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Linguistic capital and the linguistic field for teachers unaccustomed to linguistic difference     

Naomi Flynn 《British Journal of Sociology of Education》2013,34(2):225-242

Teachers in classrooms throughout England are facing a shifting demographic in their pupil intake. Where the teaching of children whose first language was not English was once considered an inner-city teachers' role, more recent migration patterns have challenged this preconception. In England in particular, this change sits against an historical backdrop of centralised control of the curriculum for English. This article explores how primary school teachers responded to the arrival of Polish children in county settings following EU accession in 2004. Interviews with a small sample of teachers in schools that had previously been mainly monolingual were coded using Bourdieu's Logic of Practice. Analysis revealed a complex mix of experiences that appeared to rest on assumed pedagogical norms and professionally assimilated external pressures. Discussion centres on the author's interpretation of teachers' ownership of linguistic capital and its relationship to the linguistic field.  相似文献   

How to use visuals in your presentation     

Naomi Karten 《Performance Improvement》1988,27(3):9-10

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The experiences of learning,friendship and bullying of boys with autism in mainstream and special settings: a qualitative study     

Anna Cook  Jane Ogden  Naomi Winstone 《British Journal of Special Education》2016,43(3):250-271

This study aimed to explore experiences of learning, friendships and bullying of boys with autism attending specialist and mainstream schools, and those of their parents. Semi‐structured interviews were conducted with 11 boys with autism, aged 11 to 17 years, and nine of their mothers. Thematic analysis identified four key themes relating to experiences of friendships and bullying, risk factors, protective factors and outcomes. Overall, the findings indicated that five of the 11 participants had been subjected to bullying, particularly those in mainstream schools (four out of six). Further, if risk factors relating to autism or the school culture were not mediated by protective factors such as self‐esteem or supportive friends, various negative outcomes were identified as more likely, including mental health issues and effects on learning and relationships. Therefore, although not inevitable, mainstream settings may increase the likelihood of negative experiences, as they have fewer resources to protect children against the risk of bullying.  相似文献   

The history of electromagnetic theory through the lives of its founders     

Naomi Pasachoff 《Metascience》2015,24(2):233-236

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