Children's Perspectives on the Roles of Teachers and Therapists in Inclusive Early Childhood Programs     

Karen E. Diamond  Dianna G. Cooper 《Early education and development》2000,11(2):203-216

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Organizational responses to the labor market     

Ted I. K. Youn  Zelda F. Gamson 《Higher Education》1994,28(2):189-205

Shifts in the labor market require adaptive responses on the part of formal organizations. Such organizational responses are shown in changes in recruitment strategies. This study examines how departments in comprehensive colleges and universities formulate their faculty recruitment strategies and set standards for new faculty personnel. Comprehensive institutions are neither research universities nor liberal arts colleges. Even though most offer graduate degrees at the master's level in such areas as teacher training and business programs, they are predominantly devoted to undergraduate education. Lacking strong ties to distinctive beliefs and identities, these institutions have become increasingly vulnerable to environmental changes.Based on extensive fieldwork at four institutions, this paper focuses on twenty faculty searches conducted over a period of substantial changes in academic labor markets. Several common search episodes are identified.The general pattern of recruitment strategies is shaped by the rule of status competition in a prestige hierarchy: less prestigious organizations compete for institutional legitimacy by adopting the norms of more prestigious organizations. Search-related practices in these comprehensive institutions are, therefore, organized around the institutional rituals that conform to the standards of more prestigious research universities and elite liberal arts colleges. Search and recruitment practices often reflect a ritualized form of preoccupation with credentials, specialities, and procedures. Despite their initial emphasis on specific goals, those involved in the search were less concerned about search outcomes than about processes.  相似文献   

Prevalence,School Progress and Referral of Mildly Retarded Children in Regular Classes     

Tony Cooper  Keri Wilton  Ted Glynn 《International Journal of Disability, Development & Education》1985,32(1):5-11

This study sought to determine the prevalence of mildly retarded children in a sample of 312 primary school classes (N (pupils) = 8,967). Schools were chosen at random from each of the eight Psychological Service districts of metropolitan Auckland; all Grade 2‐5 classes in the sample schools were included in the investigation. Eighty percent of the teachers surveyed believed they had one or more mildly retarded children in their classes, yielding an overall prevalence rate of 8.04 percent (N = 721). Approximately one‐third of the children designated as mildly retarded were considered by their teachers to be not coping academically as well as socially, but of these 75 percent had not been referred for special educational consideration. Comparisons among the eight districts revealed that prevalence/referral rates and characteristics of identified/referred children did not differ significantly across districts. Results are discussed in terms of their policy implications for the identification and referral of mildly retarded children in need of special educational services.  相似文献   

In the Midst of Doubled Imaginaries: The Pacific Community as Diversity and as Difference   总被引：1，自引：0，他引：1  

Ted T. Aoki 《Interchange》1999,30(1):27-38

How shall we understand the signified "community" as in a Pacific Community? Conventional understanding of "community" privileges community understood as diversity, a collective of multiple identifiers of cultures and nations (as in multiculturalism or multinationalism). Postcolonialists, like Stuart Hall and Homi Bhabha, claim that such imaginary is inscribed in "democractic liberalism," suppressing, concealing, and containing the imaginary of "community as difference." In this article, the author calls upon readers to move boldly into the interspace midst these two imaginaries, and claims that though it is a site of ambiguity, ambivalence, and uncertainty, it may be a site of generative possibilities and hope for newness, a site of becoming in struggle.  相似文献   

Contexts for Independent Learning     

Ted Glynn 《教育心理学》1985,5(1):5-15

One major world view that dominates the field of developmental psychology is the organismic world view. This world view depicts individuals, including children, as active agents who know the world in terms of their own operations upon it. Individuals are seen as being in control of their own learning. This control is exercised by individuals initiating and maintaining their own learning opportunities within a responsive social context.

The responsive social context is increasingly seen by developmental psychologists (Bronfenbrenner, 1979; Wood, 1982) as of fundamental importance for the acquisition of intellectual skills. It is within responsive social contexts that individuals acquire not only specific skills but also generic knowledge about how to learn. It is this generic knowledge that allows individuals a measure of control over, and hence independence in, these social contexts.

Educational policy statements, school prospectuses and, more recently, the Core Curriculum, abound with aims and objectives to do with achieving individual autonomy and independence as a learner. Yet there is growing evidence that in many contemporary classrooms at primary, secondary and tertiary levels, we may be providing precisely the wrong contexts for students to become autonomous and independent learners. Too many classroom learning environments simply do not qualify as responsive social contexts. Individual learners have minimal control over learning interactions and hence are excessively dependent on external control by teachers.

Theoretical explanations for differences between unskilled and skilled performance are being sought increasingly in terms of characteristics of the specific contexts in which performance occurs and less in terms of qualitative differences in global capacities or in thinking processes between individuals (Wood, 1982). For example, differences in complexity of oral language between three‐year‐old children might be explained by differences in the amount and quality of language exchange with caregivers. They might also be explained by differences in caregiver skills in interpreting and responding to needs signalled by an individual child's use of language in a particular context. If we are genuinely concerned about aims of autonomy and independence in learning, then we need to discover and analyse those characteristics of responsive environments which support and promote independent learning. On the basis of existing research it is possible to specify four such characteristics of responsive learning contexts.

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Attitudes of Parents of Preschool Children toward Integration     

Karen E. Diamond  William G. LeFurgy 《Early education and development》1994,5(1):69-77

One hundred forty-one parents of preschool children with and without disabilities, enrolled in integrated or self-contained classrooms, participated in this study. Parents responses on the Parent Perspectives on Integration Questionnaire, administered at the beginning of the school year, were factor analyzed. The revised instrument was then used to assess parents' attitudes at the end of the school year. Results suggested that all parents held generally positive attitudes toward integration. By the end of the school year, parents whose children had participated in an integrated program held more positive attitudes toward integration than did parents whose children had not participated in this type of class. Implications of these results for the development of integrated early childhood programs are discussed.  相似文献   

The impact of relational markers on expository text comprehension in L1 and L2     

Degand  Liesbeth  Sanders  Ted 《Reading and writing》2002,15(7-8):739-757

This article reports on an experimentinvestigating the impact of causal discoursemarkers (connectives and signaling phrases) onthe comprehension of expository texts in L1 andL2. Although several psycholinguistic studieshave investigated the impact of connectives andlexical markers of text structure oncomprehension (i.e. off-line), there is noconsensus on the exact effect of explicitdiscourse markers on text understanding; threedifferent findings are reported in theliterature: markers would have a facilitatingeffect, an interfering effect or no effect atall. The first goal of this article is toclarify this problem of contradicting resultsby limiting the scope of the study to causalrelations, and to one specific text type:expository texts. Furthermore, the naturalnessof the experimental texts was controlled,readers did not need specific backgroundknowledge to understand the texts and theexperimental method consisted of open answerquestioning. Our second goal is to investigateto what extent a supposed effect of linguisticmarking depends on readers proficiency in afirst or second language.The experiment consisted in the reading of short expository texts in two languages, Dutchand French, which both functioned as L1 and L2.The results indicate that readers benefit fromthe presence of causal relational markers bothin L1 and in L2. Implications for (theoriesof) text processing are discussed, as well asfor the further insights in readingcomprehension in L1 and L2.  相似文献   

Preschool Children's Concepts of Disability in Their Peers     

Karen E. Diamond 《Early education and development》1993,4(2):123-129

Although mainstream preschool programs have been in existence since the 1970s, little is known about the ways in which typical children attempt to understand what it means for a peer to have a disability. In this study, 4-year-old children without disabilities who were enrolled in a mainstream preschool class explained their peers' disabilities by referring to concepts of immaturity, accident, or adaptive equipment to account for the behavioral differences that they observed. The implications of these cognitions for children's developing attitudes and behaviors toward peers with disabilities are discussed.  相似文献   

Shared Reading by Cambodian Mothers and Children Learning English as a Second Language: Reciprocal Gains     

Ted Glynn  Vin Glynn 《International Journal of Disability, Development & Education》1986,33(3):159-172

Subjects were five Cambodian mother‐child pairs. Three mothers (Group One) had received one year's schooling, and two (Group Two) had had no schooling in Cambodia; all children were participating in regular primary school class reading programs and receiving individual help from an ESL teacher. Group One was introduced to Shared Reading in a multiple baseline across‐subjects design, while an AB design was used for Group Two. Probes were taken of mothers and children reading individually from unseen books at the same level as those used in Shared Reading. During the Shared Reading program the Group One mothers and children markedly increased their rate of progress through book levels as did the Group Two children, but the Group Two mothers did not, although there was some evidence of minor progress in word recognition. Results are discussed in terms of the importance of the interactive social context for acquiring literacy skills.  相似文献   

Visualizing biological data in museums: Visitor learning with an interactive tree of life exhibit     

Michael S. Horn  Brenda C. Phillips  Evelyn Margaret Evans  Florian Block  Judy Diamond  Chia Shen 《科学教学研究杂志》2016,53(6):895-918

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