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21.
Bernadet de Jager Margo Jansen Gerry Reezigt 《School Effectiveness & School Improvement》2013,24(2):179-196
Constructivist ideas have influenced recent major innovations in Dutch secondary education and new curricula for reading and math in primary education, for example, pay much more attention to metacognition than before. In our study, we compared the growth of student metacognition in varying learning environments, direct instruction, and cognitive apprenticeship in primary school. The study also included a control group of teachers. In order to measure metacognition we developed a questionnaire, with separate parts for metacognitive skills and metacognitive knowledge. In the item selection procedure we made use of item response modeling. It was found that in the direct instruction and the cognitive apprenticeship group the pupils had higher scores on metacognitive skills and metacognitive knowledge compared to the control group pupils. No clear differences were found between direct instruction and cognitive apprenticeship. Interactions of learning environment and student intelligence were non-significant for both output measures. 相似文献
22.
Comparative Education as a subject or course on teacher education curricula mainly continues to be taught in Ireland, some African and East European countries and a few colleges in Ireland, the UK and several universities in the USA, Canada, Western Europe, Latin America and Australia. This research compares Irish and South African students' experiences of their Comparative Education courses. The article commences with a survey of literature on the position of Comparative Education in teacher education, a portrayal of the contextual background of South Africa and of Ireland, and a brief synopsis of the pre-course survey of students' expectations, upon which this study builds. Subsequently the research method is explained and the results presented. Three findings emerged from this study. The first is the valuable role of Comparative Education in teacher education. The second is the role of contextual factors in determining the significance of Comparative Education in teacher education. Thirdly, the centrality of clients (i.e. students) is critical to the future of Comparative Education in teacher education. 相似文献
23.
Margo A. Mastropieri Thomas Scruggs Lisa Mohler Marcia Beranek Vicky Spencer Richard T. Boon Elizabeth Talbott 《Learning disabilities research & practice》2001,16(1):18-27
This investigation was intended to examine the effects of teaching middle school students with learning disabilities and mild mental retardation to tutor one another in reading comprehension strategies. All students were reading significantly below grade level and many students exhibited behavior problems in addition to their primary disability area. Students were randomly assigned to a tutoring or traditional reading instruction condition. Within the tutoring condition, students were matched into tutoring dyads, trained in the tutoring procedures, and taught specific reading comprehension strategies. Reciprocal tutoring was employed, such that students assumed roles of both tutor and tutee during daily reading periods. Performance on reading comprehension tests following tutoring yielded significant performance advantages for students involved in tutoring. Observational, survey, and interview data revealed that students enjoyed tutoring more than their traditional instruction, appeared to see the value and benefits of the tutoring, and wanted to include tutoring as part of their other classes, such as science and social studies. Findings are discussed with respect to the strengths and challenges associated with the use of tutoring to provide strategic instruction to students with special learning needs. 相似文献
24.
Margo A. Mastropieri 《Roeper Review》2013,35(4):183-185
A review of several recent investigations into the nature of how gifted students learn and the conditions under which they learn most effectively indicates that gifted learners spontaneously produce more effective learning strategies than comparison groups and benefit from the use of more complex, externally provided strategies. Implications from this research for the teacher of the gifted include the use of slower presentation rates for new information, spatial organization of prose content, and teacher provided mnemonic strategies. 相似文献
25.
Research Findings: Children require cognitive skills (e.g., phoneme awareness, verbal intelligence) and environmental resources (e.g., stimulation, print exposure) to acquire reading. This investigation examined the additional contribution of parental nurturance to literacy development during the transition from preschool to elementary school. Participants were 77 children attending Head Start, their primary caregivers, and their teachers. A variety of methods were used to measure nurturance (e.g., self-report, laboratory observation, home observation) and reading achievement (e.g., standardized testing and teacher report). Approximately 3½ years later, 52 families and 39 teachers were available for repeat assessments of children's reading achievement. After controlling for the variance accounted for by prior reading ability, phonological awareness, verbal reasoning ability, and home academic stimulation, parental nurturance made a significant unique contribution to children's growth in reading achievement. Results supported the hypothesis that caregiver nurturance can be an important ingredient in the recipe for literacy. Practice: The findings have important implications for the design of interventions for children with low reading achievement. By understanding the various ways in which parents foster reading, interventions can be developed to bolster parental nurturance and support the role of nurturance in promoting children's development in all areas, including intellectual and academic functioning. 相似文献
26.
This paper provides a response to the thoughtful paper presented by Gerber in this issue and at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium in Kansas City with guidance from five major questions posed by the organizers of the symposium. Gerber's paper provides interesting perspectives regarding the alternative approach to identification of learning disabilities (LD) or the "response to intervention" (RTI). Gerber raises questions and concerns about the theoretical and practical aspects of a response-to-intervention model on either a small- or large-scale basis. Guiding questions for this response include an examination of (a) changing roles of teachers and diagnosticians; (b) responsibility for fidelity of treatment implementation; (c) applications in secondary settings; (d) consistency of implementation from local to state to national levels; and (e) differentiation of LD from other disabilities. An alternative to both RTI and present procedures is proposed. Conclusions are discussed with respect to existing research-based evidence. 相似文献
27.
Joel R. Levin Beverly J. Dretzke Christine B. McCormick Thomas E. Scruggs Julia E. McGivern Margo A. Mastropieri Ph.D. in special education 《Educational technology research and development : ETR & D》1983,31(3):161-173
In three experiments, junior high school students learned the numerical order of 14 U.S. presidents according to either a complex mnemonic strategy or their own techniques. Reliable performancepattern differences between the two groups were detected, both in the presence and absence of overall level-of-recall differences. Chief among the pattern differences were the classic serial-position profiles produced by control subjects, but not by those using mnemonic strategies, and the slower response times (suggesting a more complex retrieval process) of subjects using mnemonic strategies. 相似文献
28.
Although evidence-based practices are considered critical to student success, a research-to-practice gap exists. This qualitative study examined practicing special education teachers’ perceptions of their use of evidence-based practices. Special education teachers were interviewed and their classroom practices examined. Major themes emerged and findings revealed that (a) teachers believe they are using evidence-based practices, (b) teachers’ awareness of research varies, and (c) teachers’ personalization of research varies by awareness level. Awareness levels of credible evidence-based practices ranged from Aware, Partially Aware, and Unaware. Sources of evidence varied greatly from university coursework, research articles, co-workers’ ideas, and self-generated ideas. Personalization of evidence-based practices consisted of teachers adapting and modifying practices to meet their own needs, rather than relying on fidelity of treatment measures. Implications for the special education classroom are discussed. 相似文献
29.
Frederick J. Brigham Thomas E. Scruggs Margo A. Mastropieri 《Learning disabilities research & practice》2011,26(4):223-232
Students with learning disabilities (LD) are increasingly expected to master content in the general education curriculum, making the need for effective instructional supports more important than ever before. Science is a part of the curriculum that can be particularly challenging to students with LD because of the diverse demands it places on cognitive performance. In this summary we review a number of strategies that have been validated for learners with LD. The strategies include supports for (a) verbal learning of declarative information, (b) processing information in texts, (c) activities‐based instruction/experiential learning, (d) scientific thinking and reasoning, and (e) differentiated instruction. We also summarize the research regarding the impact of teacher behavior on achievement for students with LD in science education. The strategies reviewed yield tangible and positive effect sizes that suggest that their application to the target domain will substantially improve outcomes for students with LD in science education. 相似文献
30.
Margo A. Mastropieri Thomas E. Scruggs Vicky Spencer Judith Fontana 《Learning disabilities research & practice》2003,18(1):52-65
The purpose of this investigation was to compare qualitative and quantitative outcomes associated with peer tutoring versus teacher–directed guided notes in world history for secondary–level students with mild disabilities. Sixteen students with mild disabilities (15 of whom had learning disabilities) participated in a nine–week quarter of one of the two instructional conditions. The same special education teachers taught students during world history classes. Measures included pre– and posttests of reading fluency, comprehension strategies, and content tests, including end–of–chapter tests, cumulative–delayed–recall tests, and a delayed–recall end–of–year final exam covering the entire academic year. In addition, qualitative procedures were employed, including interviews of teachers and students regarding their instructional preferences. Findings indicated that students who participated in peer tutoring significantly outperformed those who participated in the guided–notes condition on content–area tests. No significant differences were obtained on oral–reading–fluency measures, but students in the tutoring condition performed significantly better at using a reading comprehension summarization strategy independently, and at remembering the strategy steps. Results of student interviews suggested that students responded positively overall to tutoring and guided notes, and provided specific relevant insights on each procedure. Students in the tutoring condition indicated that the time spent tutoring felt like one of the shortest academic quarters for them. Findings are discussed with respect to both benefits and challenges associated with implementing peer tutoring in high school special education content–area classes. 相似文献