Co‐operative Learning for Children with an Autistic Spectrum Disorder (ASD) in Mainstream and Special Class Settings: An exploratory study     

Ian M. Grey  Cora Bruton  Rita Honan  Roisin McGuinness  Michael Daly 《Educational Psychology in Practice》2007,23(4):317-327

The purpose of this study was to determine the effects of a cooperative learning (CL) intervention on the levels of social and task engagement of a child with autistic spectrum disorder (ASD) conducted in a mainstream class setting and a child with ASD implemented in a special needs class setting. The target children were two 8‐year‐old boys diagnosed with high functioning autism. Both children were placed in CL groups which included three typically developing peers, one male and two females. Four baseline sessions taught in a traditional teaching format and seven CL intervention sessions based on a “learning together/conceptual approach” took place. All sessions were recorded for video analysis. CL was found to be successful in substantially increasing the level of social engagement for both the child in the special needs class and the child in the mainstream class. CL was not found to facilitate task engagement. Active task engagement was found to remain relatively stable and passive task engagement was found to decrease for one child and remain stable for the other. Teacher concerns and issues relating to the practical implementation of CL in both settings are discussed.  相似文献   

Continuity and Discontinuity Between Training and School Experience: Follow-up Studies of Former Students of the Institute of Education     

Ho Wah Kam  Poon Tsul Yeong  Rita Skuja  Ool Hui Pín  Teo Suan Eng  Hazel Mah 《Asia Pacific Journal of Education》1983,5(2):49-63

The present report is based on three pilot projects that aimed to explore and describe teachers' perceptions of their training and the transition experience of teachers in the shift from being a student on a teacher training programme to being a full-fledged teacher in the primary or secondary school. The three studies were prompted by the concern for a possible lack of fit, even under the best circumstances, between pre-service training and the work of a full-time teacher in a typical school. In the main, then, this report focuses on the continuity between campus-based training and teaching practice and full-time teaching experience.  相似文献   

Encountering Pedagogy through Relational Art Practices     

Rita L. Irwin  Dónal O'Donoghue 《The International Journal of Art & Design Education》2012,31(3):221-236

Two artists involved in ‘socially engaged art’ practice were invited to work with art education teacher candidates and instructors in an effort to rethink notions of teaching, learning and art. We initiated this residency, which we called ‘The Summerhill Residency’, to examine how learning encounters might create environments for meaningful exchanges between the ways in which artists and secondary art education teacher candidates learn to think about pedagogy and the nature of artistic learning. Drawing upon Bourriaud's theory of relational aesthetics, we consider, yet trouble, the relational aspects of the processes and products of the artist residency, and examine the crisis of imagination that permeated teacher candidates' experiences. Throughout the project, a/r/tography offered a rich form of living enquiry that opened up possibilities for learning within a community of enquirers.  相似文献   

An intercultural test of the generality of interpretations of nonverbal cues     

Maria Rita Rudden 《Int J Intercult Relat》1978,2(4):410-425

This study examines Mehrabian's claim concerning the cross-cultural generality of implicit metaphors that underlie a set of coding rules for the interpretation of nonverbal behaviors. Responses of Japanese and American school teachers were used to discover whether observers from two different cultures interpret nonverbal behaviors during interpersonal communication according to the three-dimensional metaphorical scheme proposed by Mehrabian and to assess the degree of intercultural consensus about dimensions and interpretations. Factor analysis, factor structure comparisons, and multiple discriminant analysis yielded evidence of significant differences between groups both in the dimensions used and in the interpretations of nonverbal cues along those dimensions.  相似文献