Extending Responsiveness to Intervention to Mathematics at First and Third Grades     

Lynn S. Fuchs  Douglas Fuchs  Kurstin N. Hollenbeck 《Learning disabilities research & practice》2007,22(1):13-24

Responsiveness to intervention (RTI) is an innovative approach to the identification of learning disabilities (LD). The central assumption is that RTI can differentiate between two explanations for low achievement: poor instruction versus disability. If the child responds poorly to validated instruction, then the assessment eliminates instructional quality as a viable explanation for poor academic growth and instead provides evidence of a disability. For children who do respond nicely, RTI serves a critical prevention function. Most of RTI research has been focused on early reading. In this article, we describe two ongoing programs of research on RTI in the area of mathematics: one on a comprehensive mathematics curriculum at first grade and the other focused on word problems at third grade. For each research program, we describe the sample, explain how students are identified as at risk for mathematics disability, provide an overview of the interventions to which responsiveness is gauged, and describe some results to date.  相似文献   

Doing Six and Being Batman     

Lynn Michell 《English in Education》1985,19(1):17-24

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Academic Self‐Perceptions,Effort, and Strategy Use in Students with Learning Disabilities: Changes Over Time     

Lynn Meltzer  Tamar Katzir  Lynne Miller  Ranjini Reddy  Bethany Roditi 《Learning disabilities research & practice》2004,19(2):99-108

This study investigated changes in teachers' and students' perceptions of students' effort, strategy use, and academic difficulties when strategy instruction was infused into the classroom curriculum. The sample consisted of 201 students with learning disabilities, 210 average achievers, and 57 teachers from Grades 4–9 in two urban and suburban communities. After six months of classroom‐based strategy instruction, students with learning disabilities reported more consistent use of strategies with their schoolwork and perceived themselves as struggling less in reading, writing, and spelling. Teachers perceived the students with learning disabilities as more strategic and as applying more effort to their schoolwork. Teachers also perceived their students as showing significant improvements in spelling, regardless of whether they had learning disabilities. These findings extended the results of previous investigations and indicated the small, positive impact of classroom‐based strategy instruction. Further investigations are critical to evaluate the generalizability of these findings.  相似文献   

Continuities and Discontinuities in Children and Scholarship     

Lynn S. Liben 《Child development》2008,79(6):1600-1605

This article introduces a collection of essays on continuity and discontinuity in cognitive development. In his lead essay, J. Kagan (2008) argues that limitations in past research (e.g., on number concepts, physical solidarity, and object permanence) render conclusions about continuity premature. Commentaries respectively (1) argue that longitudinal contexts are essential for interpreting developmental data, (2) illustrate the value of converging measures, (3) identify qualitative change via dynamical systems theory, (4) redirect the focus from states to process, and (5) review epistemological premises of alternative research traditions. Following an overview of the essays, this introductory article discusses how the search for developmental structures, continuity, and process differs between mechanistic‐contextualist and organismic‐contextualist metatheoretical frameworks, and closes by highlighting continuities in Kagan’s scholarship over the past half century.  相似文献   

The female athlete triad: components, nutrition issues, and health consequences     

Manore MM  Kam LC  Loucks AB;International Association of Athletics Federations 《Journal of sports sciences》2007,25(Z1):S61-S71

This paper, which was part of the International Association of Athletics Federations (IAAF) 2007 Nutritional Consensus Conference, briefly reviews the components of the female athlete triad (Triad): energy availability, menstrual status, and bone health. Each component of the Triad spans a continuum from health to disease, and female athletes can have symptoms related to each component of the Triad to different degrees. Low energy availability is the primary factor that impairs menstrual dysfunction and bone health in the Triad. We discuss nutritional issues associated with the Triad, focusing on intakes of macronutrients needed for good health, and stress fractures, the most common injury associated with the Triad. Finally, we briefly discuss screening and treatment for the Triad and the occurrence of the Triad in men.  相似文献   

美国国家体育课程标准的历史流变与特点分析     

汪晓赞  尹志华  Lynn Dale Housner  黄景旸  季浏 《成都体育学院学报》2015,(2):8-15

课程标准是引领学校教育发展的纲领性文件,美国在课程标准的可持续发展方面一直走在世界前列。本研究采用文献资料法、比较研究法和逻辑分析法,对美国近二十年来三个不同版本(1995年版、2004年版和2013年版)国家体育课程标准进行了分析。结果表明,大规模的教育变革、解除学校体育危机的需求、对“什么是受过良好体育教育个体”问题的探索引导了美国国家课程标准的流变,具体体现在课程标准框架、课程标准的具体内容和课程标准的评价三个方面,表现出越来越关注对“完整的人”的培养、语言表述更加简洁清晰、可操作性逐步提升、更加强调研究成果的渗透等特点。这种流变对于我国《体育与健康课程标准》的不断修订与完善,促进体育与健康课程的可持续发展具有较强的启发意义。  相似文献   

Considering the Role of Self-Study of Teaching and Teacher Education Practices Research in Transforming Urban Classrooms     

Mary Lynn Hamilton  Stefinee Pinnegar 《Studying Teacher Education》2015,11(2):180-190

We explore the first four articles in this Special Issue of Studying Teacher Education to identify challenges to the self-study of teaching and teacher education practices (S-STEP) methodology, and how this methodology supports the work of teachers and teacher educators working in urban settings. We respond to these articles by identifying strategies and tools that might be used by S-STEP researchers to strengthen the presentation of their work and to explore the challenges to transforming classrooms using this methodology.  相似文献   

Identity: a complex structure for researching students’ academic behavior in science and mathematics     

Mehmet Aydeniz  Lynn Liao Hodge 《Cultural Studies of Science Education》2011,6(2):509-523

This article is a response to Pike and Dunne’s research. The focus of their analysis is on reflections of studying science post-16. Pike and Dunne draw attention to under enrollments in science, technology, engineering, and mathematics (STEM) fields, in particular, in the field of physics, chemistry and biology in the United Kingdom. We provide an analysis of how the authors conceptualize the problem of scientific career choices, the theoretical framework through which they study the problem, and the methodology they use to collect and analyze data. In addition, we examine the perspective they provide in light of new developments in the field of students’ attitudes towards science and mathematics. More precisely, we draw attention to and explicate the authors’ use of identity from the perspective of emerging theories that explore the relationships between the learner and culture in the context of science and mathematics.  相似文献   

Consistency of report card grades and external assessments in a Canadian province     

John A. Ross  Lynn Kostuch 《Educational Assessment, Evaluation and Accountability》2011,23(2):159-180

The study investigated how well report card grades communicate to students and parents that state educational standards are being met, standards that are objectively measured by infrequently administered mandated assessments. Data sources were report card grades and external assessment scores for 2006–09 for Ontario Canada. The information that parents and students received about student performance from report cards and external assessments were similar (r _s  = .47) to the r = .40–.60 range previously reported. Teachers assigned higher grades than external assessments warranted, even after a major source of construct irrelevant variance in report card grades (teacher ratings on multiple scales measuring student effort and school commitment) was controlled. The relationship of grades to assessment scores was robust across genders, school district types (Public versus Catholic) and language (English and French). Agreement of assessments was higher for grade 6 than for grade 3 and for Writing than for Reading or Mathematics. Report cards provided information about students’ future achievement that was accurate and delivered up to 2 years prior to the administration of external assessments. Seventy to 80% of students who reached the provincial achievement standard on one or both prior report cards were successful on the subsequent external assessment, compared to 30–50% of students who failed to meet the report card standard at least once.  相似文献   

Challenging Gender Stereotypes: Resistance and Exclusion          下载免费PDF全文

Kelly Lynn Mulvey  Melanie Killen 《Child development》2015,86(3):681-694

The likelihood of resisting gender‐stereotypic peer group norms, along with expectations about personal resistance, was investigated in 9‐ to 10‐year‐olds and 13‐ to 14‐year‐olds (N = 292). Participants were told about a stereotype conforming group (boys playing football; girls doing ballet) and a stereotype nonconforming group (boys doing ballet; girls playing football). Contrary to expectations from gender‐stereotyping research, participants stated that they would personally resist gender‐stereotypic norms, and more so than they would expect their peers to resist. However, expecting peers to resist declined with age. Participants expected that exclusion from the group was a consequence for challenging the peer group, and understood the asymmetrical status of gender stereotypes with an expectation that it would be more difficult for boys to challenge stereotypes than for girls.  相似文献