Challenging points of contact among supervisor,mentor teacher and teacher candidates: conflicting institutional expectations     

Laurie Katz  Zeynep Isik-Ercan 《Pedagogies: An International Journal》2015,10(1):54-69

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The impact of cultural,ethnic, and national variables on attitudes towards the disabled in Israel: A review     

Victor Florian  Shlomo Katz 《Int J Intercult Relat》1983,7(2):167-179

Studies in Israel relating to attitudes of various ethnic, cultural and religious groups towards the disabled were reviewed. The results indicate that although there were differences in attitudes towards the disabled, these differences appear to be a function of interaction effects between many other variables and not necessarily only related to ethnic, cultural, and religious affiliation.  相似文献   

A young child's response to death     

Sheri Katz  Virginia Flynn 《Early Childhood Education Journal》1982,10(1):22-25

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The Positive Impact of Early Intervention for Children With Developmental Delays,Gestational Cocaine Exposure,and Co-Occurring Risk Factors     

Mary Anne Ullery  Lynne Katz 《Journal of Education for Students Placed at Risk》2017,22(3):146-156

This article examined transition rates of young children (n = 102) from an early intervention program at the Linda Ray Intervention Program (LRIP) who had documented developmental delays and co-occurring prenatal drug exposure often coupled with verified child maltreatment. Findings indicated that there was significant group improvement from entrance to exit across all six Battelle Domains at the p < .05 level. Also, children who were enrolled for a longer period of time saw significantly better adaptive, personal-social, communication, and Battelle total scale scores at the p < .05 level. Finally, data revealed that boys were 5 times more likely than girls to be transitioned to Part B services after exit from LRIP. A longitudinal study of a subgroup of these children indicated that LRIP children who were in grades K–3 needed fewer special education services in elementary school than they needed at age 36 months, indicating a further reduction in special education needs for these children.  相似文献   

From Aristotle to Zinn in the Science Classroom     

Katz  William B. 《Journal of Science Education and Technology》2002,11(1):97-99

Extracts of writings of great scientists and philosophers were used as handouts to supplement text and lectures on environmental science for nonscience majors requiring a laboratory course. An assessment form was developed to judge the impact of this process on students. Results of the first semester are described with plans for future implementation. A list of handouts is appended.  相似文献   

Teacher and Student Attitudes to Affective Education: A European collaborative research project     

Arja Puurula  Sean Neill  Lisa Vasileiou  Chris Husbands  Peter Lang  Yaacov J Katz 《Compare》2001,31(2):165-186

This article reports on the outcomes of a comparative research project examining teacher and student attitudes to affective education across Europe. Affective education is defined as the aspect of the educational process that is concerned with the feelings, values, beliefs, attitudes and emotional well-being of learners. The article begins with a consideration of some of the conceptual issues in affective education and its diversity across Europe as a basis for stressing the relevance of cross-cultural comparisons. It then offers a general picture of the findings of the present research project, draws a number of tentative conclusions from this and ends with a reference to issues requiring further research in comparative work on affective education.  相似文献   

Beyond Part C: Reducing Middle School Special Education for Early Intervention Children with Developmental Delays     

Mary Anne Ullery  Lynne Katz 《Exceptionality》2016,24(1):1-17

This study examined the rates of special education placement during middle school grades (sixth through eighth) among children who participated in the Linda Ray Intervention Program (LRIP) center-based and home-based learning modalities. The study sample included 113 children in Miami Dade County Public Schools who had gestational cocaine exposure and received early intervention services due to developmental delays. This study found that children who participated in the center-based (25 hours per week) learning modality had a significantly lower rate of special education placement (14%) than the students in the home-based (three hours per week) learning modality (30%) in middle school. Also, results indicated that children who were socioeconomically disadvantaged (free/reduced lunch) and in the home-based learning modality were three to four times more likely to be in special education. This study provides evidence for the long-term impact of the LRIP center-based modality on special education outcomes.  相似文献   

Volunteer associations in the Internet age: Ecological approach to understanding collective action     

Chih-Hui Lai  James E. Katz 《The Information Society》2016,32(4):241-255

This study draws on theories of collective action and organizational ecology to investigate a particular type of voluntary association: mixed-mode groups. Mixed-mode groups are created and organized online to meet physically in geographically defined ways. An online survey was conducted with 171 randomly sampled groups on Meetup.com—a website that facilitates the creation and coordination of mixed-mode groups. Analysis shows that even when a mixed-mode group implements strategies focused on internal group processes, it benefits from tapping into its external networks to obtain resources for group operation. Also, the differential impacts of internal and external strategies indicate that in the case of environment-prone mixed-mode groups, implementation of internal strategies alone, with or without solicited external networking resources, is helpful for generating positive group outcomes. Together, these results establish that boundary spanning represents not only a type of strategic action to obtain resources and produce positive outcomes but also an inherent and defining mechanism of contemporary voluntary groups for engaging in collective action.  相似文献   

Designing Classrooms for Diversity: Fostering Social Inclusion     

Shelley Hymel  Jennifer Katz 《教育心理学家》2019,54(4):331-339

Responding to the growing diversity of students within North American schools today, educators have recognized the value of social inclusion as an important goal, supporting both social-emotional and academic success for all students. This special issue explores how teachers play a significant role in promoting inclusive classes by understanding the social dynamics that operate in educational contexts. Addressing a number of different forms that diversity can take (gender, ethnicity, physical and/or mental exceptionalities), these articles rightfully focus attention on group processes that promote inclusion versus exclusion and their impact, and underscore the need for teacher training in such efforts. Supporting and extending this discussion, we present an overview of recent efforts to promote “universal design for learning” in education, which focuses on academic as well as social inclusion, in hopes that educators consider even broader approaches to celebrating diversity and teaching students to relate to others with acceptance and respect.  相似文献   

The effects of phonological transparency on reading derived words     

Joanne F. Carlisle  C. Addison Stone  Lauren A. Katz 《Annals of dyslexia》2001,51(1):249-274

The purpose of this study was to determine whether poor readers have more pronounced problems than average-reading peers reading derived words the base forms of which undergo a phonological shift when a suffix is added (i.e., shift relations as in “natural”), as compared to derived words whose forms are phonologically and orthographically transparent (i.e., stable relations, as in “cultural”). Two computer-based word recognition tasks (Naming and Lexical Decision) were administered to children with reading disability (RD), peers with average reading ability, and adults. Across tasks, there was an effect for transparency (i.e., better performance on stable than shift words) for both child groups and the adults. For the children, a significant interaction was found between group and word type. Specifically, on the naming task, there was an advantage for the stable words, and this was most noteworthy for the children with RD. On the lexical decision task, trade-offs of speed and accuracy were evident for the child reader groups. Performances on the nonwords showed the poor readers to be comparable to the average readers in distinguishing legal and illegal nonwords; further analyses suggested that poor readers carried out deeper processing of derived words than their average reading peers. Additional study is needed to explore the relation of orthographic and phonological processing on poor readers’ memory for and processing of derived words.  相似文献