A navy video teletraining project: Lessons learned     

William L. Maloy  Nancy N. Perry 《The American journal of distance education》2013,27(3):40-50

Abstract

This paper discusses two modifications to the conduct of computer‐conference‐based master's degree courses: a maximum length for conference messages was suggested and, more importantly, conference moderators, or topic leaders, were appointed from among the student cohort. Drawing on previous work on conference moderation, it is argued that the differing power relationships between student and student and between instructor and student result in a context in which instructor and student moderators can perform complementary functions to ensure a more productive conferencing environment.  相似文献   

Gifted Girls: Gender Bias in Gifted Referrals     

Margarita Bianco  Bryn Harris  Dorothy Garrison-Wade  Nancy Leech 《Roeper Review》2013,35(3):170-181

  相似文献   

Bilingual precocious readers of English     

Nancy Ewald Jackson  Wen‐Hui Lu 《Roeper Review》2013,35(3):115-119

Giftedness develops in varied forms from diverse roots. This phenomenon is illustrated by 12 children from bilingual homes who, before beginning first grade, demonstrated advanced ability to comprehend written English. The home and school experiences of these children and their reading and oral English skills are described. The results demonstrate that some gifted children learn well even when they appear to be weak in relevant skills, and that lack of fluency in oral English should not exclude children from advanced instruction in reading.  相似文献   

Alternative Assessment Portfolios for Students with Intellectual Disabilities: A Case Study     

Nancy Stockall  Rachel E. Smith 《Exceptionality》2013,21(3):127-146

Abstract

Twenty‐eight classroom teachers identified students in their rooms who were low achievers, at‐risk learners; low achievers, not at risk; average achievers; and special education students. We videotaped these students during reading lessons conducted by their teachers. Using a stimulated recall procedure, we interviewed teachers and asked them to report their thought processes during instruction, especially those that pertained to the target children. We found that teachers reported significantly more negative thoughts about at‐risk learners' than about average achievers' attending behavior and ability‐performance. Furthermore, at‐risk learners received a greater number of comments focused on the need to monitor their performance. Special education students received significantly more positive and negative comments about attending than did average achievers. In addition, they received more miscellaneous positive comments than did low, not at‐risk, and average achievers. Finally, teachers reported making more classroom modifications for this group than for average students. Implications for prereferral classroom interventions are discussed.  相似文献   

The soaps: What's on and who cares?     

Bradley S. Greenberg  Kimberly Neuendorf  Nancy Buerkel Rothfuss  Laura Henderson 《广播与电子媒介杂志》2013,57(2):519-535

This two‐pronged study analyzed soap opera content, centering on demographics, problems, conversations and sex behaviors, and surveyed soap viewers to determine viewing motives, involvement, and possible effects of soap viewing.  相似文献   

Guardians of tradition: presentations of inclusion in three introductory special education textbooks     

Nancy Rice 《International Journal of Inclusive Education》2013,17(4):405-429

Textbooks contain information. They also contain attitudes, beliefs and values that are conveyed covertly through a variety of mechanisms such as the use of language, the choice of topic inclusion or exclusion, the focus on certain aspects of an issue, the simultaneous omission of other aspects, and other strategies. This paper analyses discussions of inclusion and ‘full’ inclusion in three best‐selling textbooks in the US college market. To analyse the texts, I employ Brantlinger’s method of ideological critique, which applied Thompson’s strategies of symbolic construction. Implications highlight the responsibility of teacher educators: (1) to analyse their course material for ideological underpinnings; (2) to teach future educators to develop a critical consciousness; (3) to model how to consider issues from a range of perspectives; and (4) to provide opportunities for future teachers to develop the habit of listening to the viewpoints of people with disabilities and their families.  相似文献   

Student‐directed learning strategies to promote the progress of students with intellectual disability in inclusive classrooms     

Michael Wehmeyer  Carolyn Hughes  Martin Agran  Nancy Garner  Danna Yeager 《International Journal of Inclusive Education》2013,17(4):415-428

Student‐directed learning strategies involve teaching students to modify and regulate their own behaviour. Teaching students to self‐regulate behaviour has been identified as one means of promoting self‐determination, and promoting and enhancing self‐determination has become a valued outcome internationally. In addition, however, student‐directed learning strategies could prove important for including students with disabilities in general education classrooms by reducing the student's dependency upon others in the classroom setting. Four students with intellectual disability were supported to select an educational goal on which they wanted to work and were taught to self‐monitor their progress toward that goal in general education classrooms. Their progress toward the goal was evaluated through data collection activities and by using the Goal Attainment Scaling process. In general, students achieved their self‐selected goals. The potential contribution of student‐directed learning strategies to inclusion and promoting self‐determination are discussed.  相似文献   

Strategic leadership for large‐scale reform: the case of England's national literacy and numeracy strategy     

Kenneth Leithwood  Lorna Earl  Nancy Watson  Benjamin Levin  Michael Fullan 《School Leadership & Management》2013,33(1):57-79

Both ‘strategic’ and ‘distributed’ forms of leadership are considered promising responses to the demands placed on school systems by large‐scale reform initiatives. Using observation, interview and survey data collected as part of a larger evaluation of England's National Literacy and Numeracy Strategies, this study inquired about sources of leadership, the distribution of leadership functions across roles and how such distribution could also provide the strategic coordination necessary for successful implementation of such an ambitious reform agenda  相似文献   

University Laboratory Preschools in the 21st Century     

James Elicker  Nancy Barbour 《Early education and development》2013,24(1):157-159

  相似文献   

A Comparison of Lecture-Based and Challenge-Based Learning in a Workplace Setting: Course Designs,Patterns of Interactivity,and Learning Outcomes     

Timothy K. O'Mahony  Nancy J. Vye  John D. Bransford  Elizabeth A. Sanders  Reed Stevens  Richard D. Stephens 《学习科学杂志》2013,22(1):182-206

We describe findings from a research partnership involving a global airline manufacturing company (The Boeing Company), and learning scientists and aeronautical engineers from the University of Washington. Our starting point for the partnership focused on an 8-hour introductory composites course that was designed for company employees. In phase one, learning scientists observed the company's course development activities and the course as taught by company experts. In phase two, we collaboratively designed and implemented a quasi-experimental study comparing two approaches to teaching. One involved lectures with PowerPoint slides. The second, a “challenge-based” learning approach, combined a set of composites-relevant challenges with individual, small-group, and large-group collaborative inquiry. Comparisons between these methods showed greater interaction among participants in the challenge-based group. In addition, the challenge-based group performed significantly better on posttest items requiring integration and synthesis of concepts. Increased interactivity in the challenge course provided opportunities for participants to articulate connections among concepts and may have contributed to the challenge participants' better synthesis of learned concepts. This work highlighted the benefits for learning scientists of collaborating with industry partners to explore learning in workplace settings, as these settings provide illuminating contrasts to the structures of teaching, learning, and assessment found in schools.  相似文献