Papers,presentations, projects,and performances: A history day potpourri     

Carole A. Briggs 《Roeper Review》2013,35(2):87-90

Participation in the National History Day program can be especially good for gifted students in grades six through twelve as it provides multiple opportunities for gifted behavior to emerge, can fit a variety of service delivery systems, and emphasizes student involvement with real problems.  相似文献   

Motivational factors for youth recruitment in voluntary interventions: the case of a community sport program     

Catherine Plante  Annie Jaimes  Carole Turbide 《Sport, Education and Society》2016,21(7):1071-1090

Recruitment is known to be a challenge for intervention programs targeting youths, including sports programs. Following the popularity of the Alter-Action program of the Montreal-based organization DesÉquilibres, we wanted to understand the motivations and barriers to youths' recruitment in this voluntary sports community program. A qualitative methodology was favored. We conducted 27 semi-structured interviews (n = 27) with participants, 5 (n = 5) with the partners, and we carried out a focus group with 5 (n = 5) of the organization's service practitioners. We also conducted a participant observation with youth cohorts and during preparatory meetings. Five factors influencing recruitment emerged: (1) socialization/belonging; (2) training/physical aspects; (3) ‘extraordinary’ dimension; (4) practicality of the program; and (5) social influences. Four key elements thus appear important to consider when promoting the recruitment of youths in voluntary community programs: (1) favoring social interactions; (2) insisting on the specific and beneficial elements of the program; (3) allowing youths to experiment a trial period; and (4) including testimonies of former participants in the information session. Further recommendations for psychosocial intervention programs targeting youths are discussed in this article.  相似文献   

A systematic review and meta‐analysis of the effectiveness of information and communication technology (ICT) on the teaching of spelling     

Carole J. Torgerson  Diana Elbourne 《Journal of Research in Reading》2002,25(2):129-143

Recent Government policy in England and Wales on Information and Communication Technology (ICT) in schools is heavily influenced by a series of non‐randomised controlled studies. The evidence from these evaluations is equivocal with respect to the effect of ICT on literacy. In order to ascertain whether there is any effect of ICT on one small area of literacy, spelling, a systematic review of all randomised controlled trials (RCTs) was undertaken. Relevant electronic databases (including BEI, ERIC, Web of Science, PsycINFO, The Cochrane Library) were searched. Seven relevant RCTs were identified and included in the review. When six of the seven studies were pooled in a meta‐analysis there was an effect, not statistically significant, in favour of computer interventions (Effect size = 0.37, 95% confidence interval =–0.02 to 0.77, p = 0.06). Sensitivity and sub‐group analyses of the results did not materially alter findings. This review suggests that the teaching of spelling by using computer software may be as effective as conventional teaching of spelling, although the possibility of computer‐taught spelling being inferior or superior cannot be confidently excluded due to the relatively small sample sizes of the identified studies. Ideally, large pragmatic randomised controlled trials need to be undertaken.  相似文献   

Avoiding Bias in Randomised Controlled Trials in Educational Research   总被引：1，自引：0，他引：1  

David J. Torgerson  & Carole J. Torgerson 《British Journal of Educational Studies》2003,51(1):36-45

Randomised controlled trials (RCTs) are often seen as the 'gold standard' of evaluative research. However, whilst randomisation will ensure comparable groups, trials are still vulnerable to a range of biases that can undermine their internal validity. In this paper we describe a number of common threats to the internal validity of RCTs and methods of countering them. We highlight a number of examples from randomised trials in education and health care where problems of execution and analysis of the RCT has undermined their internal validity. However, awareness of these potential biases can lead to careful planning to avoid or reduce their occurrence. If good quality randomised trials are to inform policy and practice in education then rigorous trials need to be designed that are the least susceptible to threats to their validity.  相似文献   

This month's one pager. This manual is not user friendly!     

Carole Hall 《Performance Improvement》1986,25(2):1-2

  相似文献   

Imitating children's errors to improve their spelling performance     

J M Kauffman  D P Hallahan  K Haas  T Brame  R Boren 《Journal of learning disabilities》1978,11(4):33-38

  相似文献   

Making Sense in Education: Pretense (Including No Child Left Behind) and Realities in Rhetoric and Policy About Schools and Schooling     

James M. Kauffman  Timothy R. Konold 《Exceptionality》2013,21(2):75-96

One wrong assumption about reality is sufficient to ensure the failure of education policy. For a variety of reasons, too many people have ignored realities in policies such as the No Child Left Behind Act. Individuals who are serious about reforming or improving education, general or special, must confront realities in at least the following areas: measurement, statistical distributions, measurement error, labels, special services, teacher responsibilities, and teacher training. Enacting or supporting education policy that is known to be seriously flawed is unacceptable and tantamount to the criminal conduct of someone who markets goods with known safety defects or harmful effects or of someone who ignores critical realities in the conduct of business.  相似文献   

Politics,Civil Rights,and Disproportional Identification of Students with Emotional and Behavioral Disorders     

James M. Kauffman  Timothy J. Landrum 《Exceptionality》2013,21(4):177-188

The civil rights movements involving skin tone, gender or gender orientation, disability, and other physiognomic features remain important in securing the legal rights of individuals to equal treatment and equal opportunities regardless of their personal characteristics of color, origin, gender, and so on. Unfortunately, these welcome civil rights movements have led to a misunderstanding of unfairness in another group of individuals whose rights and opportunities have often been abridged—students with disabilities. Individual rights and opportunities must be insured, but doing so requires the discrimination of differences among differences. That is, not all differences require the same remedy to insure equal rights and opportunities. Misunderstanding of differences and their implications have led to political concerns about disproportional representation, particularly of students with emotional or behavioral disorders, which place unwarranted constraints on special education services.  相似文献   

What can I do with the kid who …?     

Carole Mitchell 《Educational Psychology in Practice》2012,28(4)

  相似文献   

DEVELOPING A CONFERENCE FOR THE ELDERLY AS PART OF A UNIVERSITY EDUCATIONAL GERONTOLOGY CLASS     

Janice K. Kauffman Ph.D. 《Educational gerontology》2013,39(6):651-656

The undergraduate course Educational Gerontology taught at Hampton University includes the development and implementation of a community conference for older adults. The conference is developed in conjunction with the local senior center. Students spend two hours each week throughout the semester observing and participating in the programming at the senior center in order to become familiar with the needs and interests of older adults. During scheduled class times, students select an appropriate conference theme and begin conference plans and committee assignments. The class culminates with the conducting of the conference at the center. Such a project gives students the opportunity to get valuable hands‐on experience in educational gerontology programming.  相似文献