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Magdalena M. Apanasionok Richard P. Hastings Corinna F. Grindle Richard C. Watkins Andreas Paris 《科学教学研究杂志》2019,56(7):847-880
A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self-directed learning and two on comprehension-based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted. 相似文献
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Django Paris 《International journal of qualitative studies in education》2019,32(3):217-224
In this article, I describe the ways educational research often calls us out our names, meaning that educational researchers often name communities not as they are but as the academy needs them to be along damaging logics of erasure and deficiency. I use Morrison’s concept of the White gaze, Tuck’s concepts of damage-centered and desire-based research, and other contemporary scholarship on settler colonialism, White supremacy, and education to offer ways of naming in educational research beyond the White settler gaze. Finally, I look to hashtag naming in current social movements (e.g. #BlackLivesMatter, #DearNativeYouth #NotYourModelMinority) to imagine educational research that understands the naming of the communities of our work as informed by movement speech, the sort of naming that can save lives and show us and others who we are and desire to be. 相似文献
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Bonnie L. Barber Scott G. Paris Margaret Evans Vivian L. Gadsden 《Educational Measurement》1992,11(1):15-20
What are the state and district policies on reporting test results to parents? How well do local districts follow state policies? 相似文献
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While the term ‘learner‐centered’ is invoked in many curriculum standards documents, packaged curriculum materials, mission statements and criticisms of educational practice, there is little agreement on its meaning. Shallow understandings and conflicting practices abound. And rarely do the meanings ascribed to the term take into account the meanings of thoughtful teachers who live learner‐centered approaches daily in their work. Here we introduce lived meanings of learner‐centeredness found in the personal and professional histories of experienced teachers. Data were gathered in interviews that took the form of focused conversations which yielded elaborated stories and reflections that suggest that learner‐centeredness is a concept that cannot be captured in finite, static, unquestioned definitions. The teachers’ lived meanings are expressed in fine‐grained detail, are embedded in particular settings and the teachers’ own personal and professional histories, go beyond surface features of practice and are in motion and unfinished. Taken together, these lived meanings have the potential to challenge and deepen current understandings of learner‐centered practices. Further, they have the potential to bring humanity, humility and integrity to the work of those who engage in these practices and of those who would support or criticize them. 相似文献
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Paris S. Strom 《Community College Journal of Research & Practice》2013,37(8):585-595
This article discusses issues that impact student success in the United States. Increasing the number of college graduates could bring greater economic equity and help the nation remain competitive. However, the rates of student success in community colleges and universities are considered low with necessary gains requiring a broad base of collaboration. Toward this goal, the National Governors Association Center for Best Practices developed Common College Completion Metrics that enable states to monitor achievement and progress at each of their higher education institutions. In addition, the government and private foundations are supporting initiatives designed to increase student retention. Interviews with dropouts have identified their reasons for withdrawal and the conditions that would have allowed them to stay in school. Some other fundamental changes for consideration to improve graduation rates involve adoption of better study habits by students, willingness of faculty to discontinue the general studies requirement, a well-defined support role for families, and public approval of an education entitlement that provides high school graduates free access to further schooling needed for employment. 相似文献
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Educational achievement testing is considered from four perspectives. First, the political concerns for accountability provide a powerful impetus for state‐wide testing of students. Second, parents want evidence about their children's accomplishments but often do not receive nor understand much information regarding testing. Third, in the USA, teachers often spend 2 to 8 weeks preparing their students for achievement tests and administering them. The “high‐stakes” nature of the tests undermines teachers’ curricula and instruction and, according to critics, may place too much emphasis on discrete skills, rote recall of facts, and esoteric test‐taking strategies. Students’ views of testing are the fourth perspective considered. A series of studies has revealed that the trust placed in testing by young children is gradually eroded until many adolescents are sceptical about the purpose and value of standardized achievement testing. Low achievers are especially prone to give token effort and to use counterproductive tactics. The cumulative, negative impact of standardized testing on many students and teachers threatens the validity of the test results and effective instruction. Seven suggestions are outlined to improve educational assessment for all participants. 相似文献
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People are living longer so expectations of grandparents should be redefined. Learning for them should focus on fulfilling family and community roles to retain a sense of purpose. Grandparent education requires a willingness to learn from the observations of younger family members. The intergenerational perceptions of American grandparents were examined to identify conditions for success in a technological environment. The 2,535 non-consanguineous participants were three generations of African-Americans (n = 777), Caucasian-Americans (n = 1,086), and Mexican-Americans (n = 672). Perceptions of the grandparents (n = 1,117), parents (n = 624), and grandchildren (n = 794) were compared within and between the cultures. Each generation completed a separate version of the Grandparent Strengths and Needs Inventory. The six subscales of this instrument assess grandparent Satisfaction, Success, Teaching, Difficulty, Frustration, and Information Needs. All generations and cultures identified favorable aspects of grandparent behavior as well as contexts for further learning. Significant differences were found in observations of grandparent attitudes and behavior across cultures and between generations within cultures. The most significant demographic variable was amount of time a grandparent spent with a grandchild. Lesson themes that represent the uniqueness of cultures and the observations of three generations are recommended as a framework for a differentiated curriculum in grandparent education. 相似文献
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Michaela Django Weinberg 《The Communication Review》2013,16(4):346-369
This article explores how magical realism can be used as an analytic to study culture. I propose a magical realist epistemology that seeks to dismantle binaristic impulses by allowing for competing notions of reality to co-exist. This displacement of Western notions of “truth” compels Western ethnographers and their readers to imagine an alternative world where the magical and the mundane are mutually sustaining. 相似文献