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1.
As a group, students with learning disabilities (LD) have social difficulties. One possible explanation for these difficulties is the unique way they process social information. Although students with LD may differ from their nondisabled peers in their social cognition, investigators have suggested the presence of subgroups within the population of students with LD who may differ in their social competence and, thereby, shed light on the source of the difficulties. The present exploratory study examined how two subgroups of students with LD in inclusive settings, students with high and low social status, perceive social situations. Using a sociometric technique, three students with LD receiving high social‐status ratings and three students with LD receiving low social‐status ratings were identified. A qualitative approach was used to gather and evaluate data from the participants and their teachers. Results suggested differences between the two subgroups in their (1) sensitivity to cues in the environment, (2) interpretation of social situations in relation to their own experiences, and (3) levels of self‐control. Implications of these findings for practice and future research are discussed. 相似文献
2.
Students who struggle with learning may not have the metacognition needed to support the multiple processes required to understand what is read in informational text. Instruction for these students, therefore, should include methodologies that promote self-regulation of critical thinking processes. Fifty-eight low-achieving students were provided Self-Regulated Strategy Development instruction for the TWA (Think before reading, think While reading, think After reading) strategy approach. Students were explicitly taught to establish goals, self-monitor performance, use positive self-instructions, and self-reinforce. We examined these students' perceptions in regard to application of the self-regulation procedures. Students' worksheets and comments as well as perceptions documented in post-instruction interviews were used to gain insight into students' metacognitive awareness of the self-regulation procedures taught and learned. 相似文献
3.
Adapted primary literature (APL) is a novel text genre that retains the authentic characteristics of primary literature. Learning
through APL represents an educational intervention with an authentic scientific context. In this case study, we analyzed the
80-min discourse developed during the enactment of an article from an APL-based curriculum in biotechnology in one class,
and examined epistemic practices used by students during their meaning-making of the Results and Discussion sections of the
article. Specifically, we examined coordination practices, by which students connected elements belonging to different epistemic
status or context (theory, data, experimental stages, biotechnological applications and text). The application of coordination
practices was identified more than 70 times during the lesson. In the context of the Results section, the students displayed
research-oriented coordination practices, which were frequently associated with claims of comprehension difficulty. In the
context of the Discussion section, students displayed text-oriented coordination practices, associated with analysis of the
text characteristics. We are suggesting that the research-oriented coordination practices and some of the text-oriented ones
enabled the emergence of authentic scientific practices and learning by inquiry. Another type of text-oriented coordination
practice enabled reflection on scientists’ experimental processes, enabling learning science as inquiry. The enactment model
of APL used here allowed for both the emergence of the two dimensions of inquiry learning and the promotion of scientific
literacy in the fundamental and derived senses. 相似文献
4.
Supporting Teaching and Learning Using Authentic Scientific Texts: A Rejoinder to Danielle J. Ford 总被引：1，自引：1，他引：0
Anat Yarden Hedda Falk Marta Federico-Agraso María Pilar Jiménez-Aleixandre Stephen P. Norris Linda M. Phillips 《Research in Science Education》2009,39(3):391-395
In her commentary Danielle J. Ford mainly focused on three issues that highlight the promises and challenges for the use of
Adapted Primary Literature (APL) in science curricula: the possible contribution of APL to authentic experiences in secondary
schools, implementation issues of APL including the support required for the teachers, and the possibilities to extend the
use of APL to younger and older students. In this rejoinder, we first offer some general comments on Ford’s commentary. Then
we offer more specific comments on two areas of her response, authenticity and the support for teachers. 相似文献
5.
Telematics Applied to the Training of Teachers: a survey via video‐conferencing across Europe 总被引：1，自引：0，他引：1
Niki Davis Hedda Mcshea John Mcshea Antonio Osorio Michael Still Bruce Wright 《欧洲师范教育杂志》1997,20(1):49-60
In January 1996 the European Union funded three projects within the Telematics Programme DG XIII_c to focus on Telematics in Teacher Training. One project with the same title, T3, will apply telematics within teacher training for over 4000 teachers in seven European countries over three years. Part of the work within 1996 performed a needs analysis for multimedia communications across the partner teacher training institutions in seven European countries using enhanced desk top video conferencing.
Teacher educators were informed of case studies already developed in the UK and aspects were demonstrated to them. Their views on the transferability of such activities to their courses and countries are documented in this paper. This research took place using the medium of enhanced desk top video conferencing. This application of Telematics is seen as an extension of the common practice of interviewing by telephone, permitting more information to be shared between teacher trainers in the seven teacher training institutions. The research showed that all countries would use the Telematic applications described and many were able to contribute complementary cases of their own. 相似文献
6.
Adapted primary literature (APL) refers to an educational genre specifically designed to enable the use of research articles for learning biology in high school. The present investigation focuses on the paedagogical content knowledge (PCK) of four high‐school biology teachers who enacted an APL‐based curriculum in biotechnology. Using a constructivist qualitative research approach, we analysed those teachers' aims and beliefs, the instructional strategies they used during the enactment of the curriculum, as well as the outcomes of the enactment as perceived by the teachers and their students, and as reflected in the class observations. Some of the teachers' strategies applied during the enactment, such as the conversational model, were specifically designed for teaching APL‐based curricula. We found that the instructional strategies applied for the adapted articles were associated with cognitive and affective engagement, active learning, inquiry thinking, and understanding of the nature of science. Suitable teacher PCK promoted learning by inquiry in addition to learning on inquiry. Students' challenges were mainly linked to the comprehension of complex, multi‐stage, biotechnological processes and methods that are abundant throughout the curriculum and required the use of previous knowledge in new contexts. A complex interaction of factors, namely teachers' PCK, the APL genre, and the biotechnology content of the curriculum, shaped the instructional strategies of the new curriculum and the outcomes of its enactment 相似文献
7.
Julia B. Stoner Hedda Meadan Maureen E. Angell Marcus Daczewitz 《Educational Assessment, Evaluation and Accountability》2012,24(1):57-73
We conducted a multiattribute utility (MAU) evaluation to assess the Parent-Implemented Communication Strategies (PiCS) project
which was funded by the Institute of Education Sciences (IES). In the PiCS project parents of young children with developmental
disabilities are trained and coached in their homes on naturalistic and visual teaching strategies to enhance their children’s
social-pragmatic communication skills. This report focuses on the evaluation process, the application of the MAU approach
to evaluate the PiCS project, the results of the evaluation, and a discussion of the benefits and concerns related to the
use of the MAU approach to conduct a comprehensive evaluation. 相似文献
8.
Douglas Sarah N. Meadan Hedda Schultheiss Hannah 《Early Childhood Education Journal》2022,50(3):371-383
Early Childhood Education Journal - The transition from Early Intervention (EI) to Early Childhood Special Education (ECSE) is a stressful time for caregivers of children with disabilities.... 相似文献
9.
Reading Science Texts—Epistemology, Inquiry, Authenticity—A Rejoinder to Jonathan Osborne 总被引：1，自引：1，他引：0
Stephen P. Norris Hedda Falk Marta Federico-Agraso María Pilar Jiménez-Aleixandre Linda M. Phillips Anat Yarden 《Research in Science Education》2009,39(3):405-410
We shall structure this rejoinder around two main sections. In the first, we address three underlying assumptions of our work
that Osborne has identified. We indicate points of agreement, disagreement, and clarification. In the second section, we discuss
briefly and add our clarifications to three understandings of his that Osborne introduces into the discussion. It should be
noted that Osborne’s response is grounded in the same basic assumption as our set of papers, namely, the central role played
by reading and writing, and communicative activities in general, both in science and in learning science. 相似文献
10.
Hedda Meadan Melinda R. Snodgrass Ilyse Palomo Christina G. Amenta James W. Halle 《Exceptionality》2017,25(4):253-269
Training and coaching are cited frequently to achieve different goals, by different people, across different fields. Who provides training and coaching and where and how they are provided may influence the effectiveness of the training and coaching efforts, making the clear identification of these contextual features of paramount importance to successful implementation and dissemination of training and coaching programs. First, we propose a framework for elucidating these contextual features, and then we apply this framework to a circumscribed review of the literature on parent training and coaching in early intervention services to assess its utility. We discuss the extent to which contextual features have been described in this body of research, offer additional considerations for applying the framework based on this review, and propose possible implications of our findings for implementation, dissemination, and future research efforts. 相似文献