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Children with learning problems require early intervention. If it is evidence based and implemented with integrity and intensity, it will accelerate the academic progress of many students. This is the hope and expectation of the many supporters of responsiveness-to-intervention (RTI). A minority of children, however, will not respond sufficiently to such intervention because of learning disorders like specific learning disabilities (SLD). Some RTI models do not include research-backed methods to identify these children, nor do RTI practitioners often produce the data necessary to develop individualized instruction for them. The authors suggest practitioners go beyond typical RTI assessment data documenting responsiveness/ unresponsiveness to conduct comprehensive evaluations of these most difficult-to-teach students and to include in their evaluations carefully chosen cognitive measures. This special issue presents the work of teams of researchers, which suggests that cognitive and neuropsychological assessments can provide information to further understand SLD, which in turn can guide development of promising interventions. 相似文献
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Jennifer Mitton-Kukner Laura-Lee Kearns Joanne Tompkins 《Asia-Pacific Journal of Teacher Education》2016,44(1):20-34
There are increasing calls for pre-service educators to be responsive and responsible for anti-homophobic education. This research builds on the ongoing efforts to integrate Positive Space training in our two-year Bachelor of Education programme. We found through a series of focus group and individual interviews that pre-service teachers were aware of Lesbian, Gay, Bisexual, Transgendered, and Queering/Questioning (LGBTQ) oppression, witnessed it in schools, employed a range of strategies, but also experienced challenges due to power dynamics in schools, and may not have recognised the power of their interruptions. Our findings suggest that Positive Space training is valuable and necessary and needs to continue to be explicitly embedded in core courses so that all pre-service teachers, regardless of their discipline, develop the skills and attitudes necessary to be advocates for LGBTQ individuals. 相似文献
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Despite the high ‘guru‐factor’ in time management, few claims have been subjected to empirical investigation. This study tests the claims that people who manage their time well perceive themselves to be more effective and feel less stressed. University staff and students were utilized to investigate the relationship between time management related behaviours, perceived effectiveness, and work‐related morale and distress. Results suggested a hierarchy of time management behaviours. Having a clear sense of career purpose was most important for perceived effectiveness at work, followed by planning and prioritizing. This study has significant practical implications for staff and students. If the aim of using time management strategies is to improve performance and reduce stress, people need to learn to identify the purpose in their career, then plan their time accordingly, rather than tidying desks and hanging ‘do not disturb’ signs on doors. 相似文献
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Allyn Fives Dan Russell Norean Kearns Rena Lyons Patricia Eaton John Canavan Carmel Devaney Aoife O'Brien 《Journal of Research in Reading》2014,37(2):215-232
This paper investigates whether children's academic self‐beliefs are associated with reading achievement and whether the relationship is modified by gender and/or age. Data were collected from children at risk of reading failure, that is, emergent readers (6‐ to 8‐year‐olds) in socioeconomically disadvantaged areas reading at a level below the population mean. The authors' own measure of attitude to reading and perceived competence was used. The study found a significant positive association between attitude to reading in class and vocabulary and phonemic awareness and a significant negative association between perceived competence at reading in class and single‐word reading and spelling. Girls' attitude to reading and perceived competence were more positively associated with reading achievement, and this was most evident in the first grade. Perceived competence was inflated among those with the poorest reading and also among boys, in association with reading‐related skills found most challenging by children in this sample. 相似文献
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F. Collin Hobbs Daniel J. Johnson Katherine D. Kearns 《CBE life sciences education》2013,12(4):676-686
One goal of postsecondary education is to assist students in developing expert-level understanding. Previous attempts to encourage expert-level understanding of phylogenetic analysis in college science classrooms have largely focused on isolated, or “one-shot,” in-class activities. Using a deliberate practice instructional approach, we designed a set of five assignments for a 300-level plant systematics course that incrementally introduces the concepts and skills used in phylogenetic analysis. In our assignments, students learned the process of constructing phylogenetic trees through a series of increasingly difficult tasks; thus, skill development served as a framework for building content knowledge. We present results from 5 yr of final exam scores, pre- and postconcept assessments, and student surveys to assess the impact of our new pedagogical materials on student performance related to constructing and interpreting phylogenetic trees. Students improved in their ability to interpret relationships within trees and improved in several aspects related to between-tree comparisons and tree construction skills. Student feedback indicated that most students believed our approach prepared them to engage in tree construction and gave them confidence in their abilities. Overall, our data confirm that instructional approaches implementing deliberate practice address student misconceptions, improve student experiences, and foster deeper understanding of difficult scientific concepts. 相似文献
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Andrew Kearns 《College & Undergraduate Libraries》2013,20(4):386-397
This article describes the creation and evolution of an iPod (MP3) Library Tour and Assignment at the University of South Carolina (USC) Upstate. Designed as an integral part of the First-Year Information Literacy Program, the tour functions as an orientation to the layout of the physical library, including its collections and major service points. Issues addressed are the collaboration that led to the adoption of the tour, the results of a student survey that led to significant revisions, and the unique place of the tour's being required for a first-year program. 相似文献
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Kristin F. Butcher Caitlin Kearns Patrick J. McEwan 《Research in higher education》2013,54(5):499-513
This paper examines whether donations to colleges and universities are partly motivated by the desire of alumni to increase their children’s admissions probabilities. The paper uses data from a single-sex college, so that only alums with a daughter would evince this motive. We find that alums with a teenage daughter, as opposed to a teenage son, are more likely to make donations of at least $5,000. The same relationship is not evident for smaller donations, or when children are older than 18. Further, we find evidence that this difference in the probability of a donation by alums with teenage daughters and teenage sons does not exist when acceptance rates are higher in an earlier period. 相似文献
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约翰·克恩斯 《中山大学学报论丛》2009,2(1)
语力逻辑系统既包括本体层面,与真及成真条件有关,也包括认知层面,与以言行事的语力和行为有关.语力逻辑系统可以通过往标准的逻辑系统中添加施事性算子而得到.通过提供一个联系着以言行事的行为的理性承诺的解释,并且通过形成以施事性行为为前提和结论的自然演绎的推理系统,这类算子标示了以言行事的语力.本文利用一个简单的处理了断言、否定、假设的语力逻辑系统,证明经过恰当的考虑,对以言行事的语力和理性承诺的研究属于语义学,而不属于语用学.这一论证依赖于这样的事实,即表达式的赋值函项可被同时用于处理语力逻辑系统的本体和认知层面,在这两种情况下,这些函项都为建立恰当性和完全性的结果提供了基础.句法学研究的是表达式的结构,而语义学关心的则是语言使用者的意义,无论这些意义是不是习规上的意义.剩下的第三项研究,即所谓语用学,考察的是语言行为的意义是如何被说话者传达给听者的. 相似文献