The relationship between instructional and assessment accommodations in an inclusive state accountability system     

Ysseldyke J  Thurlow M  Bielinski J  House A  Moody M  Haigh J 《Journal of learning disabilities》2001,34(3):212-220

We investigated the kinds of instructional and assessment accommodations students with disabilities receive, and the extent to which instructional accommodations match assessment accommodations. Most students who had IEPs in specific content areas received instructional accommodations in those areas, and there were no differences by disability type. We provide data on the specific types of accommodations used. Overall, students' assessment accommodations matched their instructional accommodations, though many students received testing accommodations that had not been received in instruction. Implications are discussed for IEP teams who make decisions about instructional and assessment accommodations.  相似文献   

Locking up children     

Mavis Middleton 《Higher Education Quarterly》1983,37(4):315-319

  相似文献   

Constructing the academic category of teacher educator in universities’ recruitment processes in Aotearoa,New Zealand     

Alexandra C. Gunn  David Berg  Mary F. Hill  Mavis Haigh 《师资教育杂志》2015,41(3):307-320

An examination of recruitment materials and interviews with personnel involved in the employment of teacher educators to positions in university-based New Zealand initial teacher education (ITE) courses reveals three constructions of teacher educator as academic worker: the professional expert, the dually qualified, and the traditional academic. However, this study’s analysis shows how these constructions allow universities to pursue a bifurcated approach for the employment of teacher educators, an approach that maintains binaries within teacher education and hinders development in the field. Furthermore, as the spectre of a major cultural shift in the provision of New Zealand ITE arises, the extent to which the professional expert and traditional academic constructions of teacher educator might serve the scope of work required of postgraduate ITE going forth is questioned.  相似文献   

Teen Perceptions of the Promotion of Safer Sexual Practices: A Focus Group Study     

Judith W. Herrman  Andrea Kelley  Katherine M. Haigh 《American journal of sexuality education》2017,12(1):83-102

Teens' own thoughts on fostering safe sexual practice are important perspectives in promoting adolescent sexual health yet are relatively absent in the literature. This focus group study explored teens' perceptions about the supports and challenges that exist as teens strive to engage in healthy sexual practices. Seventy-five teens participated in 11 focus groups using a semi-structured interview guide. School-based health centers provided the setting and facilitated sample recruitment. Focus groups were audiorecorded and transcribed verbatim. Data were analyzed using the focus group guide as a template and typologies, or clusters of concepts, were extracted to establish teen perceptions of the factors that support and challenge their ability to engage in safe sexual practices. The socio-ecological model provided the framework to identify these factors within the individual, family/parent, relational (peer/partner), community, or societal spheres of influence. Results discussed the importance of parents, the value of confidentiality, respect for teen decision-making, relationships skills, developmental aspects of the adolescent years, and social interpretations of gender. These findings revealed important considerations as adults develop policies, messages, and programs designed to promote safe sexual behavior in teens.  相似文献   

The power of the ‘object’ to influence teacher induction outcomes     

Glenda Anthony  Mavis Haigh  Ruth Kane   《Teaching and Teacher Education》2011,27(5):861-870

In this paper we explore newly qualified New Zealand secondary teachers’ varied accounts of induction. We claim that multiple interpretations of objectives for induction programs are a significant source of this variation. With reference to an activity system framework, we identify four primary objects of induction that were represented in the induction accounts as follows: ‘orientation to learning about the context’, ‘fitting into the school’, ‘completing registration requirements’, and ‘becoming a professional inquirer’. Whilst teachers would be expected to experience all of these objects within their induction experiences, the balance and emphases of these objects within programs varied considerably.  相似文献   

Everyday conversation as a context for professional learning and development     

Neil Haigh 《International Journal for Academic Development》2013,18(1):3-16

Because conversation is a constant in our personal and professional lives, we are not inclined to stop and think about it as a phenomenon. However, that is what I have found myself doing. In particular, I have become much more self‐conscious, and hopefully more thoughtful, about the conversations that constitute an inevitable aspect of my day to day work in an academic staff development role. Drawing on my own reflections and a body of related literature, I have thought about the features of conversation that may make it conducive for professional learning; how “valued” conversation is as a context for professional learning; the possible ingredients of a conversation and the extent to which they can be controlled or influenced without disturbing, or even destroying, the defining essence of conversation; and the competencies and sensitivities that may be required if conversation is to become an occasion for learning. In this article, I present the outcomes of my reflections and inquiry with the hope that they will prompt conversation about conversation as a context for professional learning and development.

Puisque la conversation est une constante dans nos vies personnelle et professionnelle, nous sommes peu enclins à nous arrêter et à y réfléchir en tant que phénomène. Cependant, c’est ce à quoi je me suis affairé. Plus particulièrement, je suis devenu davantage conscient et, je l’espère, davantage réfléchi, en ce qui a trait aux conversations qui constituent un aspect inévitable de mon travail quotidien en tant que conseiller pédagogique. Puisant dans mes réflexions et dans un ensemble de connaissances connexes, j’ai réfléchi aux aspects de la conversation qui la rendent propice à un apprentissage professionnel; dans quelle mesure la conversation constitue‐t‐elle un contexte valorisé d’apprentissage professionnel; les ingrédients possibles d’une conversation, ainsi que la mesure dans laquelle ceux‐ci peuvent être contrôlés ou influencés sans déranger, ou même détruire, l’essence même de la conversation; de même que les compétences et les habiletés pouvant être requises pour que la conversation constitue une occasion d’apprendre. Dans cet article, je présente le résultat de mes réflexions et interrogations dans l’espoir de susciter une conversation au sujet de la conversation en tant que contexte d’apprentissage et de développement professionnel.  相似文献   

Internationalisation,planetary citizenship and Higher Education Inc.     

Martin Haigh 《Compare》2008,38(4):427-440

The internationalisation of higher education aims to produce ‘citizens that feel at home in the world’ but the process is driven by both economic and educational motivations. Today, the international community aspires to promote Education for Sustainable Development (ESD) and Education for Democratic Citizenship (EDC), together planetary citizenship, and with them emphases on personal and ethical responsibilities to the environment and future that contrast with current competitive individualism. Driven by rising numbers of international students, curricula are already shifting toward more global assessments of society and environment. However, progress is being impeded by management systems that take commerce as their model. While instructors strive to ensure that learners consider their responsibilities through ESD and EDC, their message is being contradicted by their context. Since learners learn from their total environment, not just in classrooms, changes are required. Granting greater attention to sustainability issues and the empowerment of learners and teachers would allow a better constructive alignment between educational and economic imperatives.  相似文献   

Genetic and environmental influences in adolescent peer socialization: evidence from two genetically sensitive designs     

Iervolino AC  Pike A  Manke B  Reiss D  Hetherington EM  Plomin R 《Child development》2002,73(1):162-174

Harris argues that peer relationships are the chief determinants of personality development. Harris's thesis makes the behavioral genetic investigation of peer groups particularly timely. The present study examined genetic and environmental contribution to self-reported peer-group characteristics in two samples of adolescent siblings: 180 adoptive and nonadoptive sibling pairs from the Colorado Adoption Project, and 386 sibling pairs from the Nonshared Environment and Adolescent Development Study. Substantial genetic influence emerged for college orientation, with the remaining variance accounted for by nonshared environment. For delinquency, however, the majority of the variance was explained by nonshared environment. Although genetic influence was implicated for peer popularity in twin analyses, genetic factors were not important in explaining individual differences in nontwin siblings. These results suggest that although some dimensions of peers are somewhat mediated by genetic factors, nonshared environmental influence is substantial.  相似文献   

The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme   总被引：2，自引：0，他引：2  

Angela Ho  David Watkins  Mavis Kelly 《Higher Education》2001,42(2):143-169

This paper reports a study ofthe effectiveness of an innovative approach tostaff development, the conceptual changeapproach, which attempts to change teachers'frameworks for conceptualising teaching andlearning. The evaluation investigated theprogramme at three levels: the impact on theconceptions of teaching of the participants,the resultant impact on teaching practices, andthe consequential effect on student learning.Encouraging results were obtained. Theprogramme brought about detectable conceptualchange or conceptual development in two-thirdsof the sample group. Subsequently, all the`changed' teachers received better ratings ontheir teaching practices from their students inthe following academic year while none of thosewho did not change their conceptions showedsimilar gains in student rating scores. Aresultant positive impact on their students'studying approaches was observed for half ofthe teachers who changed their conceptions.  相似文献   

A Twin-Sibling Study of Observed Parent-Adolescent Interactions   总被引：2，自引：0，他引：2  

Thomas G. O'Connor  E. Mavis Hetherington  David Reiss  Robert Plomin 《Child development》1995,66(3):812-829

Numerous behavioral genetic studies call attention to the strong and pervasive genetic influence on developmental characteristics. However, this research has been criticized for its use of poor environmental measures and a failure to examine the complex processes that are a hallmark of research in child development. This study addresses this criticism by examining the genetic and environmental components of parent-child interactions. Mother, father, and 2 adolescent siblings (10–18 years) from each of 675 families were observed interacting in 10-min dyadic problem-solving sessions. 6 groups of siblings that differed in genetic relatedness were examined (MZ and DZ twins, full siblings in nondivorced families; full, half, and unrelated siblings in stepfamilies). Results suggest a greater genetic component to adolescent behavior than to parent behavior. Both adolescent and parent behavior showed strong effects of nonshared environment, even after error of measurement was removed.  相似文献