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Scot Danforth 《Educational theory》2008,58(1):45-62
A bstract . Leading researchers describe the field of special education as sharply divided between two different theories of disability. In this article Scot Danforth takes as his project addressing that division from the perspective of a Deweyan philosophy of the education of students with intellectual disabilities. In 1922, John Dewey authored two articles in New Republic that criticized the use of intelligence tests as both undemocratic and impractical in meeting the needs of teachers. Drawing from these two articles and a variety of Dewey's other works, Danforth puts forward a Deweyan educational theory of intellectual disability. This theory is perhaps encapsulated in Dewey's observation that "The democratic faith in human equality is belief that every human being, independent of the quantity or range of his personal endowment, has the right to equal opportunity with every other person for development of whatever gifts he has." 1 相似文献
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The purpose of this study was to investigate preservice teachers' efficacy beliefs across domains in a reading-specific methods course. Participants were preservice teachers in a state required reading methods course. During this course, preservice teachers were required to work with an elementary student in reading and write a case study linking theory to practice. At the beginning and end of the course, participants completed a battery of adapted, domain-specific versions of the Teacher Sense of Efficacy Scale. Results showed that preservice teachers reported a significant increase in their sense of efficacy within each domain. However, efficacy beliefs differed with regard to domain. 相似文献
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When a liberal arts college decides to include computer science as one of its academic disciplines, a number of questions arise. What is an appropriate curriculum? What sort of laboratory support does this new discipline need? How does a small liberal arts school attract, retain, and evaluate faculty in this area? Do computer science faculty become a separate department or remain joined with mathematics or some other discipline? In short, what must be done to put computer science on equal footing with mathematics and other scientific disciplines? This paper addresses these questions. 相似文献
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This article reports on 18 months of action research that monitored British pupils' learning about the nature of science, using some aspects of history of science for the purpose. The action research took place within five classrooms and involved practicing teachers who used a set of historical materials specially written for this study. Preliminary findings about the common perceptions of the nature of science held by middle school pupils (age 11–14 years) guided the work, which was carried out using a variety of methodologies. The results obtained show some areas of substantial progress in the pupils' understanding of the nature of science, and others where little change seems to have been effected. 相似文献
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Mary A Lavin Mary M Krieger Geralyn A Meyer Mark A Spasser Tome Cvitan Cordie G Reese Judith H Carlson Anne G Perry Patricia McNary 《Journal of the Medical Library Association》2005,93(1):104-115
OBJECTIVES: Difficulties encountered in the retrieval of evidence-based nursing (EBN) literature and recognition of terminology, research focus, and design differences between evidence-based medicine and nursing led to the realization that nursing needs its own filter strategies for evidence-based practice. This article describes the development and evaluation of filters that facilitate evidence-based nursing searches. METHODS: An inductive, multistep methodology was employed. A sleep search strategy was developed for uniform application to all filters for filter development and evaluation purposes. An EBN matrix was next developed as a framework to illustrate conceptually the placement of nursing-sensitive filters along two axes: horizontally, an adapted nursing process, and vertically, levels of evidence. Nursing diagnosis, patient outcomes, and primary data filters were developed recursively. Through an interface with the PubMed search engine, the EBN matrix filters were inserted into a database that executes filter searches, retrieves citations, and stores and updates retrieved citations sets hourly. For evaluation purposes, the filters were subjected to sensitivity and specificity analyses and retrieval set comparisons. Once the evaluation was complete, hyperlinks providing access to any one or a combination of completed filters to the EBN matrix were created. Subject searches on any topic may be applied to the filters, which interface with PubMed. RESULTS: Sensitivity and specificity for the combined nursing diagnosis and primary data filter were 64% and 99%, respectively; for the patient outcomes filter, the results were 75% and 71%, respectively. Comparisons were made between the EBN matrix filters (nursing diagnosis and primary data) and PubMed's Clinical Queries (diagnosis and sensitivity) filters. Additional comparisons examined publication types and indexing differences. Review articles accounted for the majority of the publication type differences, because "review" was accepted by the CQ but was "NOT'd" by the EBN filter. Indexing comparisons revealed that although the term "nursing diagnosis" is in Medical Subject Headings (MeSH), the nursing diagnoses themselves (e.g., sleep deprivation, disturbed sleep pattern) are not indexed as nursing diagnoses. As a result, abstracts deemed to be appropriate nursing diagnosis by the EBN filter were not accepted by the CQ diagnosis filter. CONCLUSIONS: The EBN filter capture of desired articles may be enhanced by further refinement to achieve a greater degree of filter sensitivity. Retrieval set comparisons revealed publication type differences and indexing issues. The EBN matrix filter "NOT'd" out "review," while the CQ filter did not. Indexing issues were identified that explained the retrieval of articles deemed appropriate by the EBN filter matrix but not included in the CQ retrieval. These results have MeSH definition and indexing implications as well as implications for clinical decision support in nursing practice. 相似文献
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Problematic assessment and intervention issues present substantial challenges when making educational decisions for deaf or hard of hearing (D/HH) students who are experiencing reading difficulties. These students present a diverse set of language acquisition skills, hearing ability, and orientation to early school learning activities that are different from the hearing student population. Given the importance of selecting assessment approaches that lead to effective interventions for D/HH students, three assessment procedures for identification of at‐risk children and learning disabilities within the D/HH population are examined. Assessments reviewed are teacher referral, norm‐referenced testing, and student response to intervention. Challenges to each process and the need for additional assessment and empirically validated treatment options are discussed. Finally, a case example is presented to illustrate a framework that may help school psychologists promote early identification of learning problems and outline interventions that meets a D/HH child's unique needs by focusing on reading outcomes in the curriculum. © 2008 Wiley Periodicals, Inc. 相似文献
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Abstract In this article, we focus on the life and accomplishments of Ed Roberts, leader of the Independent Living Movement for people with severe disabilities, to consider ways he envisioned and enacted a radical shift in professional practices within the field of rehabilitation. Using the field of rehabilitation as an adult parallel to the field of Special Education, we invite readers to contemplate ways in which the independent living movement can hold potential lessons for how inclusive education is conceptualized and implemented, as well as offering some suggestions of our own. 相似文献