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Coteaching is a widely used service delivery model for students with disabilities who access the general curriculum. Instruction in cotaught classrooms is meant to be qualitatively different from instruction in solo-taught classrooms; however, this is not always the case. In this article, we describe a framework for thinking about and planning instruction in cotaught classrooms that includes evidence-based practices from special education and specially designed instruction. Examples are included and discussed. 相似文献
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Shelly J. Schmidt 《Journal of Food Science Education》2019,18(4):87-96
Traditionally, cognition and emotion were believed to be independent systems; however, research in the cognitive and neurobiological sciences has shown that the relationship between cognition and emotion is both interdependent and extensive. This intimate connection between emotion and cognition is leading to a number of insights that have the potential to inform and transform educational practices at all levels—from the classroom to the curriculum to educational policy. The question that has been on my mind (and on my heart) is, as a teacher, how can I both embrace and harness the power of emotion to help my students’ learning be more meaningful, useful, and intrinsically motivated? In this article, I would like to share with you some of the effective practices that I have implemented in my classroom and how I have worked to intentionally embed the emotional aspect of learning into the framework of the courses I teach. 相似文献
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Rodgers CS Lang AJ Laffaye C Satz LE Dresselhaus TR Stein MB 《Child abuse & neglect》2004,28(5):575-586
OBJECTIVE: This study examines the unique contribution of five types of maltreatment (sexual abuse, physical abuse, emotional abuse, physical neglect, emotional neglect) to adult health behaviors as well as the additive impact of exposure to different types of childhood maltreatment. METHOD: Two hundred and twenty-one women recruited from a VA primary care clinic completed questionnaires assessing exposure to childhood trauma and adult health behaviors. Regression models were used to test the relationship between childhood maltreatment and adult health behaviors. RESULTS: Sexual and physical abuse appear to predict a number of adverse outcomes; when other types of maltreatment are controlled, however, sexual abuse and physical abuse do not predict as many poor outcomes. In addition, sexual, physical, and emotional abuse and emotional neglect in childhood were all related to different adult health behaviors. The more types of childhood maltreatment participants were exposed to the more likely they were to have problems with substance use and risky sexual behaviors in adulthood. IMPLICATIONS: The results indicate that it is important to assess a broad maltreatment history rather than trying to relate specific types of abuse to particular adverse health behaviors or health outcomes. 相似文献
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The need for science communication programs is matched with the need for program evaluation. This case study is an evaluation of the “Decoding Science” program (DSP) [Rodgers et al. (2018). Science Communication, 40(1), 3–32], a science communication training program, and examines key experiential-learning themes [Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall]. Specifically, we discuss the program's emphasis on learning that science communication is a process that (a) is continual, (b) involves conflict resolution, (c) requires adaptation to the world, (d) requires environmental interaction, and leads to (e) knowledge creation. Additionally, we discuss our analysis of student feedback. Results suggest that the DSP successfully utilizes experiential learning to facilitate the learning of science communication techniques and that future evaluations can lead to the development and improvement of science communication training programs. 相似文献
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Christine Howe Andrew Tolmie Catherine Rodgers 《European Journal of Psychology of Education - EJPE》1990,5(4):459-475
The paper presents two studies designed to investigate whether, as Piagetian theory would predict, peer interaction can advance the physics understanding of primary school children so long as there is variation in initial viewpoints. The studies were concerned with advancing understanding of floating and sinking, with one focusing on the relevant properties of objects and the other on the relevant properties of fluids. Both studies considered the efficacy of interaction between primary school children whose views varied because they were at different levels of understanding and primary children whose views varied despite being at equivalent levels. In both cases, the children’s pre-to post-test progress was superior to that observed in control children whose interaction had been with peers whose views were similar. However, in contradiction to recent qualifications to Piagetian theory progress from pre- to post-test did not depend on joint advancement within the groups. 相似文献
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