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Through collaboratively designed qualitative inquiry, we investigated the responses of high school students with learning disabilities to a teacher’s intervention intended to promote self‐realization, a fundamental component of self‐determination. Activities were embedded within the general English curriculum and delivered in a special education classroom over the course of an academic year. Several themes emerged from analysis of student interviews, student responses to writing prompts and surveys, a teacher journal, and student portfolio pieces. Silence and misconceptions were prevalent in student experiences. However, through the intervention students acquired information that helped them make sense of their school experiences, redefine themselves in positive ways, and take small steps toward greater self‐advocacy within their current school setting. The mediating influence of positive adult voices and concerns about social stigma were evident in students’ responses, which prompted us to question teachers’ and families’ responsibilities for engaging young people in dialogue about special education and disability. 相似文献
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Nancy Brigharm Catherine Cobb Morocco Karen Clay Naomi Zigmond 《Learning disabilities research & practice》2006,21(3):184-190
This article summarizes the findings and themes from the three high schools we studied. All three schools engaged in five schoolwide strategies for educating students with disabilities. They provided a broad array of academic courses and program options; provided schoolwide support structures that could be combined and customized to the needs and strengths of individual students; worked intentionally to connect students to the school and build their motivation to succeed; created a connected and caring adult community to serve students' academic and social/personal needs; and developed responsive leaders who managed the tensions inherent in the commitment to prepare students with disabilities to be successful in their lives beyond school. The article also reviews the different ways these three school instantiated these strategies. We describe the “theory of action” that integrates the five schoolwide strategies into a synergistic approach in each school and explore implications of the Good High Schools study for practice and for future research. 相似文献
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Janette McDougall David J. DeWit Gillian King Linda T. Miller Steve Killip 《International Journal of Disability, Development & Education》2004,51(3):287-313
Negative peer attitudes are generally recognised as being a major barrier to full social inclusion at school for children and youth with disabilities. The present study examined the attitudes of 1,872 grade nine high school students in Ontario, Canada toward their peers with disabilities. A bioecological perspective and a structural equation modeling approach were adopted to investigate how various aspects of school culture and student interpersonal factors influenced attitudes. The majority of students (61%) held attitudes toward peers with disabilities that ranged from slightly above neutral to very positive. However, a substantial number (21%) held slightly below neutral to very negative attitudes. Positive student relationships at the school level and a school goal task structure that promoted learning and understanding for all students, rather than social comparison and competition among students, were two aspects of school culture that had both direct associations with positive attitudes and indirect associations through student interpersonal factors. Teacher and student relationships at the school level was an aspect of school culture that had an indirect association with positive attitudes via interpersonal support from teachers. Results support the development of ecologically based programs aimed at promoting aspects of school culture that contribute to positive attitudes of students toward their peers with disabilities. 相似文献
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Carrie J. Furrer Joseph W. Suggs 《Journal of Education for Students Placed at Risk》2013,18(3):149-164
Over a decade of research has demonstrated the positive effects of extended school day programs on various elementary and middle school student outcomes, both in the short and long term. The efficacy of extended school day programs in promoting academic outcomes among high school students is less well understood. This study contributes to the existing literature by examining school attendance, credit attainment, and standardized reading and math scores in a group of students at risk of academic failure who participated in extended school day programming. The study compared their outcomes to those of a group of demographically similar students who did not participate in the program. The extended school day program is provided within a full-service Schools Uniting Neighborhoods (SUN) Community School (CS) in the Portland, Oregon metropolitan area. Results suggest an advantage for SUN students in terms of better school attendance and earning credits toward graduation, but not in terms of standardized test scores. Implications for future research and extended school day policy are discussed. 相似文献
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Susan D. McMahon Anna L. Parnes Christopher B. Keys Judah J. Viola 《Psychology in the schools》2008,45(5):387-401
Positive school environments and school belonging have been associated with a variety of positive academic, social, and psychological outcomes among youth. Yet, it is not clear how these constructs are related, and few studies have focused on urban at‐risk youth with disabilities. This study examines baseline survey data from 136 low‐income African American and Latino students in grades 5 to 12, most of whom have disabilities, recently transferred following a school closure. Using structural equation modeling, we tested a model that examined the relationships among school stressors and resources, school belonging, academic outcomes (school satisfaction and academic self‐efficacy), and psychological outcomes (anxiety and depression). This model was an excellent fit with the data, and findings indicate that school belonging plays a central role in explaining how school context can affect both psychological and academic outcomes. This model has implications for school‐based interventions that can enhance student success and well‐being. © 2008 Wiley Periodicals, Inc. 相似文献
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Recent literature has demonstrated increasing roles for school counselors who work with students with disabilities, but it has also suggested that school counselors are not being adequately prepared to work with these students. In this research study, the authors investigated current courses and experiences focusing on disabilities offered in school counselor education programs. Results from the 137 participants suggest that school counselor education programs are incorporating more disability content into their training programs than they were in the past. Some disability content areas are included significantly more frequently in disability courses than in counseling program courses. Conclusions and implications are discussed. 相似文献
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Margo A. Mastropieri Thomas E. Scruggs Vicky Spencer Judith Fontana 《Learning disabilities research & practice》2003,18(1):52-65
The purpose of this investigation was to compare qualitative and quantitative outcomes associated with peer tutoring versus teacher–directed guided notes in world history for secondary–level students with mild disabilities. Sixteen students with mild disabilities (15 of whom had learning disabilities) participated in a nine–week quarter of one of the two instructional conditions. The same special education teachers taught students during world history classes. Measures included pre– and posttests of reading fluency, comprehension strategies, and content tests, including end–of–chapter tests, cumulative–delayed–recall tests, and a delayed–recall end–of–year final exam covering the entire academic year. In addition, qualitative procedures were employed, including interviews of teachers and students regarding their instructional preferences. Findings indicated that students who participated in peer tutoring significantly outperformed those who participated in the guided–notes condition on content–area tests. No significant differences were obtained on oral–reading–fluency measures, but students in the tutoring condition performed significantly better at using a reading comprehension summarization strategy independently, and at remembering the strategy steps. Results of student interviews suggested that students responded positively overall to tutoring and guided notes, and provided specific relevant insights on each procedure. Students in the tutoring condition indicated that the time spent tutoring felt like one of the shortest academic quarters for them. Findings are discussed with respect to both benefits and challenges associated with implementing peer tutoring in high school special education content–area classes. 相似文献
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《Journal of moral education》2012,41(1):93-111
This study examined the relationship of school ethical climate and students' school performance within the context of a Chinese high school. Gender and grade‐level differences in ethical climate perceptions were also explored. Survey data on perceptions of school ethical climate based upon the dimensions of student‐to‐teacher, student‐to‐student and teacher‐to‐student interactions and relationships were obtained from 754 students. Results of the study showed that students' perceptions of their high school's ethical climate were related to academic achievement, gender and grade level. Students' involvement in extracurricular activities and student leadership generally did not seem to relate to their perceptions of ethical climate. Based upon these findings, the school's moral education intervention programs should increase their focus on the area of teacher‐to‐student relationships and interactions and the subgroups of male students, students in higher grades and students with lower academic achievement. Implications for future research on school climate are also discussed. 相似文献
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Yoga programs within schools have become more widespread but research regarding the potential effect on academic achievement remains limited. This study cluster‐randomized 112 students within a single New York City public high school to participate in either school‐based yoga or physical education (PE) for an entire academic year. The primary outcome was mean annual grade point average (GPA). Psychosocial variables (self‐regulation, executive function, well‐being, and mindfulness) were examined as mediators. The study's primary hypothesis that yoga would improve academic performance was not supported by intent to treat analysis; however, a significant interaction was observed between class assignment and class participation. Among students with higher participation, those assigned to yoga classes had a significantly higher GPA. For example, at 49 classes of participation for both groups, students assigned to yoga classes had an estimated 2.70 higher mean GPA (effect size = 0.31) than students assigned to PE. 相似文献
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Carey Dimmitt John C. Carey Wendy McGannon Ivar Henningson 《Counselor Education & Supervision》2005,44(3):214-228
The authors conducted a Delphi study to identify important research questions regarding school counseling. During 3 consecutive rounds of e‐mail queries, an expert panel of 21 school counseling educators and practitioners were asked to identify the goals of school counseling research, develop specific research questions, and rate the importance of the questions. The highest rated research questions concerned school counseling interventions that have an impact on academic achievement and the effects of school counseling programs on student outcomes. The panel's final list of 42 research questions can help counselor educators, graduate students, and practitioners develop research projects that most effectively meet the needs of the field. 相似文献
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《Journal of Education for Students Placed at Risk》2013,18(3):279-281
Students who are at risk of dropping out of school can be identified retrospectively as early as third grade on the basis of attendance patterns, academic performance, and behavior. Check &; Connect is a model designed to promote student engagement, support regular attendance, and improve the likelihood of school completion. The program has been used successfully with students attending middle school and high school, with and without disabilities, and in suburban and urban settings. An overview of Check &; Connect, key components of the model, and an application of the model implemented with students who were referred for excessive attendance problems during elementary school years are described. Results from an evaluation of its effectiveness with students who received intervention for at least 2 years (n = 147) showed increased levels of student participation as evidenced by significant increases in the percentage of students whose absences or tardies dropped to or below 5% of the time. In addition, over 90% of the school staff (n = 123) perceived students were showing increased levels of engagement and 87% of school staff reported parents were more supportive of their child's education. Strengths and limitations of the study are discussed in light of rigorous criteria used to examine the effectiveness of social programs. In addition, directions for future research are proposed. 相似文献
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Barbara Walker Margaret E. Shippen Paul Alberto David E. Houchins David F. Cihak 《Learning disabilities research & practice》2005,20(3):175-183
Abstract. The complex nature of written expression presents difficulty for many students, particularly those with learning disabilities (LD). The literature in the area of written expression and students with learning disabilities indicates that explicit, rule‐based instruction can enhance the writing skills of struggling students. Research in Direct Instruction (DI) writing programs is promising, but limited at this time to a small number of group design studies. The purpose of this study was to investigate the effects of the DI writing program, Expressive Writing, for high school students with learning disabilities using a single‐subject design methodology. Results indicated that the Expressive Writing program improved the writing skills of the students in this study. Students also were able to generalize and maintain the writing skills learned during intervention. 相似文献
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《Journal of Education for Students Placed at Risk》2013,18(2):173-192
Meeting the educational needs of at-risk secondary students is a challenge for many states. Some states have blended school reform policies, such as school choice, with specific programs for students at risk of school failure. One blended school choice option that has been in operation for nearly a decade is Minnesota's Second Chance Option. This option allows students at risk of school failure the opportunity to choose alternative programs designed to meet their needs; however, little is known about the effectiveness of these programs. In this article, findings from a study examining a broad array of outcomes for students attending Minnesota's second-chance school choice option for at-risk secondary students are presented. Student performance was assessed in 7 outcome areas, using a model developed by the University of Minnesota's National Center on Educational Outcomes. Students at 3 representative alternative school sites were assessed in the fall and spring of an academic year to determine their level of student performance. This article addresses the performance of persisters (those who remained in the programs) and dropouts, the use of the model for accountability, and the effectiveness of second-chance programs. 相似文献
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This study reports data extending work by Marsh and colleagues on the “big-fish-little-pond effect” (BFLPE). The BFLPE hypothesizes that it is better for academic self-concept to be a big fish in a little pond (gifted student in regular reference group) than to be a small fish in a big pond (gifted student in gifted reference group). The BFLPE effect was examined with respect to academic self-concept, test anxiety, and school grades in a sample of 1020 gifted Israeli children participating in two different educational programs: (a) special homogeneous classes for the gifted and (b) regular mixed-ability classes. The central hypothesis, deduced from social comparison and reference group theory, was that academically talented students enrolled in special gifted classes will perceive their academic ability and chances for academic success less favorably compared to students in regular mixed-ability classes. These negative self-perceptions, in turn, will serve to deflate students' academic self-concept, elevate their levels of evaluative anxiety, and result in depressed school grades. A path-analytic model linking reference group, academic self-concept, evaluative anxiety, and school performance, was employed to test this conceptualization. Overall, the data lend additional support to reference group theory, with the big-fish-little-pond effect supported for all three variables tested. In addition, academic self-concept and test anxiety were observed to mediate the effects of reference group on school grades. 相似文献
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张翠莲 《黑龙江教育学院学报》2010,29(4):83-85
用问卷法对福州市三所普通中学的524名高中生被试的学业自我效能感、考试焦虑和人格特征状况进行了测查,发现:(1)高中生被试的总体考试焦虑状况不容乐观;(2)学业自我效能、考试焦虑和人格特征这三者之间均两两存在显著性相关;(3)从三者的路径分析图可以看出,N神经质和E外向通过影响数学学业自我效能间接影响高中生被试的考试焦虑;E外向还通过影响语言学业自我效能间接影响高中生被试的考试焦虑。 相似文献
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Introduction to Motivation at School: Interventions That Work 总被引：1，自引：0，他引：1
This article provides an introduction and overview to this special issue of Educational Psychologist, titled Promoting Motivation at School: Interventions That Work. This issue is devoted to the topic of interventions that emphasize different aspects of motivation for enhancing students' academic and social outcomes in school. The interventions range from programs focused on individual students to large-scale school reform. The programs described in this issue emphasize both students' academic motivation and their social motivation and focus on a variety of important achievement outcomes. Authors also discuss the effectiveness of various interventions for ethnic minority children. The importance of attending to social aspects of motivation in these kinds of interventions is a major theme of this special issue. Brief overviews of each article are provided. 相似文献
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Wen Fan 《School Effectiveness & School Improvement》2017,28(4):578-607
While much empirical research concerns job tenure, this paper introduces the concept of school tenure and further examines whether and how school tenure impacts student outcomes using a rich set of cohort data from England’s secondary schools. Using the number of times a student switched schools during the academic year as an instrument to measure school tenure to fully account for endogeneity issues, the resulting two-stage least squares estimates suggest that the effects of school tenure are positive and heterogeneous across students. While advantaged students are more likely to gain when their own school tenure is longer, disadvantaged students benefit if their peers have longer tenure. This significant heterogeneous effect suggests that school tenure may not simply act as the inverse of school mobility but may represent a potential determinant of student achievement and an effective school-specific measure for policymakers and practitioners. The relevant implications are accordingly discussed. 相似文献