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1.
Mandates such as No Child Left Behind (2001) and Individuals with Disabilities Education Improvement Act (2004) shifted the emphasis of instruction to include skills that access the general curriculum for students with moderate to severe intellectual disability. The purpose of this study was to describe changes in literacy instruction of teachers who participated in literacy research using secondary data analysis of instructional videos from 2004 to 2010. Results from the study suggest that teachers in 2004 focused on fewer components of reading that did not include phonemic awareness or phonics than teachers in 2010. Other changes in instruction included use of systematic instruction, grade-appropriate materials, and structure of literacy lessons. 相似文献
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As the number of English language learners (ELLs) continues to grow in Califorina and throughout the country, there is a need to examine present policies that impact the preparation of teachers to meet the varying needs of this diverse student poplulation. This article utilizes a framework of educational responsiveness to examine the definition and expectations of a “highly qualified teacher” as presented at the federal level by No Child Left Behind law (2002) that presents a generic approach to the education of ELLs. It is within this “unresponsive” policy and sociopolitical context that concerns and actions for equity in education and, specifically, for bilingual teacher preparation are situated. In this article we examine the federal and state contexts and describe efforts in California to be responsive to English language learners. Finally, we highlight ongoing efforts that challenge these mandates and policies in order to more effectively meet the needs of ELLs in California. These efforts are manifested via professional organizations committed to educational research toward appropriate pedagogy for language devleopment and political advocacy for English language learners. 相似文献
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Our educational system is undergoing great scrutiny. The success of our nation's schools and their students is under serious evaluation and interpretation. Currently, one of the most visible and pertinent “political products” impacting our schools and students is the federal legislation No Child Left Behind (2002). Specific concerns arise around schools' ability to include students with disabilities, among other “disadvantaged groups,” in strategies for academic success. Disability Studies contends that the place and positioning of disability is fundamentally political. This article uses a Disability Studies lens to critique NCLB. The potential benefits, problematic areas, and dangerous aspects to schools, teachers, parents, students with disabilities, and the community at large are presented within this Disability Studies context. 相似文献
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Successful aging is the ability to maintain low probability of disease and disability, high cognitive and physical functioning, and active engagement with life (Rowe &; Kahn, 1999). These criteria allow for a minority of people to be classified as being “successful” and overlook the importance of psychological variables in balancing the weight of disease. A total of 1322 seniors (55 + years) were classified on their overall functioning according to core domains (health, psychological, cognitive, biobehavioural, social, personality). Findings support the idea that a broader perspective of aging outcomes, rather than success criteria, may better reflect reality. 相似文献
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Mary E. Yakimowski Michael Faggella-Luby Yujin Kim Yan Wei 《Journal of Education for Students Placed at Risk》2016,21(2):118-128
Numerous research studies (e.g., Anderson, Kutash, &; Duchnowski, 2001; Lane, Carter, Pierson, &; Glaeser, 2006; Volpe, Dupaul, Jitendra, &; Tresco, 2009; Wei, Blackorby, &; Schiller, 2011) have shown that students with disabilities generally exhibit lower reading scores than their peers without disabilities. However, questions remain about the possibility of longitudinal differences among high-incidence disability classifications (e.g., speech/language impairments, SLI; emotional disturbances, ED; learning disabilities, LD; and attention deficit disorders, ADD). This study investigated growth patterns in reading achievement among middle school students from 5th to 8th grade with different high incidence disability classifications on one state's high-stakes assessment. After a repeated measures analysis of variance and post hoc testing, results reveal that students identified as LD and SLI evidenced more growth in reading than those classified as either ADD or ED. In light of the No Child Left Behind Act of 2001 legislation, findings about the various growth patterns are discussed with respect to policy, measurement, and practical implications. 相似文献
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The Individuals with Disabilities Education Act (2004) has had substantial influence on special education in general and the field of learning disabilities in particular. Since its reauthorization in 2004, ongoing regulatory efforts have been underway to determine its operationalization and implementation. Of particular concern to those involved in the educational process (i.e., special educators, school psychologists, families, advocates) are the guidelines for identifying children with specific learning disabilities (SLD), including the use of Response to Intervention (RTI). In this article, some of the most relevant and controversial issues associated with the use of RTI for the identification of SLD are detailed. We discuss how SLD is conceptualized in terms of identification approaches and classification criteria and present position statements of special education professional associations on the changes to the federal SLD definition and identification criteria. Finally, we summarize proposed resolutions to the seemingly irreconcilable differences identified throughout the article. 相似文献
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A number of policymakers have shifted their attention from the participation rates of Hispanics in postsecondary education to the percentage of this population that completes a baccalaureate degree. Several reports stress that while participation rates have increased, there are continued disparities in outcomes between Hispanic and White college students (President's Advisory Commission on Educational Excellence for Hispanic Americans, 2003; Council of Economic Advisers, 2000; Fry, 2002; Vernez & Mizell, 2001). Although many states have experienced increases in Hispanic postsecondary attendance, such is not the case in Texas—a state with one of the largest Hispanic populations in the country. Figures for 2003 show that 3.9% of Hispanics in Texas were enrolled in some type of postsecondary institution compared to 5.2% of African Americans and 5.6% of Caucasians (Haurwitz, 2005). 相似文献
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The purpose of this study was to examine undergraduate and graduate student enrollments, course delivery modes, and curricular trends and issues of CTE programs. Based on findings from 139 program/department coordinators, results emphasized that although CTE programs within institutions of higher education have declined in number (Fletcher, Gordon, Asunda, &; Zirkle, 2015), student enrollments within those programs have remained steady compared to prior studies (Bruening et al., 2001; Lynch, 1990). Even so, CTE program/department administrators have articulated that declining student enrollment is a major challenge within their programs. Additionally, the development of online courses and the impact of state/national educational reform initiatives were identified as major curricular trends for CTE programs. Recommendations include the need for CTE faculty to embrace online instruction, and for programs to use broader nomenclature of CTE/Workforce Education, instead of names of more traditional subdisciplines within the field to remain more accessible and sustainable in the future. The condition of undergraduate and graduate CTE programs will likely impact the viability and sustainability of CTE teacher preparation programs, recruitment of a talented and diverse CTE teaching force, continuity of the U.S. teaching workforce, and ability of K–12 teachers to maintain high-quality CTE programs. 相似文献
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Leslee Grey Nicholas Shudak 《Educational Studies A Journal of the American Educational Studies Association》2013,49(5):536-552
This project provides a framework for interrogating the language often used in media reporting on education, and making those often hidden ideological underpinnings more visible. Explored through this analysis are the language, metaphors, logic, and rhetorical devices used by various news media reporting on educational concerns, and in particular the concerns revolving around teacher quality and teacher preparation, which allow the construction and circulation of specific kinds of knowledge and assert certain kinds of truths. This analysis is guided by the premise that education writ large, which includes the profession of teaching as well as the field of teacher preparation, is charged with helping students, our youngest citizens, develop an understanding of the practices and problems of people-power, self-rule, and shared governance in our democratic society. If education primarily involves preparing students for democratic citizenship, as a long history of scholarship has established (Barber, 2001; Bean &; Apple, 1995; Beard, 1937; Dewey, 1916; Bode, 1937; Giroux, 1989; Gore, 1993; Gutman, 1999; McLaren, 2001; Nussbaum, 2010), educating citizens to critically examine, analyze, and understand social worlds is essential to democracy. 相似文献
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This article reports findings from a four-year formative experiment (Reinking &; Bradley, 2008) investigating a summer writing institute for ninth graders entering an urban high school. Intended as enrichment, not remediation, for a heterogeneous group of students, and as a learning experience, not just a teaching opportunity, for practitioners, the institute was grounded in multiliteracies (New London Group, 1996) and scholarship on inclusive schooling (Udvari-Solner, 1997). Its essential elements included (1) composing by students in both print and digital genres, (2) a small set of instructional approaches effective for heterogeneous populations, and (3) co-teaching and co-planning by institute staff. This article focuses on teachers' efforts to support the writing development of English Language Learners (ELLs), who represented 20–30% of institute participants each year. Findings revealed that as teachers made adjustments to the institute model over time, their efforts to support ELLs' participation became more grounded in collective examination of varied student data. As teachers worked in community with each other (Swanson, 2007; Venter, 2004), they increased their ability to address student writers' diverse needs. 相似文献
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Research Findings: The focus of this study was to construct and validate 12 brief early numeracy assessment tasks that measure the skills and concepts identified as key to early mathematics development by the National Council of Teachers of Mathematics (2006) and the National Mathematics Advisory Panel (2008)—as well as critical developmental precursors to later mathematics skills noted in the Common Core State Standards (2010). Participants were 393 preschool children ages 3 to 5 years old. Measure development and validation occurred through 3 analytic phases designed to ensure that the measures were brief, reliable, and valid. These measures were 1-to-1 counting, cardinality, counting subsets, subitizing, number comparison, set comparison, number order, numeral identification, set-to-numerals, story problems, number combinations, and verbal counting. Practice or Policy: Teachers have extensive demands on their time, yet they are tasked with ensuring that all students’ academic needs are met. To identify individual instructional needs and measure progress, they need to be able to efficiently assess children’s numeracy skills. The measures developed in this study not only are reliable and exhibit evidence of validity but also are easy to use and can be utilized for measuring the effects of targeted instruction on individual numeracy skills. 相似文献
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Changes to the Individuals with Disabilities Education Improvement Act (Public Law 108-446) (now known as the Individuals with Disabilities Education Act of 2004: IDEA) mandated new requirements for providing discipline to students with disabilities. These changes led to simplified procedures when students with disabilities commit infractions of the school code. A review of potential legal dilemmas, however, challenges the simplicity of the revised procedures and may actually underscore new legal entanglements to parents and school officials. We discuss what we know about discipline and reasons for an interest in discipline applications, potential legal complications resulting from the reauthorized IDEA, and implications of prevention strategies for students with disabilities demonstrating problem behaviors. 相似文献
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kihana miraya ross Na’ilah Suad Nasir Jarvis R. Givens Maxine McKinney de Royston Sepehr Vakil Tia C. Madkins 《Equity & Excellence in Education》2016,49(1):85-99
ABSTRACTThis article examines the teaching philosophies of Black male teachers of Black male students in manhood development classes in a district-wide program in Oakland, California. Drawing on observations and instructor interview data, we explore the teachers’ histories, teaching philosophies, and the trajectory of their racial-educational understandings. We utilize Gramsci's (1971) theory of the organic intellectual, Mills’ (1997) and Leonardo's (2013) theories of the subperson and substudent, and Dumas’ (2014) notion of Black suffering to theorize the ways that race comes into play in the teaching of African American male students. We find that racialization and re-humanization are key to instructors’ teaching, and we identify two key aspects of their teaching philosophies: (1) Humanization/Love and (2) Reciprocity. 相似文献
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ABSTRACTStudents need a genuine voice in the content, process, outcome, and assessment of their learning so they can take ownership of their education (Jaquith and Hathaway 2012). Digital art portfolios allow students to research, document, and reflect on the development and assessment of their learning. Unlike traditional portfolios, which typically emphasize product, the use of digital portfolios as a process portfolio for learning has the potential to increase autonomy, experimentation, and allow the student to tell the story of their learning; to be metacognitive about their work (Berrett 2005). For the purposes of our research, we are defining metacognitive as awareness or analysis of one's own learning or thinking processes. The key elements of traditional paper portfolios include: collecting, selecting, reflecting, directing/goals, and presenting/celebrating. The use of technology adds to that list the processes of archiving, linking/thinking, storytelling, collaborating, sharing, and publishing (Barrett 2005). This paper examines how online digital portfolios provide a platform to promote students’ metacognitive skills and direct their learning. 相似文献
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Expressing sexuality is part of the human experience, yet sexual health is often ignored in regard to persons with disabilities. Individuals with disabilities are at risk of sexual abuse and exploitation, unwanted pregnancies, and sexually transmitted diseases. Additionally, many adolescents with disabilities lack the knowledge needed to develop a healthy sexual identity, therefore, increasing their vulnerability (Baladerian, et al., 2013; Boehning, 2006; Preston, 2013; SEICUS, 2012, 2014). Resources have been developed to improve the sexual health of individuals with disabilities; however, those who need this education may not have access to the resources. The purpose of this literature review is to examine sexual health education for individuals with disabilities; it focuses on risks to people with disabilities, current barriers to education, and available resources. 相似文献
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Saskia de Graaff Anna M.T. Bosman Fred Hasselman Ludo Verhoeven 《Scientific Studies of Reading》2013,17(4):318-333
Systematic-phonics instruction appears to be more effective than nonsystematic phonics instruction for teaching reading (Ehri, Nunes, Stahl, & Willows, 2001). In the present study, a systematic phonics approach was directly compared with a nonsystematic phonics approach for kindergarten children. Both approaches were delivered using computer programs teaching the same Dutch grapheme–phoneme correspondences. Both phonics-trained groups progressed to the same extent on productive letter-sound knowledge compared to the control group. However, on measures of phonemic awareness, spelling, and reading, the systematic phonics group made more progress than the nonsystematic phonics group and the control group. 相似文献
18.
Lisa Ruble Jessie Birdwhistell Michael D. Toland John H. McGrew 《Journal of educational and psychological consultation》2013,23(4):259-283
The significant increase in the numbers of students with autism combined with the need for better trained teachers (National Research Council, 2001) call for research on the effectiveness of alternative methods, such as consultation, that have the potential to improve service delivery. Data from 2 randomized controlled single-blind trials indicate that an autism-specific consultation planning framework known as the collaborative model for promoting competence and success (COMPASS) is effective in increasing child Individual Education Programs (IEP) outcomes (Ruble, Dalrymple, & McGrew, 2010; Ruble, McGrew, & Toland, 2011). In this study, we describe the verbal interactions, defined as speech acts and speech act exchanges that take place during COMPASS consultation, and examine the associations between speech exchanges and child outcomes. We applied the Psychosocial Processes Coding Scheme (Leaper, 1991) to code speech acts. Speech act exchanges were overwhelmingly affiliative, failed to show statistically significant relationships with child IEP outcomes and teacher adherence, but did correlate positively with IEP quality. 相似文献
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General practitioners (GPs) need advanced skills in geriatric assessment to be competent to treat the increasing number of elderly patients. Continuing medical education in geriatrics for GPs is heterogeneous, and not assessed for effectiveness. In this study we compared the educational effects of three geriatric post-graduate training methods on GPs. GPs in the health district of the Nijmegen University Medical Centre (The Netherlands) were offered a variety of training options in geriatric assessment: (1) a formal one-day teacher centered conference (TCC), (2) an interactive GP-centered day of workshops (GCW), and (3) participation in a project of knowledge translation, linked to a research project of geriatric intermediate care (GKT). Pre-post measures were taken of the attitudes of GPs towards the elderly (Aging Semantic Differential, 1969), attitudes towards geriatric patients (Maxwell & Sullivan, 1980; Rosencranz & McNevin, 1969) and geriatric competencies (Robinson, Barry, Renick, et al., 2001). After training, neither the attitudes towards the elderly nor geriatric patients changed in any of the three groups. The TCC did not show a significant change in perceived competencies, while the GCW and GKT group improved. A formal large group conference is ineffective in improving GPs' geriatric assessment skills, while small interactive workshops and participation in a project of knowledge translation are equally effective. None of the three training methods improved or worsened attitudes toward the elderly in general or the geriatric patients in particular. 相似文献
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Maria Magdalena Isac Ralf Maslowski Greetje van der Werf 《School Effectiveness & School Improvement》2013,24(3):313-333
In this study, a comprehensive educational effectiveness model is tested in relation to student's civic knowledge. Multilevel analysis was applied on the dataset of the IEA Civic Education Study (CIVED; Torney-Purta, Lehmann, Oswald, & Schulz, 2001), which was conducted among junior secondary-school students (age 14), their schools, and their teachers. In total, 28 countries, 4,136 classrooms, and 93,565 students were included in the analysis. The results indicated that the influences on students' civic knowledge are multilevel. Students' civic knowledge and skills were partially explained by individual characteristics, by factors related to quality and opportunities for civic learning offered by classrooms and class composition, and by factors at the national context level. We conclude that most effectiveness factors are relevant for the field of civic and citizenship education and that schooling and educational policy matter for students' success in this field. 相似文献