共查询到20条相似文献，搜索用时 31 毫秒
1.
《Early education and development》2013,24(3):204-216
Investigators of early language development have noted that teachers tend to select specific language objectives and teach them didactically, whereas parents are more likely to adopt open-ended objectives and teach them opportunistically. The authors have called the former approach directive, because of its reliance on teacher-controlled precision teaching, and the latter nondirective, because of its reliance on child-centered supportive techniques. This article explores the relative emphasis given these two approaches in early intervention by examining language objectives on Individual Educational Programs (IEPs) drawn from 20 programs in 10 states. It also analyzes the directive versus nondirective nature of language items on eight major developmental inventories that are used both to assess children's language and as the source of language objectives. The primary finding—a preponderant directive orientation on both IEPs and inventories—is discussed in terms of the literature on language development in normal and handicapped preschoolers. 相似文献
2.
3.
This study investigates the existence of an identifiable core cognitive curriculum operative in early intervention programs—its substance and its suitability for preschoolers with developmental disabilities. As an initial approach, the authors present preliminary data on three specific questions: Have early intervention programs adopted a common set of developmental inventories for assessing children? Do the frequently used inventories share a common set of items? Are the common items adopted as Individual Educational Program (IEP) objectives? By polling members of the Division of Early Childhood (DEC), Council for Exceptional Children for their preferred assessment instruments, then listing the common items from their top choices, and, finally, comparing the listed items with written IEP objectives, the authors identified elements of a core curriculum in current use by many early intervention programs. Within the cognitive domain, it was found that at least one out of five items common to the developmental inventories—shapes, colors, quantities, sizes, and puzzles (includes formboards)—were listed as objectives on 75% of the IEPs collected from programs located in the same states as DEC respondents. The appropriateness of these "preacademic" instructional targets in the context of developmental "readiness" is questioned. 相似文献
4.
《Early education and development》2013,24(3):184-192
This article is directed to two issues: the extent to which children in early intervention programs are experiencing repetition in their curriculum from one year to the next (as manifested by reiteration of Individual Educational Program [IEP] objectives), and whether repetition results, at least in part, from establishing initial objectives that are too difficult for the children. The authors reviewed objectives from two sequential IEPs on 36 children from 15 programs in 10 states across the country, Although the data were too "messy" for a complete classification of objectives, careful inspection revealed a great deal of repetition and near-repetition in consecutive IEPs that were separated, on the average, by approximately one year. By matching objectives, where possible, to the expected age of mastery as indicated on a standardized instrument, and to the child's functional age, the authors found a clear tendency for children's objectives to be beyond their developmental level. It is concluded that although slow children will of course learn slowly, the data of this study, confirmed by research in child development, suggest that some of the reiteration in early intervention may be the result of excessive demands rather than the "need for repetition" intrinsic to those with mental retardation. 相似文献
5.
Although many studies have examined the alignment of state standards with large-scale assessment and instruction, fewer have attended to alignment concerning alternate assessments for students with significant disabilities. This study was designed to (1) compare expectations in one state's alternate assessment (AA) with curricular priorities reflected in students' Individualized Education Programs (IEPs), and (2) consider the effect of this relationship on AA scores. The study was conducted in a state whose AA consisted of standardized performance tasks measuring reading comprehension (RC) and number systems (NUM). Archival data, including AA scores and IEPs for 292 students, were analyzed. The average IEP emphasized speaking, writing, and measurement, and objectives primarily required simple recall skills. Half of IEPs contained no objectives aligned with RC. More than one third of IEPs did not align with NUM. Assessment–IEP alignment had a moderate effect on Reading test score, but not Math test score. Recommendations are made for future investigations of the taught curriculum for this population, and professional development to improve alignment of instruction with assessments. 相似文献
6.
This article is directed to two issues: the extent to which children in early intervention programs are experiencing repetition in their curriculum from one year to the next (as manifested by reiteration of Individual Educational Program [IEP] objectives), and whether repetition results, at least in part, from establishing initial objectives that are too difficult for the children. The authors reviewed objectives from two sequential IEPs on 36 children from 15 programs in 10 states across the country, Although the data were too "messy" for a complete classification of objectives, careful inspection revealed a great deal of repetition and near-repetition in consecutive IEPs that were separated, on the average, by approximately one year. By matching objectives, where possible, to the expected age of mastery as indicated on a standardized instrument, and to the child's functional age, the authors found a clear tendency for children's objectives to be beyond their developmental level. It is concluded that although slow children will of course learn slowly, the data of this study, confirmed by research in child development, suggest that some of the reiteration in early intervention may be the result of excessive demands rather than the "need for repetition" intrinsic to those with mental retardation. 相似文献
7.
P. Dawn Tysinger Jeffrey A. Tysinger Terry Diamanduros 《Psychology in the schools》2009,46(4):319-332
The study investigated the consultation approaches of collaborative‐directive and collaborative‐nondirective and the influence of teacher expectations for consultation on their ratings of consultation success. Teachers viewed videotaped consultation sessions of a collaborative‐directive or collaborative‐nondirective consultation session that either matched or mismatched their expectations. The study found significantly higher ratings for the consultants and interventions when the collaborative‐directive approach was used. In addition, teachers in conditions that matched their expectations for consultation rated consultants and interventions significantly higher than did teachers in mismatched conditions. The importance of this line of research lies in its practical application, allowing practitioners of consultation and trainers of school psychologists greater knowledge in selection of the appropriate consultation approach to maximize perceived consultant effectiveness and intervention acceptability. © 2009 Wiley Periodicals, Inc. 相似文献
8.
Maughn Rollins Gregory 《Educational theory》2014,64(6):627-648
Recent articles on teaching controversial topics in schools have employed Michael Hand's distinction between “directive teaching,” in which teachers attempt to persuade students of correct positions on topics that are not rationally controversial, and “nondirective teaching,” in which teachers avoid persuading students on topics that are rationally controversial. However, the four methods of directive teaching discussed in the literature — explicit directive teaching, “steering,” “soft‐directive teaching,” and “school ethos endorsement” — make rational persuasion problematic, if not self‐defeating. In this essay, Maughn Rollins Gregory argues that “procedurally directive teaching” offers an alternative to such approaches because it derives from the intention to guide inquiry rather than to persuade. He demonstrates that the conceptual frameworks of perfectionism and antiperfectionism, which have been proposed for directive teaching on same‐sex marriage, can instead be used to generate open questions for student inquiry, as can a third, civil rights framework. Given these considerations, Gregory maintains that pedagogical guidance on this topic should be procedurally directive rather than substantively directive. Further, the fact that legal, political, and ethics scholars disagree about which framework is more appropriate to the issue of same‐sex marriage indicates that such arguments cannot be dispositive of the pedagogical issue of how to frame classroom discussions about it. Rather, students should inquire into this meta‐level framing dispute for themselves. 相似文献
9.
Individual educational plans (IEPs) are considered to be more effective when designed and implemented by a multidisciplinary team. This paper deals with the IEP as a collaborative tool for the education of pupils with profound and multiple learning difficulties (PMLD). Ten pupils with PMLD and the people working around them (e.g. teacher, speech and language therapist (SLT), physiotherapist, parents) were chosen as case studies. The design and implementation of IEPs were examined through IEP document analysis; semi‐structured interviews with teachers, parents and other professionals; observations at the Annual Review Meetings (ARMs); and follow‐up questionnaires to parents after the ARM. The study concludes that IEPs are not used as a tool for collaboration between teachers, parents and other professionals and this is attributed to the nature of the IEP itself. Collaborative changes are needed if IEPs are to be designed and implemented successfully. These changes include the introduction of broad goals, which could be shared between all those working around the child, together with less‐frequent but better‐quality evaluations of IEPs. 相似文献
10.
This study investigates the maintenance and generalization of preacademic objectives in children with mental retardation from early intervention programs. All the subjects (25) had mastered, according to their Individual Education Programs (IEPs), at least one task in the areas of color, shape, number, or big/little . They, along with children in three comparison groups, were given a series of tasks that included the same previously achieved IEP objectives (maintenance) and closely related tasks within the same domain (generalization). The findings indicated variability in maintenance and generalization for the children in early intervention, better for color and shape than for number and big/little. Success on generalization was below the usual standard indicating mastery (85%-100%). On the generalization tasks, children in early intervention performed similarly to older children with retardation who had lower standard scores (Peabody Picture Vocabulary Test-Revised) but roughly equivalent language ages. They performed less well than older children with retardation who had similar standard scores but higher language ages. They also performed less well than children without disabilities in regular preschool programs who were close in chronological age, but had higher standard scores and higher language ages. We conclude that performance on these tasks is closely tied to developmental age regardless of chronological age and "IQ" status. Findings are discussed in relationship to preacademic curriculum in early intervention programs. 相似文献
11.
This investigation analyzed goals from the Individual Educational Programs (IEPs) of 54 high school students with diagnosed
reading disabilities in basic skills (decoding and/or word identification). Results showed that for 73% of the students, the
IEPs written when they were in high school failed to specify any objectives regarding their acute difficulties with basic
skills. IEPs from earlier points in the students’ educations were also reviewed, as available. For 23 of the students, IEPs
were present in the students’ files for three time points: elementary school (ES), middle school (MS), and high school (HS).
Another 20 students from the sample of 54 had IEPs available for two time points (HS and either MS or ES). Comparisons with
the IEPs from younger years showed a pattern of decline from ES to MS to HS in the percentage of IEPs that commented on or
set goals pertaining to weaknesses in decoding. These findings suggest that basic skills deficits that persist into the upper
grade levels are not being sufficiently targeted for remediation, and help explain why older students frequently fail to resolve
their reading problems. 相似文献
12.
《British Journal of Special Education》1996,23(3):115-119
Paul Cooper, Lecturer in Education (Emotional and Behavioural Difficulties) and Director of Research at the University of Cambridge, Institute of Education, considers the nature and origins of Individual Education Plans (IEPs) and some of the key issues of concern and debate surrounding them and their implementation. Emergent areas of concern are: the types of learning needs that are addressed in IEPs; the involvement of students and parents in the development of IEPs; and problems relating to implementation. Research findings suggest that the degree of care that is taken in the construction, implementation and evaluation of IEPs determines whether the resultant document is a valuable tool in facilitating educational progress or simply another paper exercise. 相似文献
13.
Susan Catapano 《Journal of Early Childhood Teacher Education》2013,34(3):223-229
Abstract Students in early childhood teacher education programs are expected to know, plan curriculum, and teach within several sets of content area, national, state, and local, learning standards. Understanding where these standards originated and why they are important within the context of classroom practice will help new teachers begin their careers aware of their role in helping children become competent in the content‐area standards. At the heart of the standards movement are the early literacy standards, necessary for achieving both reading and language arts competencies and for achieving competency in social studies, science, and mathematics in the K‐12 grades. Understanding and applying the standards, through best practices, can guide teachers in the writing of objectives, development of activities, selection of materials, and the authentic assessment of children's learning within their classroom. 相似文献
14.
John Tillson 《Educational theory》2017,67(2):173-191
Michael Hand has defended the “epistemic criterion” for “directive and nondirective teaching” in his 2008 Educational Theory article, “What Should We Teach as Controversial? A Defense of the Epistemic Criterion,” as well as subsequent pieces. Here, John Tillson defends use of the epistemic criterion in the case of what he calls “momentous propositions,” but he rejects two of Hand's key arguments in support of the criterion. This rethinking comes in light of important contributions to the debate made by Bryan Warnick and D. Spencer Smith and by Maughn Rollins Gregory, also published in this journal. Tillson begins the article with an elucidation of the directive/nondirective distinction, and then discusses some limitations of defining the distinction in terms of intention. Next, he draws attention to the problems with the “soft‐directive teaching” method that Warnick and Smith advocate. Finally, Tillson provides an additional argument in favor of the epistemic criterion, an argument also grounded in work by Hand, which places emphasis on imparting knowledge alongside cultivating rationality among our educational aims. 相似文献
15.
Student perceptions of their IEP targets 总被引：1，自引：0，他引：1
The 2001 Code of Practice for Special Educational Needs ( DfES, 2001 ) explicitly states that students with IEPs should have an active role in the writing and implementing of them. A research project was conducted in which 19 Year 8 students in three schools were interviewed, with the findings cross‐referenced against an examination of their individual education plans (IEPs) and interviews with the SENCos. Very few students were able to communicate a clear understanding of IEPs. Students' stated targets mostly reflected mainstream target‐setting: very few stated targets matched with those in their IEPs. Consistent with these findings is literature which argues that meaningfully involving students in the IEP process takes considerable time and effort, which would appear to imply that the number of students with IEPs in any one school must be limited. Against this are pressures, particularly from OFSTED but also from examination boards, to have IEPs available as evidence that students' needs are being met. The article concludes by suggesting that SENCos look to limit the number of IEPs issued, alongside a robust defence of the school's special educational needs policy within the school evaluation form to ensure that students' needs are met and also are seen to be met. 相似文献
16.
张强 《徐州师范大学学报(哲学社会科学版)》2010,(4)
与汉语言文学专业相比,现代汉语课程在对外汉语专业中的教学目标与方法有着很大的不同。对外汉语专业中现代汉语课程教学更应该考虑到其专业的特殊教学目标而作出适当调整,将具备从事对外汉语教学及相关专业的工作能力确定为教学目标,注重第二语言习得理论研究与现代汉语教学相结合,并同时注意培养学生现代汉语基础研究的能力和加强实践知识的积累。 相似文献
17.
John J. Hoover Jennifer R. Erickson James R. Patton Donna M. Sacco Le M. Tran 《Learning disabilities research & practice》2019,34(1):14-22
Effective education of English learners (ELs) with learning disabilities requires special educators to deliver culturally/linguistically responsive instruction within the context of special services, embracing the interaction between exceptionality and diversity. A critical concept is the notion that cultural and linguistic features are mandated by law to remain integral to teaching and learning once ELs are appropriately placed for special services. We examined a sampling of IEPs for ELs receiving special education for learning disabilities for cultural/linguistic responsive features to inform instruction. We found from our pilot study that the IEPs contain little to no reference to ELs' diverse linguistic and cultural qualities to (1) meet legislative mandates, and (2) guide delivery of appropriate special education. Practitioner implications for developing culturally and linguistically responsive IEPs are provided to support educators who teach ELs with learning disabilities. 相似文献
18.
Susana Mendive Mayra Mascareño Lara Daniela Aldoney J. Carola Pérez José P. Pezoa 《Child development》2020,91(6):2042-2062
This study used Latent Class Analysis to identify groups of children exposed to similar Home Language and Literacy Environments (HLLE) and explored whether belonging to a given HLLE group was related to children’s language and early literacy growth from prekindergarten to kindergarten. Participants were 1,425 Chilean mothers and their children (Mage = 52.52 months at baseline) from low-socioeconomic status households. Four HLLE groups were identified, which were associated with different trajectories of language and early literacy development. Children from groups whose mothers either read and talk about past events with them or teach them letters in addition to reading and talking about past events, showed higher relative vocabulary and letter knowledge. Implications for research and interventions are discussed. 相似文献
19.
This paper is concerned with the rights of indigenous peoples to maintain their own languages which are seen as fundamental to the maintenance of their own cultures and for the transmission of culture from one generation to another. Taking the examples of two small neighbouring groups belonging to the Harakmbut Amazon people, it shows that even though their objectives are the same — the maintenance and strengthening of their language and culture — they have very different views about how this should be done. The paper argues that it is necessary to understand the communities' reactions to new proposals for language maintenance introduced from outside and of the importance of them developing and following their own strategies for maintaining their cultural identity in a rapidly changing world. 相似文献
20.
Rhona Stainthorp 《教育心理学》2004,24(6):753-765
Recent national developments in the teaching of literacy in the early years in the UK mean that teachers need to have explicit fluent knowledge of the sound structure of the language and its relationship to orthography in order to teach reading effectively. In this study, a group of 38 graduate trainee primary teachers were given a pencil and paper test of phonological awareness as part of a course on teaching literacy. Results from the pencil and paper test were used as the basis of teaching about the sound structure of words. The test was repeated six months later. The results showed that they did not use a consistent system for segmenting words into component sounds. Though there was substantial improvement on second testing, many trainees still did not show evidence that they had yet developed sufficient insights into the sound structure of words to be able to teach children about phonemes with certainty. It is argued that student teachers need substantial explicit training and practice in manipulating the sound structure of words to enable them to teach this aspect of language confidently. 相似文献