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1.
A learning disabilities coping program was implemented in the final year of two primary schools within the context of a whole class coping program and whole school learning disabilities professional development. Using data collected over three years from school surveys, reports, interviews, school documents and a field diary, this paper reports on the feasibility of implementing and sustaining this intervention. The schools successfully implemented the program and continue to use components of it. Facilitators were: priority given by the school, usefulness and ease of use of the coping program, teacher skill and interest and maintenance of the connection between the universal and withdrawal aspects of the program. It is likely there is a need for increased presence of the above facilitators for continued implementation of all components of the intervention to be sustained.  相似文献   

2.

This qualitative study investigates the development of preservice teachers' attitudes toward people with disabilities during a semester-long unit. Ten students enrolled in a special education teaching elective were interviewed before and after they were engaged in a teaching program designed to expose them to direct, structured interactions with a teaching assistant who was physically disabled. The teaching assistant interacted with students in both small and large group tutorial discussions throughout the semester. Also, students kept a reflective journal on their experiences with people with disabilities throughout the teaching program. Data were collected through the use of semi-structured interviews and journals, and analysis indicated that: (i) students developed a more positive attitude and became more comfortable in interacting with the teaching assistant during the semester, and (ii) learning experience improved their knowledge about disability issues.  相似文献   

3.
Abstract

The aim of this study was to determine the mediating effect of learning engagement on the relationship between perceived teacher feedback and college students’ academic performance, and the moderating effect of assessment characteristics on the relationship between perceived teacher feedback and learning engagement. A sample of 2,458 students in a university in mainland China was studied. Results indicated that perceived teacher feedback had a positive impact on students’ academic performance; learning engagement had a mediating effect on the relationship between perceived teacher feedback and students’ academic performance; and assessment frequency, difficulty and diversity had moderating effects between perceived teacher feedback and learning engagement. With the three factors of high frequency, difficulty and diversity assessment, perceived teacher feedback was more likely to improve students’ learning engagement. In contrast, feedback without these three factors could decrease or have no impact on students’ learning engagement. This indicates that teacher feedback indirectly affects college students’ academic performance by promoting their learning engagement, and is more effective when the frequency, difficulty or diversity of assessments is high.  相似文献   

4.
ABSTRACT

Background: As inquiry-based instruction is not universally implemented in science classrooms, it is crucial to introduce instructional strategies through the use of contextualized learning activities to allow students with different background knowledge and abilities to learn the essential competencies of scientific inquiry and promote their emotional perception and engagement.

Purpose: This study explores how essential scientific competencies of inquiry can be integrated into classroom teaching practices and investigates both typical and gifted secondary students’ emotional perception and engagement in learning activities.

Sample: A case teacher along with 226 typical and 18 gifted students from a suburban secondary school at Taiwan participated in this study.

Design and methods: After attending twelve 3-hour professional development workshops that focused on scientific inquiry teaching, the case teacher voluntarily developed and elaborated her own teaching activities through the discussions and feedback that she received from workshop participants and science educators. Quantitative and qualitative data were collected through activity worksheet, questionnaire, video camera, and tape recorders. Frequency distribution, Mann-Whitney U test, and discourse analysis were used for data analyses.

Results: Case teacher’s teaching activities provide contextual investigations that allow students to practice making hypotheses, planning investigations, and presenting and evaluating findings. Students’ learning outcomes reveal that typical students can engage in inquiry-based learning with positive emotional perception as well as gifted students regardless of their ability level. Both gifted and typical students’ positive emotional perception of and active engagement in learning provide fresh insight into feasible instructions for teachers who are interested in inquiry-based teaching but have little available time to implement such instructions into their classrooms.

Conclusions: The results of our work begin to address the critical issues of inquiry-based teaching by providing an exemplary teaching unit encompassing essential scientific competencies  相似文献   

5.

Carrie wanted to be a teacher more than anything else. But Carrie had a learning disability which interfered with the basic literacy skills of reading, writing, and language processing. Although she had entered the university through a special private program designed to identify and support studentswith learning disabilities,Carrie kept her disability a secret when she was admitted to the teacher education program. She did not tell her cooperating teachers or university supervisors about her difficulties until the incident in the high school resource room. Her experiences and the immediate and future dilemmas created for all teacher educators by Carrie's experiences raise larger issues about the balance between individual rights and public interest.  相似文献   

6.
Abstract

Fifty seven mothers of children aged 6 to 12 with dyslexia or other learning disabilities were randomly allocated to a group coping skills program (n = 32) or a wait‐list control group (n = 25). Parents completed pre‐ and post‐intervention measures of parenting competence, stress, coping skills, and child behaviour/emotional problems. Prior to the program mothers reported high stress levels associated with child and school factors. After the program significant reductions were found for stress, isolation, self‐blame, and greater emotional closeness (attachment) to the child was reported. Significant reductions in child behaviour problems (externalizing behaviours) and moodiness were also found. Child internalizing behaviours remained high with nearly half the parents reporting child emotional problems (withdrawn, somatic complaints, anxiety/depression). Future interventions with families and schools are recommended to prevent children with learning disabilities and their parents experiencing high levels of emotional distress.  相似文献   

7.
Abstract

Assessment feedback from teachers gains consistently low satisfaction scores in national surveys of student satisfaction, with concern surrounding its timeliness, quality and effectiveness. Equally, there has been heightened interest in the responsibility of learners in engaging with feedback and how student assessment literacy might be increased. We present results from a five-year longitudinal mixed methods enquiry, thematically analysing semi-structured interviews and focus groups with undergraduate students who have experienced dialogic feed-forward on a course in a British university. We use inferential statistics to compare performance pre and post-assessment intervention. The assessment consisted of submitting a draft coursework essay, which was discussed and evaluated face-to-face with the course teacher before a self-reflective piece was written about the assessment process and a final essay was submitted for summative grading. We evidence that this process asserted a positive influence on the student learning experience in a number of inter-related cognitive and affective ways, impacting positively upon learning behaviour, supporting student achievement and raising student satisfaction with feedback. We advocate a cyclic and iterative approach to dialogic feed-forward, which facilitates learners’ longitudinal development. Programme teams should offer systematic opportunities across curricula for students to understand the rationale for and develop feedback literacy.  相似文献   

8.
Notes on authors     
Abstract

Although both the number of online learning opportunities and students with disabilities in higher education has increased over the last two decades, students with disabilities may be overlooked. The purpose of this study was to examine attitudes toward requesting accommodations in the online learning environment among college students with disabilities compared with requesting accommodations in the face-to-face learning environment. Accommodations refer to those adjustments and modification made to instructional and/or curricular requirements in order for students with disabilities to fully participate in a course (Rehabilitation Act of 1973). Results indicate that students with disabilities did not have significantly different attitudes toward requesting accommodations as a whole in the face-to-face versus online learning environments. Results, however, do indicate that students who report having visible disabilities appear to have more positive attitudes toward requesting accommodations in the online versus face-to-face learning environment compared with students who report having hidden disabilities.  相似文献   

9.
ABSTRACT

In Tanzania, many people are not aware of the concept of learning disabilities. Parents and teachers often do not realise that children who do poorly in school and do not have visible disabilities, could still have a disability that is causing their poor school performance. This paper presents the results of a research and service project to identify and support students with mild disabilities in an inclusive school in Tanzania during the three-year pilot process. An international NGO implemented a culturally-relevant, curriculum-based assessment for screening grade 1 students with potential delays or disabilities and provided Tier 2 interventions through small group lessons. In this three-year study, 413 students were screened, 108 students received Tier 2 services and six students received Tier 3 services. Students in Tier 2 received small group instruction in mathematics and literacy as a pull-out programme. Students in Tier 3 attended a special school for children with disabilities. Results showed that students who received Tier 2 intervention made statistically significant gains in their assessment scores after six and twelve months of services. This study demonstrated one successful assessment and intervention model in a typical Tanzanian school to support young children with disabilities to improve their academic outcomes.  相似文献   

10.
Since the introduction of anti-discrimination legislation including Australian Disability Discrimination Act, 1992 and the Disability Standards of Education, 2005, there is an increasing demand on all schools to cater effectively for more students with disabilities within an inclusive school community context. This investigation explored a proactive partnership model designed to equip pre-service teachers with deeper role understandings in teaching students with disabilities. This collaborative model involved sustained professional experiences in schools on four mornings each week over 38 weeks, offered in conjunction with their final-year teacher education studies in Diversity and Inclusive Education. A unique emphasis of this qualitative study was a focus on identifying conducive real-life experiences and ideal teacher qualities for undertaking challenging inclusive practitioner roles. Findings highlighted the perspectives of school leaders, special education mentors and pre-service teachers in improving inclusive learning outcomes for all students while developing an effective collaborative partnership model for teacher education.  相似文献   

11.
ABSTRACT

While assessment for learning (AfL) has been widely used in college English classrooms in China where teachers usually teach large classes, how AfL is implemented in the large-class higher education (HE) context is relatively underexplored. To address this gap, this study explores some of the challenges presented by large classes and the teachers’ coping strategies through case studies of three university English teachers’ AfL practices. Challenges are identified surrounding how the teachers dealt with (a) inadequate attention to individual students, (b) reduced opportunities for individualised feedback, (c) overwhelming marking responsibilities, and (d) involving students in assessment, with strategies of putting students in groups, matching names with faces, conducting teacher-student conferences, utilising technology to facilitate feedback processes, enabling peer feedback, and transforming students from assessees to assessors. Findings are framed around useful forms of AfL in large classes and the feasibility of AfL in terms of compromises between teacher agency and their temporal and contextual conditions. The paper concludes with implications for teacher assessment training, teacher education and policy-making.  相似文献   

12.
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13.
This paper reports on the way in which a teacher led the literacy development of two students who were nonreaders and nonwriters. The two students received instruction in a special education room for students with learning disabilities. The teacher implemented an integrated instructional program in reading and writing that was designed to: (a) embed literacy instruction in meaningful and purposive activities, (b) respond to the needs, capabilities and interests of learners, and reflect their zones of proximal development, (c) promote self-regulated learning, and (d) foster students' membership in a literacy community. This paper focuses on the strategies the teacher used to mediate reading and writing development and the effects of the strategies on the narrative and expository writing performance of her students.  相似文献   

14.
Abstract

In this study we compared the results of both a primary and a secondary perceived control measure completed by 93 regional and metropolitan students from Years 7–9 who were assessed as having learning disabilities and 102 students from the general student population. The Mastery Scale (Pearlin, Menaghan, Lieberman, & Mullan, 1981) was used to measure primary perceived control and The Children's Internal Coping Self‐efficacy Scale (Cunningham, 2002) was used to measure secondary perceived control. The students who had learning disabilities scored lower on both measures. These findings are discussed in relation to a need for interventions that give students who have learning disabilities strategies that address both primary and secondary aspects of perceived control.  相似文献   

15.
ABSTRACT

This study focused on designing a flood-risk education program to enhance 15-year-old students’ flood-risk perception. In the flood-risk education program, learning processes were modeled in such a way that the arousal of moderate levels of fear should prompt experiential and analytical information processing. In this way, understanding of flood risk in the surroundings should prompt students’ threat and coping appraisal. To accomplish this, the program consisted of a variety of student-directed parts, such as serious games and flood simulations. The design of the program was based on theoretical understandings from learning theory, information processing, and risk communication. Furthermore, empirical findings about students’ risk perceptions were incorporated. The design process was guided by the principles of Educational Design Research and had an iterative character.  相似文献   

16.
ABSTRACT

The authors investigated and compared Brunei trainee teachers’ attitudes to specific disabilities and students with high support needs. The random sample consisted of 89 participants of both genders on 2 teacher education programs. Data were collected using a 3-part self-report instrument constructed by the researchers. Overall, the participants supported inclusion but were not in favor of accommodating students with sensory, mental, challenging behaviors, and multiple disabilities. Such students tend to have high support needs. Moreover, there were no significant differences in attitudes to inclusion and specific disabilities between the genders and types of programs. Future teacher training programs should develop and foster more positive attitudes toward the integration of students with less favorable disabilities and high support needs.  相似文献   

17.
This study examined the effects of explicit instruction in the SOLVE Strategy on the mathematical problem solving skills of six Grade 8 students with specific learning disabilities. The SOLVE Strategy is an explicit instruction, mnemonic‐based learning strategy designed to help students in solving mathematical word problems. Using a multiple probe across participants design, results suggested a functional relation between explicit instruction in the SOLVE strategy and increase in strategy use and computation scores on grade level mathematical word problems for all participants. Additionally, all participants generalized the SOLVE Strategy to other mathematic topics and concepts, and the teacher and students felt the intervention was socially acceptable. Finally, limitations, implications for practice, and suggestions for future research are discussed.  相似文献   

18.
The purpose of this study was to identify predictors of competence among adolescents with learning disabilities (LD) who participated in a virtual supported self‐advocacy programme within the risk and protective paradigm. The sample consisted of 374 adolescents with and without learning disabilities, students of the 7th to 9th grades, at 15 schools across Israel. The adolescents were divided into three groups, matched by age and gender: 111 adolescents with LD who participated in a five‐month virtual‐supported intervention, and two comparison groups: adolescents with LD (N = 115) who did not participate in the program and adolescents without LD (N = 148). The self‐perceptions of adolescents were assessed using the following questionnaires: basic psychological skills (competence and relatedness); hope and loneliness. Following the intervention, higher competence scores were reported by students with LD who participated in the programme. At that time (the end of the academic year), the predictors of the groups of students with LD for the competence measure were their level of competence at the beginning of the period, their belonging to the group who participated in the intervention, their loneliness and hope. Comparisons with predictors of the group of students without LD, and with predictors of competence at the beginning of the year, emphasized the importance of risk factors (loneliness) and the protective factors (hope) for students with LD. In addition, the results focused attention at the contribution of the participation in an e‐supported self advocacy programme for enhancing competence among students with LD.  相似文献   

19.
Abstract. This article presents three in‐depth case studies focused on supporting students with learning challenges to learn math strategically. Participants were three eighth‐grade students enrolled in a learning assistance classroom who were of at least average intelligence but who were performing significantly below grade level in mathematics. These case studies document the processes by which these students were supported to self‐regulate their learning in mathematics more effectively. We begin by outlining important instructional foci in mathematics education for intermediate or secondary students with learning disabilities, along with what research indicates are effective instructional processes. In that context, we introduce the theoretical principles underlying the instructional model used here—Strategic Content Learning (SCL). Based on analyses of case study data, we describe how SCL instruction was structured to promote strategic learning. Throughout the discussion, intervention processes are described in sufficient detail to be of use to practitioners.  相似文献   

20.
Abstract

The call for educational reform is loud. Concern about the quality of students being graduated from public high schools, large numbers of students dropping out before graduation, and poor results on achievement tests in the lower grades continues to grow. As the public seeks an end to such problems, policy makers react by raising standards and making exams tougher. Such solutions may have positive impact; however, early childhood professionals are anxious about such a response. Research tells us experiences in the earliest years create a pathway for all later learning. Further, we know that adults who help provide those early experiences must be prepared to focus on the specific developmental and academic needs of young learners. Research confirms the cost effectiveness of quality early programs, and students affirm the need for teacher preparation to be focused specifically on their needs. Offering stand‐alone teacher certification for birth ‐ age 8 will insure that teachers exist who can effectively build a solid foundation for young students. © 2001 Elsevier Science Inc. All rights reserved.  相似文献   

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