A curriculum and instruction synthesis model for teachers of the severely handicapped     

Michael P. Brady 《International Journal of Disability, Development & Education》1984,31(1):19-32

The past decade has witnessed an unprecedented growth in curriculum and instructional advances for severely handicapped learners. For many teachers and service providers the literature tends to be confusing, contradictory and disorganized; to complement the growth in curriculum and instructional variables, a model is needed for organizing this expanding body of information. This paper presents one such model by categorizing educational advances into: a) what‐to‐teach variables (goal selection); b) instructional variables; and c) curriculum modification.  相似文献   

Jocks,Teckers, and Nerds: The role of the adolescent peer group in the formation and maintenance of secondary school institutional culture     

Patrick Brady 《Discourse: Studies in the Cultural Politics of Education》2004,25(3):351-364

The adolescent peer group constitutes a vital component of the institutional culture of the contemporary secondary school. Formed among students and reinforced by administrators and teachers, it takes the form of a structured status hierarchy whose membership and boundaries are clearly understood within the school community. Individual students' perceptions of their positions within that hierarchy have the potential to impact significantly on their attitudes towards the institution they attend as well as the process of formal education. This study focuses on the attitudes and opinions expressed by 268 students attending two composite secondary schools in a mid‐sized Canadian city, and attempts to provide an insight into an aspect of secondary school education that is not often acknowledged by educators.  相似文献   

On Enhancing Plausibility of the Missing at Random Assumption in Incomplete Data Analyses via Evaluation of Response-Auxiliary Variable Correlations     

Tenko Raykov  Brady T. West 《Structural equation modeling》2016,23(1):45-53

A procedure for evaluating candidate auxiliary variable correlations with response variables in incomplete data sets is outlined. The method provides point and interval estimates of the outcome-residual correlations with potentially useful auxiliaries, and of the bivariate correlations of outcome(s) with the latter variables. Auxiliary variables found in this way can enhance considerably the plausibility of the popular missing at random (MAR) assumption if included in ensuing maximum likelihood analyses, or can alternatively be incorporated in imputation models for subsequent multiple imputation analyses. The approach can be particularly helpful in empirical settings where violations of the MAR assumption are suspected, as is the case in many longitudinal studies, and is illustrated with data from cognitive aging research.  相似文献   

Reading ability and short-term memory: The role of phonological processing     

Michele Merlo Rapala  Susan Brady 《Reading and writing》1990,2(1):1-25

The aim of the current study was to further explore the connection between verbal short-term recall and phonological processing for two purposes: (a) To investigate the basis of short-term memory deficits for children with reading disability, and (b) To further explore the origin of developmental verbal memory span increases.Using a variety of memory and phonological tasks, reading group comparisons were conducted testing third-grade good readers and poor readers, and developmental changes were studied with pre-kindergarten, first-grade and third-grade children. The main finding was that a strong relationship was observed between efficiency of phonological processes and capacity of verbal memory supporting the hypothesis that reducing phonological processing requirements in verbal short-term memory increases available resources for storage. No such relationship was found between phonological processing and nonverbal memory. This conclusion was supported by two findings: (a) The verbal short-term memory deficits in poor readers significantly correspond with less accurate phonological processing, and (b) Developmental increases in verbal STM are accompanied by more accurate and rapid execution of phonological tasks.  相似文献   

A Burning Desire for Social Justice     

Judith Ann Brady O.P. 《Religious education (Chicago, Ill.)》2013,108(1):8-11

The relationship between personal prayer and perceived purpose in life is explored among two samples of twelve‐to‐fifteen‐year‐olds. The first sample comprises 914 males and 726 females who never attend church. The second sample comprises 232 males and 437 females who attend church most weeks. The data demonstrate a significant positive relationship between frequency of personal prayer and perceived purpose in life among both groups.  相似文献   

Education for Older Adults with Early-Stage Dementia: Health Promotion for the Mind,Body, and Spirit     

Nancy E. Richeson  Sarah Boyne  E. Michael Brady 《Educational gerontology》2013,39(9):723-736

Later life learning (LLL) has a profound beneficial effect on older adults; therefore, it is important to assess older adults' learning needs. A representative random sample of 1,867 soon-to-be older adults (between 45 and 59 years of age) were assessed for their interest in formal learning after their retirement or when they become 60 years old. We examined their preferences for courses and identified the socioeconomic and health-related characteristics related to their planned participation in formal LLL. About 38% of these respondents expressed an interest in formal learning after retirement; the most popular three content courses included computers, interest classes, and physical exercise. Those who did not plan to commit themselves to formal LLL indicated "no interest" and "lack of time" as the most frequently reported reasons for not wanting to participate in LLL. Moreover, we found that LLL was positively related to socioeconomic indicators including education, income, and retirement protection; whereas those who received financial support from adult children or from the government (in the form of welfare) were less likely to express interest in formal LLL.  相似文献   

Justice for the Poor in a Land of Plenty: A Place at the Table     

Judith Ann Brady O.P. 《Religious education (Chicago, Ill.)》2013,108(3):347-367

This article examines the dramatic increase in poverty in the United States of America. An analysis of data from the U.S. Census Bureau for 2004 reveals the extent of poverty. The official poverty threshold is lower than what is needed for a person or family to provide for the necessities of life. The effects of poverty on women and children are presented. Respect for persons made in the image and likeness of God requires us to make a place at the table of social decision making for all persons. Educating for justice emerges from Christians' concern to make a better place at the table of life for the poor.  相似文献   

Using student learning and development outcomes to evaluate a first-year undergraduate group video project     

Jensen M  Mattheis A  Johnson B 《CBE life sciences education》2012,11(1):68-80

Students in an interdisciplinary undergraduate introductory course were required to complete a group video project focused on nutrition and healthy eating. A mixed-methods approach to data collection involved observing and rating video footage of group work sessions and individual and focus group interviews. These data were analyzed and used to evaluate the effectiveness of the assignment in light of two student learning outcomes and two student development outcomes at the University of Minnesota. Positive results support the continued inclusion of the project within the course, and recommend the assignment to other programs as a viable means of promoting both content learning and affective behavioral objectives.  相似文献   

Case studies of peer assistance for principals     

Laurie Brady 《The Australian Educational Researcher》1993,20(3):17-28

This case study of three different codes of peer assistance for principals was funded by the University of Technology Sydney. Principals from two administrative regions for schooling in NSW were paired according to age, principalship experience and school type, and worked in schools on one of three different modes of peer assistance,viz. peer assistance with facilitator, peer assistance without facilitator, and peer assistance by shadowing. In the first two modes, the principals worked uninterrupted on a negotiated agenda for three days. In the third mode, the principals observed each other’s leadership and management style for two days and provided feedback on the third day. The efficacy of the three models is evaluated and discussed.  相似文献   

Redefining Opportunity for the Library Employee with Autism: A Model of Positive Behavioral Support for Library Management     

Brady D. Lund 《图书馆管理杂志》2018,58(5):434-448

This article explores the 90% unemployment rate for job-seeking individuals with high-functioning autism, by presenting a theoretical model of positive behavioral support (PBS) adapted from the work of E.G. Carr and the information theory of Roger Greer, and considered within the context of library employment. The information transfer based model of PBS emphasizes the role of metalinguistic awareness and lexical-semantic processing in the design of traditional four-stage PBS intervention. This design may promote the successful employment of individuals with autism spectrum disorders within libraries and other settings.  相似文献