Sparing the Rod: what teachers need to know about grammar     

Deborah Cameron 《Changing English: An International Journal of English Teaching》1997,4(2):229-239

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Promoting Strategic Learning by Eighth‐Grade Students Struggling in Mathematics: A Report of Three Case Studies     

Deborah L. Butler  Beverly Beckingham  Helen J. Novak Lauscher 《Learning disabilities research & practice》2005,20(3):156-174

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   

Michael's grown-up adventure     

Deborah A. Cline 《Early Childhood Education Journal》1983,10(4):36-37

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Assessing sources of error in structural equation models: The effects of sample size,reliability, and model misspecification     

Deborah L. Bandalos 《Structural equation modeling》2013,20(3):177-192

This study used Monte Carlo methods to investigate the accuracy and utility of estimators of overall error and error due to approximation in structural equation models. The effects of sample size, indicator reliabilities, and degree of misspecification were examined. The rescaled noncentrality parameter (McDonald & Marsh, 1990) was examined as a measure of approximation error, whereas the one‐ and two‐sample cross‐validation indices and a sample estimator of overall error (EFo) proposed by Browne and Cudeck (1989, 1993) were presented as measures of overall error. The rescaled noncentrality parameter and EFo provided extremely accurate estimates of the amounts of approximation and overall error, respectively. However, although models with errors of omission produced larger estimates of approximation and overall error, the presence of errors of inclusion had little or no effect on estimates of either type of error. The cross‐validation indices and sample estimator of overall error reached minimum values for the same model as an empirically derived measure of overall error only for models with large amounts of specification error. Implications for the use of these estimators in choosing among competing models were discussed.  相似文献   

EARLY CHILDHOOD TEACHERS’ PLAYFULNESS AND AMBIGUITY TOLERANCE: ESSENTIAL ELEMENTS OF ENCOURAGING CREATIVE POTENTIAL OF CHILDREN     

Deborah W. Tegano  Melissa M. Groves  Carol E. Catron 《Journal of Early Childhood Teacher Education》2013,34(3):291-300

This article examines the concept of an early childhood teacher learning, in stages, a new method for integrating the arts into the early childhood curriculum. An early childhood graduate course, Aesthetics as Learning, is the learning ground. In this course, the graduate students discover the “Adult Within,” the “Child Within,” the “Teacher Within” and the “Artist Within.” The innovative component is the fourth dimension, which is defined as learning to “feel like an Artist Within.” This is accomplished through 1-hour arts experiences in every 3-hour class, where the graduate student experiences the arts followed by discussion and reflection on the readings with a facilitative teacher in a supportive environment.  相似文献   

Learning From Experience: After the Click     

Deborah Kerdeman 《Journal of Jewish Education》2013,79(2):129-130

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Insights beyond neo-liberal educational practices: the value of discourse analysis     

Tuija A. Turunen  John Rafferty 《Educational Research for Policy and Practice》2013,12(1):43-56

This article discusses the nature, power and effects of neo-liberal rationale in educational settings. By introducing discourse analysis of two cases, the influence of neo-liberal ideology on contemporary curricula and school programs were examined. The analysis showed that dominant discourses based on neo-liberal rationale presented themselves as “unquestionable truths” that influenced how educators interacted with others and went about their profession. The dominant discourses relied upon assertions by consensus or common conception and understanding to create an “officially” sanctioned way of thinking about education. Proponents of a particular dominant discourse argued that such sanctions were a necessary feature of an initiative or innovation, and provided a focus for energy and activism, winning teachers’ support, and conveying to the wider community a sense of purpose, action and rational planning; a clear path to salvation. On the other hand, these dominant discourses had a necessary effect in obscuring other perspectives and disallowing critique from taking place. This article argues that discourse analysis provides a platform to interrogate the dominant discourses to reveal alternative or previously unseen perspectives.  相似文献   

A Three-Way Dance: The Global Public Good and Accessibility in Information Technologies     

Deborah Stienstra  James Watzke  Gary E. Birch 《The Information Society》2007,23(3):149-158

When we recognize the development and use of information technologies as an emerging global public good, we can move away from the stark dualisms of profit versus human rights, market share versus accessibility, and competition versus inclusion, to an understanding of how both public and private interests are at play in the development of this global public good. Governments, industry, and disability advocacy organizations are all involved in the construction of this public good in a complex three-way dance. We argue that in the context of this three-way dance it is possible to create a common ground between disability advocacy organizations and the IT industry by developing tools that address the tensions that arise from their differing motivating forces. Specifically, we argue that three sets of tools—regulation, developing ease of use products and standards, and using education to increase the market strength of people with disabilities as consumers—can change the relationships between these two communities of interest in ways that will benefit each.  相似文献   

Program-Wide Positive Behavior Support in Preschool: Lessons for Getting Started     

Deborah Russell Carter  Renee K. Van Norman  Claire Tredwell 《Early Childhood Education Journal》2011,38(5):349-355

There is growing concern over the number of young children who display challenging behavior and preschool teachers are reporting children’s challenging behavior as their greatest concern. Program-wide Positive Behavior Support (PWPBS) is a promising model for supporting appropriate behavior and decreasing challenging behavior in early childhood programs. Implementation in early childhood settings is relatively new and guidance on how to implement PWPBS in early childhood settings is growing. This article documents the implementation process for an early childhood program serving children from 6 weeks to 5 years of age, shares lessons learned and offers practical advice for getting started with PWPBS.  相似文献   

Prospective teachers’ learning to provide instructional explanations: how does it look and what might it take?     

Charalambos?Y.?CharalambousEmail author  Heather?C.?Hill  Deborah?L.?Ball 《Journal of Mathematics Teacher Education》2011,14(6):441-463

Several studies have documented prospective teachers’ (PSTs) difficulties in offering instructional explanations. However, less is known about PSTs’ learning to provide explanations. To address this gap, we trace changes in the explanations offered by a purposeful sample of PSTs before and after a mathematics content/methods course sequence. Consistent with prior research, our study reveals the limitations in PSTs’ explanations at their entrance to the course sequence. It also documents PSTs’ progress in providing explanations, thus providing existence proof that this practice is learnable. Using evidence from multiple sources, we also propose a component entailed in this learning—learning how to unpack one’s thinking through the use of representations as explanatory tools—and four factors associated with it, including PSTs’ subject-matter knowledge, active and deliberate reflection on practice, productive images for engaging in this work, and productive dispositions about engaging in this practice. We discuss the implications of our findings for teacher education and offer directions for future research.  相似文献