Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties     

Sarah R. Powell  Lynn S. Fuchs  Doug Fuchs 《Learning disabilities research & practice》2013,28(1):38-48

The Common Core State Standards provide teachers with a framework of necessary mathematics skills across grades K‐12, which vary considerably from previous mathematics standards. In this article, we discuss concerns about the implications of the Common Core for students with mathematics difficulties (MD), given that students with MD, by definition, struggle with mathematical skills. We suggest that instruction centered on the Common Core will be challenging and may lead to problematic outcomes for this population. We propose that working on foundational skills related to the Common Core standards is a necessary component of mathematics instruction for students with MD, and we provide teachers with a framework for working on foundational skills concurrent with the Common Core standards. We caution, however, that implementation of the Common Core is in its infancy, and the implications of the Common Core for students with MD need to be monitored carefully.  相似文献   

The instructor's changing role in distance education     

Doug G. Shale 《The American journal of distance education》2013,27(2):21-33

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Problem‐Solving Model for Decision Making with High‐Incidence Disabilities: The Minneapolis Experience     

Doug Marston  Paul Muyskens  Matthew Lau  Andrea Canter 《Learning disabilities research & practice》2003,18(3):187-200

The problem‐solving model (PSM) is used in the Minneapolis Public Schools to guide decisions regarding: (1) interventions in general education, (2) referral to special education, and (3) evaluation for special education eligibility for high‐incidence disability areas. District implementation was driven by four themes: the appropriateness of intelligence tests and the IQ‐achievement discrepancy for determination of eligibility, bias in assessment, allocation of school psychologist time, and linking assessment to instruction through curriculum‐based measurement. This article describes how the PSM was designed as a three‐stage process to measure response to intervention and used in the special education eligibility process. Program evaluation data collected since initial implementation in 1994 is reported in the areas of child count, achievement, referral, eligibility, and disproportion. The authors discuss the limitations of conducting PSM research in school settings, barriers to implementation of PSM, and make suggestions for enhancing treatment integrity.  相似文献   

Are Student Evaluations of Teaching Effectiveness Valid for Measuring Student Learning Outcomes in Business Related Classes? A Neural Network and Bayesian Analyses     

Craig S. Galbraith  Gregory B. Merrill  Doug M. Kline 《Research in higher education》2012,53(3):353-374

In this study we investigate the underlying relational structure between student evaluations of teaching effectiveness (SETEs) and achievement of student learning outcomes in 116 business related courses. Utilizing traditional statistical techniques, a neural network analysis and a Bayesian data reduction and classification algorithm, we find little or no support for the validity of SETEs as a general indicator of teaching effectiveness or student learning. In fact, the underlying structure appears to be non-linear and possibly negatively bimodal where the most effective instructors are within the middle percentiles of student course ratings, while instructors receiving ratings in the top quintile or the bottom quintile are associated with significantly lower levels of student achievement.  相似文献   

College Students’ Perceptions About the Plausibility of Human-Induced Climate Change   总被引：2，自引：0，他引：2  

Doug Lombardi  Gale M. Sinatra 《Research in Science Education》2012,42(2):201-217

Overcoming students’ misconceptions may be a challenge when teaching about phenomena such as climate change. Students tend to cite short-term weather effects as evidence to support or refute long-term climate transformations, which displays a fundamental misunderstanding about weather and climate distinctions. Confusion about weather and climate may also reflect student misunderstanding about deep time, a concept that spans several scientific content areas. This study examines the relationships between students’ understanding of deep time and their understandings of the distinctions between weather and climate, as well as how these understandings influence students’ perceptions about the plausibility of human-induced global climate change. Undergraduate students enrolled in an introductory science class on global climate change completed measures of their (a) understanding of distinctions between weather and climate, (b) knowledge of deep time, and (c) plausibility perceptions of human-induced climate change, both at the beginning and end of the course. The study includes comparison groups of similar students enrolled in introductory physical geography classes. Results revealed that greater knowledge of deep time and increased plausibility perceptions of human-induced climate change provide significant explanation of variance in students’ understanding of weather and climate distinctions. Furthermore, students achieve significantly increased understanding of weather and climate, even with brief instruction.  相似文献   

A Radical Approach to the Administration of Education     

Doug Ogilvie 《School Leadership & Management》2013,33(4):365-373

The specialist schools programme is currently seen by policy makers as a way of transforming the comprehensive education system, and meeting the local needs of parents for diversity and excellence. Insofar as this policy has an evidence-base this has been provided by studies showing higher levels of attainment among existing specialist schools. This article shows that if these advantages occur then there is a danger that they do so at a cost in terms of inclusion. The existing specialist schools have also shown a greater tendency to take proportionately fewer children from poor families over time, especially where these schools are also their own admission authorities. If this trend continues it will exacerbate the pre-existing social and economic segregation in the education system. The article ends by considering some of the implications for school organisation.  相似文献   

Creating a Local Print Repository for State Consortium Online Purchases     

Doug Kiker 《期刊图书馆员》2013,64(3-4):265-267

A group of eleven public university libraries, comprising the Council of State University Libraries consortium, created an experimental archive to retain one print copy of online journals for use of consortium members. The article addresses the initial concerns, development of the project, methods used, and concerns for the future. The article raises the question of whether libraries need to archive print backups for online materials as well as who should do the archiving and to what extent.  相似文献   

Crossing the Divide: A Survey of the High School Activities That Best Prepared Students to Write in College     

Doug Enders 《Clearing house (Menasha, Wis.)》2013,86(2):62-67

Learning is a concept that is routinely used in various educational settings, and the enhancement of learning is the primary goal of many, if not all, educators and administrators. People involved in education, however, may not necessarily have extensively explored this commonly cited notion, and some may not have subsequently realized the conceptual depth and variations that learning entails in developing classroom materials and practices. For example, learning may be domain specific, and may involve a wide variety of processes and expressions. Additionally, it is linked to an array of factors, including individual differences, such as temperament, and culturally relative dimensions, such as value priorities. This article discusses implications for classroom practices to facilitate educators’ application of this complex concept.  相似文献   

The Key to Developing America's Workforce     

Doug Pauley 《Community College Journal of Research & Practice》2013,37(1):5-15

Central Community College (CCC; Columbus, Nebraska) has taken the lead in several business, industry, and educational collaborations, beginning locally, then expanding statewide. This article shares two models that other community colleges may wish to replicate. The first describes the development of a collaborative team. The second shows that, by using the collaborative team approach, community colleges can generate substantial increases in both funding and full-time equivalents (a basis for community college funding inNebraska)while serving business andindustry.For example, since June 1998 CCC has generated nearly $1.4 million for its business and industry training programs. As a result of collaboration among CCC, the Nebraska Community College System, government agencies, and business and industry, the Statewide Interactive Multimedia Training Library was established.  相似文献   

The Differential Effects of Repeating Kindergarten     

David T. Burkam  Laura LoGerfo  Doug Ready  Valerie E. Lee 《Journal of Education for Students Placed at Risk》2013,18(2):103-136

We use the Early Childhood Longitudinal Study to investigate national patterns addressing (a) who repeats kindergarten, and (b) the subsequent cognitive effects of this event. Using OLS regression techniques, we investigate 1st-time kindergartners who are promoted, 1st-time kindergartners who are retained, and children who are already repeating kindergarten. Boys, children from low socioeconomic backgrounds, and children who enter kindergarten younger than typical age standards are consistently at risk for repeating kindergarten, but racial/ethnic patterns differ across the 2 cohorts of kindergarten repeaters. Evidence suggests that repeating kindergarten rarely leads to cognitive benefits in literacy or mathematics performance. On average, kindergarten repeaters continue to perform below their peers in terms of literacy skills both at the end of kindergarten and at the end of first grade (effect size [ES] = ?0.20 and ?0.24, respectively). In mathematics, the performance differentials are smaller but remain statistically significant. Evidence suggests that these differences vary somewhat by children's background and the school setting. Most children appear to receive little or no cognitive benefit from repeating kindergarten, suggesting the need for a careful reconsideration of current retention practices.  相似文献