Scientists as Prophets: A Rhetorical Genealogy     

Joseph Rhodes  Emily Hobbs 《Quarterly Journal of Speech》2016,102(2):212-216

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A Meta‐Analysis of Empirical Research on Teaching Students with Mathematics Learning Difficulties     

Minyi Shih Dennis  Emily Sharp  Jacquelyn Chovanes  Amanda Thomas  Raquel M. Burns  Beth Custer  Junkoung Park 《Learning disabilities research & practice》2016,31(3):156-168

This article quantitatively summarizes experimental and quasi‐experimental studies on teaching students with mathematics difficulties (MD) published between 2000 and 2014, research that was available following earlier syntheses. It reports the analysis of effect sizes of 25 intervention studies on participant characteristics, intervention parameters, domains of mathematics interventions, and instructional approaches and components. Results indicate that several participant characteristics (e.g., grade level and level of mathematics difficulties) and intervention parameters (e.g., methodological soundness, intervention agent, and grouping) mediated the treatment effects. In addition, different types of instructional approaches and several instructional components contributed to the improvements in mathematics performance in students with MD.  相似文献   

Teaching handwriting skills to children with intellectual disabilities using an adapted handwriting programme          下载免费PDF全文

Corinna F. Grindle  Rina Cianfaglione  Liz Corbel  Emily V. Wormald  Freddy Jackson Brown  Richard P. Hastings  J. Carl Hughes 《Support for Learning》2017,32(4):313-336

Children with intellectual disabilities often struggle with handwriting, but there is very little research to inform intervention approaches. In this study, we developed a teaching manual based on Handwriting Without Tears®, a comprehensive handwriting programme designed for typically developing children. Three children with intellectual disabilities participated in the study and received handwriting instruction based on the manual three times a week over a 32‐week period. Our aims were to explore whether Handwriting Without Tears® can be used as a comprehensive handwriting curriculum for children with intellectual disabilities and to evaluate improvement in handwriting skills. We found that the intervention was successfully incorporated into small group teaching sessions within the child's regular classroom, and that all three children made improvements. Our data show promising results and support the need for larger evaluation studies.  相似文献   

Extended book reviews          下载免费PDF全文

Janet Goepel  Emily Howard 《British Journal of Special Education》2018,45(1):112-114

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Research and Practice Partnerships for Professional Development in Early Childhood: Lessons From ExCELL-e     

Annemarie H. Hindman  Emily K. Snell  Barbara A. Wasik  Kandia N. Lewis  Carol Scheffner Hammer  Charlene Iannone-Campbell 《Journal of Education for Students Placed at Risk》2015,20(1-2):12-28

This article describes how a research–practice partnership has informed the iterative development of a web-mediated early childhood language and literacy professional development (PD) intervention. Funded through the Investing in Innovation (i3) program, this new PD model is based on an effective in-situ intervention. As we translated the face-to-face model into a largely web-mediated approach, we partnered with educators to ensure that the resulting intervention was feasible and effective in real-world classrooms serving children at risk. Specifically, an educator advisory board provided ongoing input about the PD. Further, pilot teachers completed the training and provided feedback through a survey about the usability and effectiveness of the training modules, coaching, and instructional strategies in classroom settings. Findings suggest that research–practice partnerships that gather teachers’ situated, comprehensive, and insightful perspectives can be invaluable in developing PD interventions. Collaboration between school districts and university researchers is essential in this iterative development process.  相似文献   

Bullying Among Young Children: Strategies for Prevention     

Emily Levine  Melissa Tamburrino 《Early Childhood Education Journal》2014,42(4):271-278

Bullying is an increasing problem within childcare facilities, preschool programs, and public schools. As a result, many districts are instituting anti-bullying intervention programs. This article defines bullying and explains the direct and indirect forms it can take. First, it examines research on bullying during the beginning years of school. Next, it explains how relational aggression occurs and the importance of positive peer support systems within their schools. The article concludes by examining the effects of consistent anti-bullying initiatives (e.g. conflict resolution strategies, daily check-ins, journals, and peacemaking activities) that address bullying behaviors among young children. Through consistent and clear interventions, students can build positive peer relationships that promote a safe and healthy school climate and culture.  相似文献   

Introduction of Molecular Methods into a Food Microbiology Curriculum     

Aaron M. Pleitner  Susan R. Hammons  Emily McKenzie  Young‐Hee Cho  Haley F. Oliver 《Journal of Food Science Education》2014,13(4):68-76

Maintaining current, relevant curriculum in undergraduate Food Microbiology courses is essential for training future experts in food quality and safety. Having an understanding of the fundamental techniques (for example, polymerase chain reaction [PCR]) that are used in the food industry and regulatory agencies is critical for students entering the workforce. The purpose of this study was to assess the efficacy of integrating molecular methods into an undergraduate Food Microbiology course in both lecture and laboratory settings. Modules on PCR and pulsed‐field gel electrophoresis (PFGE), both of which are currently used by government agencies and the food industry to investigate the presence and persistence of foodborne pathogens, were developed, introduced, and evaluated among 269 students over 4 y. Multiple teaching and learning styles were incorporated through (i) traditional lecture format on the basics of PCR and PFGE; (ii) hands‐on group activities to build upon the lecture instruction; (iii) performing PCR and PFGE in the laboratory; and (iv) group discussions to analyze results from laboratory exercises. Pre‐ and postinstruction evaluations revealed significant increases in understanding and application of both methods in lecture and laboratory settings as demonstrated by 0.60 and 0.51 mean normalized gains for respective PCR and PFGE lectures and 0.50 and 0.56 mean normalized gains in respective labs. Academic year significantly impacted score improvement, potentially due to hidden factors, such as previous exposure to material and student aptitude. This study provides the platform for successful introduction of molecular techniques in an undergraduate Food Microbiology course. The guidelines and materials developed by our group are publicly available for use by other institutions.  相似文献   

Unequal Pieces of a Shrinking Pie: The Struggle between African Americans and Latinos over Education, Employment, and Empowerment in Compton, California     

Emily E. Straus 《History of education quarterly》2009,49(4):507-529

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Deer Hunting in Popular Outdoor Magazines     

Emily Jane Uzendoski 《Journal of American culture (Malden, Mass. : 2003)》1978,1(3):605-615

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Enhancing Memory Access for Less Skilled Readers     

Emily R. Smith  Edward J. O’Brien 《Scientific Studies of Reading》2016,20(6):421-435

Less skilled readers’ comprehension often suffers because they have an impoverished representation of text in long-term memory; this, in turn, increases the difficulty of gaining access to backgrounded information necessary for maintaining coherence. The results of four experiments demonstrated that providing less skilled readers with additional explicit interconnections enhanced their text representations in memory and increased their ability to maintain coherence. Experiments 1a and 1b confirmed the finding that less skilled readers were not disrupted by global inconsistencies. Experiments 2a and 2b showed that text manipulations designed to enhance the accessibility of global information led to less skilled readers being disrupted by global inconsistencies.  相似文献