Partners in progress: An employment programme for persons with disabilities     

Fran Vargo  Steven Dennis 《International journal for the advancement of counseling》1989,12(3):245-254

This paper describes a new community-based training and employment program for people with disabilities that offers full time training in integrated settings with minimum wage paid throughout, and results in competitive employment success rates of 85% to 90%. Program operation and outcomes during the first year are discussed.Paper presented to the Third International Consultation on Counselling Disabled People and Their Families, under the auspices of Rehabilitation International, Vienna, Austria, July 1987.  相似文献   

Reviews     

Clifton B. Chadwick  Françoise Caillods  Czesław Kupisiewicz 《Prospects》1987,17(3):469-482

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Learning science content through socio-scientific issues-based instruction: a multi-level assessment study     

Troy D. Sadler  William L. Romine  Mustafa Sami Topçu 《International Journal of Science Education》2016,38(10):1622-1635

Science educators have presented numerous conceptual and theoretical arguments in favor of teaching science through the exploration of socio-scientific issues (SSI). However, the empirical knowledge base regarding the extent to which SSI-based instruction supports student learning of science content is limited both in terms of the number of studies that have been conducted in this area and the quality of research. This research sought to answer two questions: (1) To what extent does SSI-based instruction support student learning of science content? and (2) How do assessments at variable distances from the curriculum reveal patterns of learning associated with SSI-based instruction? Sixty-nine secondary students taught by three teachers participated in the study. Three teachers implemented an SSI intervention focused on the use of biotechnology for identifying and treating sexually transmitted diseases. We found that students demonstrated statistically and practically significant gains in content knowledge as measured by both proximal and distal assessments. These findings support the claim that SSI-based teaching can foster content learning and improved performance on high-stakes tests.  相似文献   

What is the Effect of Case-Based Learning on the Academic Achievement of Students on the Topic of “Biochemical Oxygen Demand?”     

Günter  Tuğçe  Alpat  Sibel Kılınç 《Research in Science Education》2019,49(6):1707-1733

Research in Science Education - The purpose of this study was to investigate the effect of the case-based learning (CBL) method used in “biochemical oxygen demand (BOD),” which is a...  相似文献   

Whose story is this? Discrepancy triggers readers’ attention to source information in short narratives     

Jean-François Rouet  Ludovic Le Bigot  Guillaume de Pereyra  M. Anne Britt 《Reading and writing》2016,29(8):1549-1570

Three experiments investigated the role of source information (i.e., who said what) in readers’ comprehension of short informational texts. Based on the Discrepancy-Induced Source Comprehension assumption (Braasch, Rouet, Vibert, & Britt, 2012), we hypothesized that readers would be more likely to make use of source information when summarizing stories that included discrepant statements. Readers would also memorize source information more accurately. Experiments 1 and 2 found that American and French college students were more likely to refer to source information when they summarized news reports containing discrepant assertions. A detailed content analysis of the summaries also indicated that students use hedging and several other tactics to resolve contradictions. Experiment 3 replicated Braasch et al.’s finding that sources of discrepant stories were more likely to be recalled than sources of consistent stories. Experiment 3 also extended these findings using longer texts and a different reading task. Altogether the data support the Documents Model framework of multiple source comprehension.  相似文献   

Can Didactic Transposition and Popularization Explain Transformations of Genetic Knowledge from Research to Classroom?     

François Lombard  Laura Weiss 《Science & Education》2018,27(5-6):523-545

We will attempt a synthesis from various research perspectives that have analyzed the alterations that knowledge inevitably goes through while percolating into classroom activities. We will try to identify some of their causes and will illustrate them with examples in genetics. First, we will discuss some research on knowledge transformation when genetics knowledge is popularized (Staerklé and Clémence 2002), to show how knowledge is transformed in specific predictable manners as it moves from experts to general public. Then, we will draw from a large body of (French) research in didactic transposition (Chevallard 1991) in order to highlight what knowledge characteristically thrives or is lost as it percolates into school practice and learner’s knowledge. We will then draw from Huberman’s (Science Communication, 4(4), 478–510, 1983) analysis of knowledge use in schools the specificities of knowledge that teachers effectively use. All three perspectives reveal that cognitive and social environment are crucial determinants of what knowledge will be found in schools. An ecological metaphor explains how different cognitive environments from research into education favor knowledge adapted to specificities of this ecosystem. This transposition of knowledge is therefore not decay but inescapable and necessary. Ignoring this transposition has considerably reduced the effectiveness of many educational reforms. We will combine these three to propose an evolutionary perspective that could inform ways of expressing research into educational recommendations fed into the system to optimize the didactic transposition process.  相似文献   

Examining instructional practices in Core-Plus lessons: implications for professional development     

Fran Arbaugh  John Lannin  Dustin L. Jones  Meredith Park-Rogers 《Journal of Mathematics Teacher Education》2006,9(6):517-550

In the research reported in this article, we sought to understand the instructional practices of 26 secondary teachers from one district who use a problems-based mathematics textbook series (Core-Plus). Further, we wanted to examine beliefs that may be associated with their instructional practices. After analyzing data from classroom observations, our findings indicated that the teachers’ instructional practices fell along a wide continuum of lesson implementation. Analysis of interview data suggested that teachers’ beliefs with regard to students’ ability to do mathematics were associated with their level of lesson implementation. Teachers also differed, by level of instructional practices, in their beliefs about appropriateness of the textbook series for all students. Results strongly support the need for professional development for teachers implementing a problems-based, reform mathematics curriculum. Further, findings indicate that the professional development be designed to meet the diverse nature of teacher needs.  相似文献   

A CERTAIN “MADNESS” MUST WATCH OVER THINKING1     

Jacques Derrida  Franois Ewald 《Educational theory》1995,45(3):273-291

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Search behavior of dogs (Canis familiaris) in invisible displacement problems     

Sylvain Gagnon  François Y. Doré 《Learning & behavior》1993,21(3):246-254

Gagnon and Doré (1992) showed that domestic dogs are able to solve a Piagetian object permanence task called the invisible displacement problem. A toy is hidden in a container which is moved behind a screen where the toy is removed and left. Dogs make more errors in these problems than they do in visible displacement tests, in which the object is hidden directly behind the target screen. In Experiment 1, we examined components of the standard procedure of invisible displacements that may make encoding or retention of the hiding location more difficult than it is in visible displacements. In Experiment 2, we compared dogs’ performances in visible and invisible displacement problems when delays of 0, 10, and 20 sec were introduced between the object’s final disappearance and the subject’s release. The results revealed that dogs’ poorer performance in invisible displacement tests is related to the complex sequence of events that have to be encoded or remembered as well as to a difficulty in representing the position change that is signaled, but not directly perceived.  相似文献   

Dyadic activities and attention in the infant: A developmental study     

François Findji  Marie-Germaine Pêcheux  Josette Ruel 《European Journal of Psychology of Education - EJPE》1993,8(1):23-33

Infants’ abilities to focus attention on objects are known to be related to mothers’ mobilizing behaviors. As delayed effects of maternal behaviors at 5 months may be observed in 8-month-olds, mothers may be considered as scaffolding their infant’s attention. However, all dyadic activities are probably not equally propitious to attention mobilizing. In a sample of 30 dyads, studied at 5 and 8 months of age, whole observations were split in four broad categories: care, dyadic play with objects, dyadic play without objects and infant alone. The duration of maternal mobilizing and infant attention focussing were studied within categories. Inter-dyads variability is high, while dyads are stable across ages. Even within the dyadic play with objects, mothers differ widely in the duration and way they mobilize attention. Five-month-olds still need their mother’s support, as they explore less when they are alone, while 8-month-olds are more autonomous. The impact and importance of the various types of dyadic activities on cognitive development are discussed.  相似文献