Taking the Initiative in Learning: A Developmental Investigation of Infants with Down Syndrome     

Jennifer G. Wishart 《International Journal of Disability, Development & Education》1991,38(1):27-44

A GROUP OF 16 infants with Down syndrome (DS) aged between 6 and 24 months were exposed to two operant learning tasks. One schedule allowed the infant 100% control over delivery of reinforcement (the rotation of a mobile); the other also allowed the infant total control but included a small proportion (10%) of ‘free’, computer‐inserted reinforcement. The response of subjects with DS to both tasks was compared with that of two control groups of nonhandicapped subjects, one matched for chronological age with the infants with DS, the other matched for developmental age. The performance of DS and ‘matched’ subjects differed on a number of levels, with a developmental pattern emerging in subjects with DS of increasing adoption of counterproductive learning behaviours with increasing age.  相似文献   

Assessing Caregiver Stress and Coping at Time of Autism Spectrum Disorder Diagnosis     

Shamash  Emily R.  Hinman  Jocelyn A. 《Early Childhood Education Journal》2022,50(1):97-106

Early Childhood Education Journal - Research and practice emphasize the importance of family involvement in early intervention for children with autism spectrum disorder (ASD). However, in order to...  相似文献   

Accelerating the College and Career Readiness of Diverse K–5 Literacy Learners     

Jennifer D. Turner  Jocelyn C. Danridge 《理论付诸实践》2014,53(3):212-219

Given the increasing demand for a well-educated American workforce, college and career readiness has become a significant educational priority. New educational initiatives, including the Common Core State Standards for English Language Arts, are being developed and implemented to prepare students for success in postsecondary education and the workplace. In this article, we discuss how college and career readiness standards have transformed expectations for literacy instruction in K–5 classrooms, especially for students from diverse cultural and linguistic backgrounds. Given that students of color have been historically underserved in schools, we contend that these children need more equitable and enriched opportunities to learn academic literacies, content knowledge, and communication skills to achieve their future college aspirations and career goals. To that end, we offer key principles (i.e., community-oriented classrooms, close reading of complex texts, content-rich inquiry, and cultural connectedness) that elementary educators can use to design engaging learning environments and robust literacy lessons that advance the college and career readiness of all students.  相似文献   

The impact of integrated environmental studies programs: are students motivated to act pro-environmentally?     

Mary Breunig  Jocelyn Murtell  Constance Russell  Ryan Howard 《Environmental Education Research》2014,20(3):372-386

In Canada, there exists a noteworthy educational initiative referred to as Environmental Studies Programs (ESPs). These secondary school programs are interdisciplinary, helping to link subject matter and encouraging student responsibility. The results of two case studies of Ontario ESPs that analyze the impact of ESP participation on students’ attitudes to, and relationships with, the environment and the extent to which program participation informs domestic pro-environmental behaviors and/or emancipatory social and environmental actions are presented. The results from the focus group sessions indicate that students believe that they can effect environmental change but that they struggle with ways to meaningfully enact that change in light of ‘real world’ constraints.  相似文献   

Developing teachers’ pedagogical practice in teaching science lessons with mobile phones     

T.M.S.S.K.Y. Ekanayake  J.M. Wishart 《Technology, Pedagogy and Education》2014,23(2):131-150

This paper presents the findings of an investigation carried out in Sri Lanka to explore how mobile phones can support science teachers’ pedagogical practices throughout the teaching cycle of planning, teaching and evaluation. Data were collected using observation supported by audio and video recordings from both continuing professional development workshops where a group of teachers planned four science lessons that integrated mobile phones and the subsequent implementation of those lessons. Thematic network analysis, carried out on the data with the help of NVivo8 qualitative analysis software, showed how mobile phones were used and the issues involved. It concluded that mobile phones can support science teaching in a variety of ways, in particular with communication during planning lessons, with relating subject knowledge to authentic locations and activities during teaching and with image and data capture to support assessment and post-lesson reflection. The additional pedagogical practices and knowledge base required when integrating mobile phones into science lessons are discussed in the light of Shulman’s original model.  相似文献   

What makes a professional learning community possible? A case study of a Mathematics department in a junior secondary school of China     

Jocelyn L. N. Wong 《Asia Pacific Education Review》2010,11(2):131-139

The concept of “professional learning community” (PLC) has been suggested as a tool to improve teachers’ professional competency and students’ learning outcomes since the mid-1990s. In such a community, teachers can share their individual practices with the aim of searching for “good practice” based on the outcome of collective inquiry. Such a learning process will result in a reculturing of the school community by reshaping the existing values and cultures and resolving problems such as teacher isolation and individualism. China already has a long tradition of teachers working and learning collaboratively, so investigating collaborative efforts in this context may provide a view of how to contextualize professional development of teachers in schools. This study attempts to access teachers’ lenses in order to explore their views on the effects of subject-based professional learning activities. This also helps to explain how teachers work and openly share their practices aiming at improving their professional competency and student learning outcomes within their communities. Also, factors influencing the sustainability of a professional learning community will be discussed.  相似文献   

Development in Children With Down Syndrome: facts,findings, the future     

Jennifer G. Wishart 《International Journal of Disability, Development & Education》1998,45(3):343-363

This broad overview of progress in our understanding of Down syndrome and of the problems it presents for children affected by it was prompted by the occasion of the 20th Anniversary of the Down Syndrome Research Program at the Fred and Eleanor Schonell Special Education Research Centre, The University of Queensland. This internationally‐acclaimed program has focused on many aspects of development in Down syndrome and on how Down syndrome impacts on the lives of children and their families. Some of the many contributions the Schonell team have made to our knowledge of Down syndrome are covered in other papers in this special issue and will also be mentioned below. In evaluating the role of this work, however, it is important to put it into context. This paper therefore provides a brief‐‐and necessarily selective‐‐ account of some past and present findings from research into Down syndrome and makes some tentative suggestions as to what may be important avenues of investigation for the next generation of researchers.  相似文献