Beyond Part C: Reducing Middle School Special Education for Early Intervention Children with Developmental Delays     

Mary Anne Ullery  Lynne Katz 《Exceptionality》2016,24(1):1-17

This study examined the rates of special education placement during middle school grades (sixth through eighth) among children who participated in the Linda Ray Intervention Program (LRIP) center-based and home-based learning modalities. The study sample included 113 children in Miami Dade County Public Schools who had gestational cocaine exposure and received early intervention services due to developmental delays. This study found that children who participated in the center-based (25 hours per week) learning modality had a significantly lower rate of special education placement (14%) than the students in the home-based (three hours per week) learning modality (30%) in middle school. Also, results indicated that children who were socioeconomically disadvantaged (free/reduced lunch) and in the home-based learning modality were three to four times more likely to be in special education. This study provides evidence for the long-term impact of the LRIP center-based modality on special education outcomes.  相似文献   

Volunteer associations in the Internet age: Ecological approach to understanding collective action     

Chih-Hui Lai  James E. Katz 《The Information Society》2016,32(4):241-255

This study draws on theories of collective action and organizational ecology to investigate a particular type of voluntary association: mixed-mode groups. Mixed-mode groups are created and organized online to meet physically in geographically defined ways. An online survey was conducted with 171 randomly sampled groups on Meetup.com—a website that facilitates the creation and coordination of mixed-mode groups. Analysis shows that even when a mixed-mode group implements strategies focused on internal group processes, it benefits from tapping into its external networks to obtain resources for group operation. Also, the differential impacts of internal and external strategies indicate that in the case of environment-prone mixed-mode groups, implementation of internal strategies alone, with or without solicited external networking resources, is helpful for generating positive group outcomes. Together, these results establish that boundary spanning represents not only a type of strategic action to obtain resources and produce positive outcomes but also an inherent and defining mechanism of contemporary voluntary groups for engaging in collective action.  相似文献   

Designing Classrooms for Diversity: Fostering Social Inclusion     

Shelley Hymel  Jennifer Katz 《教育心理学家》2019,54(4):331-339

Responding to the growing diversity of students within North American schools today, educators have recognized the value of social inclusion as an important goal, supporting both social-emotional and academic success for all students. This special issue explores how teachers play a significant role in promoting inclusive classes by understanding the social dynamics that operate in educational contexts. Addressing a number of different forms that diversity can take (gender, ethnicity, physical and/or mental exceptionalities), these articles rightfully focus attention on group processes that promote inclusion versus exclusion and their impact, and underscore the need for teacher training in such efforts. Supporting and extending this discussion, we present an overview of recent efforts to promote “universal design for learning” in education, which focuses on academic as well as social inclusion, in hopes that educators consider even broader approaches to celebrating diversity and teaching students to relate to others with acceptance and respect.  相似文献   

The effects of phonological transparency on reading derived words     

Joanne F. Carlisle  C. Addison Stone  Lauren A. Katz 《Annals of dyslexia》2001,51(1):249-274

The purpose of this study was to determine whether poor readers have more pronounced problems than average-reading peers reading derived words the base forms of which undergo a phonological shift when a suffix is added (i.e., shift relations as in “natural”), as compared to derived words whose forms are phonologically and orthographically transparent (i.e., stable relations, as in “cultural”). Two computer-based word recognition tasks (Naming and Lexical Decision) were administered to children with reading disability (RD), peers with average reading ability, and adults. Across tasks, there was an effect for transparency (i.e., better performance on stable than shift words) for both child groups and the adults. For the children, a significant interaction was found between group and word type. Specifically, on the naming task, there was an advantage for the stable words, and this was most noteworthy for the children with RD. On the lexical decision task, trade-offs of speed and accuracy were evident for the child reader groups. Performances on the nonwords showed the poor readers to be comparable to the average readers in distinguishing legal and illegal nonwords; further analyses suggested that poor readers carried out deeper processing of derived words than their average reading peers. Additional study is needed to explore the relation of orthographic and phonological processing on poor readers’ memory for and processing of derived words.  相似文献   

Introduction to the Special Issue on Teaching Inquiry (Part II): Implementing Inquiry     

Brian P. Katz  Elizabeth Thoren 《PRIMUS》2017,27(2):165-170

Abstract

We provide an introduction to the special issue on Teaching Inquiry, through its motivation and themes, focusing here on Part II: Implementing Inquiry.  相似文献   

A cognitive analysis of Cauchy’s conceptions of function,continuity, limit and infinitesimal,with implications for teaching the calculus     

David Tall  Mikhail Katz 《Educational Studies in Mathematics》2014,86(1):97-124

In this paper, we use theoretical frameworks from mathematics education and cognitive psychology to analyse Cauchy’s ideas of function, continuity, limit and infinitesimal expressed in his Cours D’Analyse. Our analysis focuses on the development of mathematical thinking from human perception and action into more sophisticated forms of reasoning and proof, offering different insights from those afforded by historical or mathematical analyses. It highlights the conceptual power of Cauchy’s vision and the fundamental change involved in passing from the dynamic variability of the calculus to the modern set-theoretic formulation of mathematical analysis. This offers a re-evaluation of the relationship between the natural geometry and algebra of elementary calculus that continues to be used in applied mathematics, and the formal set theory of mathematical analysis that develops in pure mathematics and evolves into the logical development of non-standard analysis using infinitesimal concepts. It suggests that educational theories developed to evaluate student learning are themselves based on the conceptions of the experts who formulate them. It encourages us to reflect on the principles that we use to analyse the developing mathematical thinking of students, and to make an effort to understand the rationale of differing theoretical viewpoints.  相似文献   

The effect of drawing on children's experiences of investigations following alleged child abuse     

Carmit Katz  Zion Barnetz  Irit Hershkowitz 《Child abuse & neglect》2014

The primary aim of the study was to evaluate investigative interviews from the perspectives of the children, comparing children who drew with children who did not. One hundred twenty-five children, alleged victims of sexual abuse, were asked about their investigative experience. The uniqueness of the study is that all of the interviews were conducted according to the NICHD Protocol and that children were randomly assigned into one of the two research conditions (drawing vs. non-drawing). The results clearly demonstrate the advantage that drawing has on the children's experience of the investigation, with children in the drawing group more often reporting feelings of hope and success. This study provides practical guidelines for practitioners by emphasizing the beneficial effects that drawing can have. The study stresses the importance of integrating into forensic investigations interventions that enhance children's testimonies and ensure that the investigation is an empowering experience that generates feelings of trust, self-worth, and justice.  相似文献   

The Gender Stereotyping of Computer Use Among Female Undergraduate Students in Israel and the Relationship with Computer‐related Attitudes     

Leslie J. Francis  Yaacov J. Katz 《Learning, Media and Technology》1996,22(2):79-86

The Computer Attitude Scale was completed by 298 female undergraduate students in Israel, together with an index of the gender stereotyping of computer use. The data demonstrate that female undergraduate students in Israel are much more likely to regard men as better at using computers than women than was found to be the case in a comparable study in the UK. Nevertheless there is little evidence from these data to support the suggestion that the gender stereotyping of computer use as masculine is itself detrimental to female students' attitudes toward computer use.  相似文献   

Developmental outcome of preterm infants with intraventricular hemorrhage at one and two years of age     

A M Sostek  Y F Smith  K S Katz  E G Grant 《Child development》1987,58(3):779-786

Around 1980, many perinatal centers began prospective cranial screening of preterm infants using portable ultrasonography at the bedside. This study examined developmental outcome at 1 and 2 years in relation to the presence and severity of neonatal intraventricular hemorrhage (IVH). It varies from earlier reports in the size of the sample, restriction to infants without periventricular leukomalacia (PVL), and an attempt to formulate a predictive model by examining development longitudinally. Parametric and nonparametric analyses demonstrated that IVH related to Bayley mental and motor scores and neurologic ratings at 1 year but not at 2 years. Developmental delay and/or neurologic abnormality were more prevalent in infants with severe IVH but were far from universal. Regression analyses on prediction from neonatal and 1-year performance to 2-year scores revealed significant associations between the 1- and 2-year measures but not the neonatal and outcome measures. A direct insult to the CNS such as IVH thus constitutes only a limited model of risk status.  相似文献   

Effects of Response Format on Difficulty of SAT-Mathematics Items: It's Not the Strategy     

Irvin R. Katz  Randy Elliot Bennett  Aliza E. Berger 《Journal of Educational Measurement》2000,37(1):39-57

Problem-solving strategy is frequently cited as mediating the effects of response format (multiple-choice, constructed response) on item difficulty, yet there are few direct investigations of examinee solution procedures. Fifty-five high school students solved parallel constructed response and multiple-choice items that differed only in the presence of response options. Student performance was videotaped to assess solution strategies. Strategies were categorized as "traditional"–those associated with constructed response problem solving (e.g., writing and solving algebraic equations)–or "nontraditional"–those associated with multiple-choice problem solving (e.g., estimating a potential solution). Surprisingly, participants sometimes adopted nontraditional strategies to solve constructed response items. Furthermore, differences in difficulty between response formats did not correspond to differences in strategy choice: some items showed a format effect on strategy but no effect on difficulty; other items showed the reverse. We interpret these results in light of the relative comprehension challenges posed by the two groups of items.  相似文献