Mainstreamed or Self‐Contained Classes for Students with a Mild Learning Disability: The Case of Israel     

Yohanan Eshel  Michael Katz  Sara Gilat  Carlos Nagler 《International Journal of Disability, Development & Education》1994,41(3):185-200

Two studies compared students with a mild learning disability who were enrolled in the Israeli version of self‐contained classes, with comparable peers who were assigned to mainstreamed classes. The first sample comprised 33 pupils in self‐contained and 34 children in mainstreamed elementary school classes. The second sample consisted of 20 high school students in self‐contained and 21 students in regular classes. The data did not support the contention that student growth was fostered more readily in the self‐contained classes. Students of these classes tended to have somewhat higher academic self‐concept, whereas their academic attainment was generally similar to the academic performance of mainstreamed students. Results were discussed in terms of learning opportunities extended to students in the self‐contained classroom.  相似文献   

Phonological knowledge and naming ability in children with reading disability     

Hyla Rubin  Sara Zimmerman  Robert B. Katz 《Reading and writing》1989,1(4):393-404

Children who are poor readers have difficulty naming pictured objects. Their naming difficulty could be a result of inadequate representations of the phonology of words, inadequate processing of those representations, or both. In this study, third-grade good and poor readers were tested on object naming, and, in cases of naming failure, forced-choice recognition tasks were used to probe their knowledge of the phonology of the object names. The two reading groups showed no differences in their ability to select the initial phonemes or rhymes of object names they had not produced spontaneously. Moreover, initial phoneme prompts were helpful for both reading groups. The children differed, however, in their ability to produce words after being given rhyme information. The results indicated that, except in the ability to manipulate explicitly phonological information, the poor readers; performance was qualitatively similar to that of the good readers. It is suggested that training in phonological analysis may help poor readers overcome the deficiencies in establishing and processing phonological representations that lead to their quantitative deficit in object naming.  相似文献   

The “Job” of Jewish Education: Making Mensches at Camp and Beyond     

Avi Katz Orlow 《Journal of Jewish Education》2019,85(4):388-397

ABSTRACT

This article argues that contemporary resources drawing from 19th-century Mussar wisdom and Positive Psychology in the context of Jewish camp are a great vehicle for communicating our virtues and teaching “21st Century Innovation and Learning Skills.” Based on practitioner research, this article draws on over a decade of working with Jewish camps across North America. Several common areas are identified: discernment of priority virtues, understanding the relationship between values and virtues, a common language, importance of developing resources, and cultivating communities of trust.  相似文献   

Letter     

Jonathan Katz 《Academic Questions》2010,23(4):398-399

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Analyses of air from burning buildings     

S.H. Katz 《Journal of The Franklin Institute》1921,191(1):130-131

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Non-verbal behavior of children who disclose or do not disclose child abuse in investigative interviews     

Katz C  Hershkowitz I  Malloy LC  Lamb ME  Atabaki A  Spindler S 《Child abuse & neglect》2012,36(1):12-20

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The development of communicative and narrative skills among preschoolers: lessons from forensic interviews about child abuse     

Hershkowitz I  Lamb ME  Orbach Y  Katz C  Horowitz D 《Child development》2012,83(2):611-622

This study examined age differences in 299 preschoolers' responses to investigative interviewers' questions exploring the suspected occurrence of child abuse. Analyses focused on the children's tendencies to respond (a) at all, (b) appropriately to the issue raised by the investigator, and (c) informatively, providing previously undisclosed information. Linear developmental trends characterized all types of responding. When the types of prompts were considered, 3- to 4-year-olds responded slightly more informatively to specific (directive) recall prompts than to open-ended prompts whereas children aged 5 and older were more responsive to open-ended recall prompts. The findings suggest that even 3-year-olds can provide information about experienced events when recall processes are activated, although the ability to provide narrative responses to open-ended recall prompts only becomes reliable later in development.  相似文献   

Editorial     

Yaacov J Katz 《Educational Media International》2013,50(4):279-280

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Illuminating Students’ Pre-Practicum Conceptual and Emotional States: Implications for Field Education   总被引：1，自引：1，他引：0  

Ellen Katz  Lea Tufford  Marion Bogo  Cheryl Regehr 《Journal of Teaching in Social Work》2013,33(1):96-108

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Editorial     

Shira Lee Katz  Robert L. Selman  Jennifer R. Mason 《Educational Action Research》2013,21(4):469-472

This paper centers on the process of conducting research on children’s social development through a partnership between university‐based researchers and teachers and students in an urban New England school district. It does so through the eyes of its first author, a second year graduate student who is negotiating the dual roles of researcher and teacher. In the process of investigating more about young children’s perceptions of teasing in conjunction with her research team, this student learns that theories about children’s social awareness developed in university settings virtually always require modification when examined in the real world. Ultimately, she concludes that the partnership between theorists and practitioners leads to a fine‐tuning of research protocols that elicit more complicated and variable responses from students, and that classroom climate factors, temporary or longstanding, may either facilitate or prevent effective data collection and analysis.  相似文献