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Kerstin Fellenius Ulla Ek Lena Jacobson 《International Journal of Disability, Development & Education》2001,48(3):283-302
Four children with cerebral visual impairment caused by periventricular leukomalacia were followed in an ethnographic clinical case study for two years during their process of learning to read in mainstream classes. When compared to children with ocular visual impairment, children with cerebral visual impairment often exhibit an uneven cognitive profile with visuo-spatial deficits but good verbal capacities. One main problem for children with deficits due to periventricular leukomalacia is decreased visual acuity with crowding, that is, an inability to identify symbols in a line, while single symbols of the same size may be identified. A question addressed in the study is what kind of strategies does the child with "crowding" problems develop in reading long words in print. Could Braille, as a sequential reading medium, be an alternative for the child with simultaneous visual problems? Two children were offered both Braille and print reading as reading media, one of whom preferred Braille after two years of training. The other two children read ordinary print without any special teaching. After two years, considerable differences in reading acquisition and reading strategies could be detected among the four children. No single factor seemed to account for the differences. Individual factors as well as teaching methods could be reasons for the differences. 相似文献
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Research on student learning in higher education suggests that threshold concepts within various disciplines have the capacity
to transform students’ understanding. The present study explores students’ understanding in relation to particular threshold
concepts in mathematics—integral and limit—and tries to clarify in what sense developing an understanding of those threshold
concepts involves a transformation of understanding in relation to ways of thinking in mathematics. Drawing on data collected
in interviews with students taking a basic course on calculus the analysis offers an initial characterisation of students’
understandings as algorithmic. It then proceeds to construct a more fine-grained theoretical account for how these understandings
develop in the course of the interview, suggesting that the transformative aspects of threshold concepts may be conceptualised
in terms of shifts in students’ contextualisations allowing the development of conceptions at different levels of abstraction
simultaneously interacting to shape students’ awareness of the ways of thinking and practising in the subject. 相似文献
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The development of intercultural competence, especially in foreign language instruction, is considered a key goal of teaching in German schools. The present article sheds light on the teaching of intercultural topics in the context of English as a foreign language (EFL). It presents the results of an analysis of data from a larger study (DESI study – Assessment of Student Achievements in German and English as a Foreign Language) bringing the intercultural experience of teachers and observable aspects of instruction into focus. Videotapes of EFL-classroom instruction of 9th and 10th grade students are analyzed in order to assess characteristic of the implementation of intercultural topics. The study reveals the impact of teachers’ intercultural experience on the quality of their intercultural instruction. Furthermore, the results indicate that precise external directives for particular lessons can help teachers put intercultural topics into practice. 相似文献
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The purpose of this study was to investigate factors that predict acculturative stress in a nationally representative sample of Latino migrants. The participants in this study were 2059 Latinos. Among them were 868 Mexicans, 577 Cubans and 614 other Latinos. The subcategory other Latinos consisted of immigrants and refugees from Colombia, the Dominican Republic, El Salvador, Ecuador, Guatemala, Honduras, Peru and Nicaragua. The participants took part in face-to-face interviews, which were conducted with computer-assisted interviewing software in Spanish and English. Findings revealed that acculturative stress decreases with an increase in the English proficiency index, the context of migration exit index, and the social network index. Furthermore, acculturative stress was lower for US citizens versus non-citizens; immigrants who wanted to migrate to the US versus refugees who had to leave their country of origin; and later generation immigrants. Acculturative stress increases with a higher native language proficiency index and a higher discrimination index. 相似文献
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Special needs educators (SNEs) have important roles in many education systems. However, their roles are often poorly defined, and differ greatly both between and within education systems. Studies show that SNEs have diverse tasks, have problems defining their jurisdiction, and approach special support with different perspectives than other professions. Here, the aim is to explore what Swedish SNEs express regarding their occupational role and jurisdiction, utilising 676 free text responses to an open question in a total population survey. The results illustrate that SNEs often have to take on tasks they do not view as appropriate and that they often experience misunderstanding from head teachers and colleagues about their roles and tasks, and that they risk being replaced by other professions. Some explanations can be found in vague legal definitions of their jurisdiction and the necessity of adaption to the local school context. The results are interpreted using Abbott’s theory of jurisdiction and Evetts’ distinctions of professionalisation and professionalism. The study confirms results from prior research to a high degree but adds further nuance and dimensions to them with formulations from active professionals. 相似文献
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Tondeur Jo Petko Dominik Christensen Rhonda Drossel Kerstin Starkey Louise Knezek Gerald Schmidt-Crawford Denise A. 《Educational technology research and development : ETR & D》2021,69(4):2187-2208
Educational technology research and development - In order to effectively use technology in education, appropriate conceptual understandings are needed to guide the integration process. Today,... 相似文献
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ABSTRACTAlthough over the past decades the numbers of studies investigating international student mobility and migration (ISM) increased, methodological challenges in empirical research on the topic have remained mainly unaddressed. This is particularly the case for sampling, which is a crucial but often less considered part of qualitative research designs. In this article, we identify three main challenges in qualitative sampling for research into ISM: time, space and international students’ heterogeneities. In addressing those challenges, we theoretically discuss their implications and give empirical examples drawing on our research experiences. We argue for a more reflexive research procedure in studying educational mobility. 相似文献
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Nina Klang Katarina Gustafson Gunvie Möllås Claes Nilholm Kerstin Göransson 《欧洲特需教育杂志》2017,32(3):391-405
With the increasing focus on inclusion, special needs educators (SNEs) are now expected to share responsibility for pupils with teacher colleagues and to lead school development, but it is a challenge to enact this role in schools. The aim of the study was to explore how professional roles of Swedish SNEs are enacted in local school contexts. From a survey of SNEs in 10 Swedish municipalities, six participants whose work tasks were expected to correspond to the degree ordinances for their university training were chosen. The participants were followed at work, and data were collected through observation of the participants at work, participants’ diaries and interviews with the participants, their teacher colleagues and their school principals. The analysis involved both quantitative and qualitative methods. First, based on the researchers’ observations of the participants at work, categories of SNEs’ tasks were discerned, and the amount of time devoted to those categories of tasks was summarised. Second, case study narratives of the SNEs’ work were constructed to describe how the participants, their teacher colleagues and their school principals view the SNE role and to describe how the work is enacted in various school contexts. The results revealed seven categories of work tasks practised to varying degrees by the six SNEs. The case study narratives exposed large variation in how the SNEs conceptualised their role and how it evolved in relation to local school contexts. The results of the study are discussed with regard to the role of the SNE in relation to policies of inclusion. 相似文献