Support teachers' beliefs about the academic achievement of students with special educational needs     

José Castro Silva  José Morgado 《British Journal of Special Education》2004,31(4):207-214

José Castro Silva, lecturer in sciences of education, and José Morgado, assistant professor, both work at the Instituto Superior de Psicologica Aplicada in Lisboa, Portugal. In this article, they describe their study of support teachers' beliefs about the academic achievement of school students with special educational needs. The 'support teachers' who were the subject of this study work in mainstream schools where the majority of pupils with special educational needs are educated in mainstream classes run by 'general teachers'. The work of the support teachers is supervised and supported by 'special education team co-ordinators'. The study reported here set out to elicit the support teachers' beliefs about the factors that contribute to success at school for pupils with special educational needs. Results suggest that the support teachers consider that factors including 'school climate', 'curriculum design' and 'teaching approach' contribute significantly to achievements among these pupils. On the other hand, analysis reveals that the support teachers attribute difficulties and lack of achievement significantly to 'out-of-school' contextual variables. These findings are related to a detailed review of the literature and the authors discuss the implications for policy, practice and professional development.  相似文献   

“Theorizing teacher mobility”: a critical review of literature     

Robert Vagi  Margarita Pivovarova 《Teachers and Teaching》2017,23(7):781-793

In this critical review of literature, we summarize the major theoretical frameworks that have been used to study teacher mobility. In total we identified 40 teacher mobility studies that met our inclusion criteria. We conclude that relatively few theoretical frameworks have been used to study teacher mobility and those that have been used are lacking in several key areas. Specifically, none of the current teacher mobility theories are able to adequately account for the many teacher- and school-level factors that likely influence teachers’ professional decisions. Finally, we suggest a theoretical framework from the organizational psychology literature that can address the shortcomings of theories identified in this review.  相似文献   

Socio-cultural variation in reading comprehension development among fifth graders in Peru     

Silvia Morales Silva  Ludo Verhoeven  Jan van Leeuwe 《Reading and writing》2011,24(8):951-969

In this study, the socio-cultural variation in reading comprehension development was examined in 331 fifth graders from schools in Lima, Peru. Reading comprehension was measured using an adaptation of the PIRLS Reading Literacy test. The fifth graders?? reading comprehension results, measured over the course of fifth grade, were related to the development of word decoding, vocabulary, and motivation for reading. Children??s development in these domains was related to their gender, intellectual maturity, home literacy climate, and socio-economic status. Structural Equation Modelling showed that the development of reading comprehension was influenced by the children??s ability to decode words, their vocabulary, and reading motivation. Furthermore, gender and intellectual maturity as well as children??s home literacy climate and socio-economic status appeared to substantially predict reading comprehension development, directly or indirectly. More than half of the variance in reading comprehension by the end of the fifth grade could be explained based on these predictor variables.  相似文献   

Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles     

Dietmar H?ttecke  Cibelle Celestino Silva 《Science & Education》2011,20(3-4):293-316

Teaching and learning with history and philosophy of science (HPS) has been, and continues to be, supported by science educators. While science education standards documents in many countries also stress the importance of teaching and learning with HPS, the approach still suffers from ineffective implementation in school science teaching. In order to better understand this problem, an analysis of the obstacles of implementing HPS into classrooms was undertaken. The obstacles taken into account were structured in four groups: 1. culture of teaching physics, 2. teachers?? skills, epistemological and didactical attitudes and beliefs, 3. institutional framework of science teaching, and 4. textbooks as fundamental didactical support. Implications for more effective implementation of HPS are presented, taking the social nature of educational systems into account.  相似文献   

Identification of gifted students with learning disabilities in a Response‐to‐Intervention era     

Franci Crepeau‐Hobson  Margarita Bianco 《Psychology in the schools》2011,48(2):102-109

The identification of children who are twice‐exceptional—those who are gifted and have concomitant learning disabilities (LDs)—has historically posed a number of challenges for school psychologists and other school personnel. With the reauthorization of the Individuals With Disabilities Education Act and the shift to the use of a Response‐to‐Intervention (RtI) model to identify students with LDs, the task of identifying those who are twice exceptional is even more daunting. This article proposes an integrated model for the identification of gifted children with LDs that blends standardized assessment methods with practices consistent with RtI. This balanced approach brings together the best of both worlds to more accurately identify twice‐exceptional students and better meet their educational needs. © 2010 Wiley Periodicals, Inc.  相似文献   

Child psychiatry takes to the streets: a developmental partnership between a university institute and children and adolescents from the streets of Sao Paulo, Brazil     

Scivoletto S  da Silva TF  Rosenheck RA 《Child abuse & neglect》2011,35(2):89-95

  相似文献   

School quality, child wellbeing and parents’ satisfaction   总被引：1，自引：0，他引：1  

Stephen Gibbons  Olmo Silva 《Economics of Education Review》2011,30(2):312-331

Child wellbeing at school and enjoyment of the learning environment are important economic outcomes, in particular because a growing body of research shows they are strongly linked to later educational attainments and labour market success. However, the standard working assumption in the economics of education is that parents choose schools on the basis of test-score performance, and concerns about child happiness are largely ignored. In this paper, we address this omission and investigate to what extent parents’ and children's views of their school are linked to test-score based performance, and to what extent parents’ judgements of school quality are linked to their child's happiness. To do so, we use information on stated attitudes from the Longitudinal Survey of Young People in England (LSYPE) matched to administrative records on pupil achievements in England. Our results suggest that test-score based measures of school quality tend to dominate parental satisfaction with the learning environment. However, school quality along this dimension is not strongly associated with pupil happiness and wellbeing at school.  相似文献   

Resilience does not predict academic performance in gross anatomy     

Rodrigo Enrique Elizondo‐Omaña  María de los Angeles García‐Rodríguez  José Miguel Hinojosa‐Amaya  Eliud Enrique Villarreal‐Silva  Rosa Ivette Guzmán Avilan  Juan José Bazaldúa Cruz  Santos Guzmán‐López 《Anatomical sciences education》2011,4(1):56-56

  相似文献   

The impact of different types of physical activity on total and regional bone mineral density in young Brazilian athletes     

Silva CC  Goldberg TB  Teixeira AS  Dalmas JC 《Journal of sports sciences》2011,29(3):227-234

Bone turnover is affected by exercise throughout the lifespan, especially during childhood and adolescence. The objective of this study was to investigate the impact of different sports on total and regional bone mineral density in male Brazilian adolescent athletes. Forty-six adolescents aged 10-18 years participated in the study: 12 swimmers, 10 tennis players, 10 soccer players, and 14 sedentary individuals. The athletes had engaged in physical activities for more than 10 h per week in the previous 6 months. Bone mineral density of the lumbar spine (L1-L4), left proximal femur region, and whole body was evaluated by dual-energy X-ray absorptiometry. Results showed higher mean values in the proximal femur region of tennis and soccer players (1.02 ± 0.18; 0.96 ± 0.16, respectively) than swimmers and controls (0.91 ± 0.14 and 0.87 ± 0.06, respectively) (P < 0.05). In relation to the impact of sporting activities based on bone age determination, we observed significant differences in bone mineral density at all evaluated sites at the end of puberty (16-18 years) compared with 10-12 years, with increases of 78% in the lumbar spine, 47% in the proximal femur, and 38% in the whole body.  相似文献   

The relationship between work conditions and perceptions of organizational justice among library employees     

Miriam L. Matteson  Yue Ming  David E. Silva 《Library & information science research》2021,43(2):101093

Library employees hold perceptions about the fairness of the outcomes, processes, and interpersonal treatment in their workplaces. When employees feel the workplace is fair they are more likely to feel commitment to the organization, perform in-role and extra-role tasks, and experience job satisfaction. When employees perceive injustice in the workplace, research points to negative outcomes such as withholding work or even sabotage. To understand the antecedents of organizational justice, researchers carried out a national survey of librarians to compare the predictive power of perceived organizational support, job autonomy, job feedback, and job stress. Results indicate that increasing librarians' perceptions of organizational support and their autonomy, and providing meaningful and timely job feedback can increase overall perceptions of justice. Managers can enhance a climate of justice in their workplaces by developing strategies that target organization support, autonomy, and feedback to reduce a sense of injustice between and among employees.  相似文献