Evidence-based diagnosis and treatment for specific learning disabilities involving impairments in written and/or oral language     

Berninger VW  May MO 《Journal of learning disabilities》2011,44(2):167-183

Programmatic, multidisciplinary research provided converging brain, genetic, and developmental support for evidence-based diagnoses of three specific learning disabilities based on hallmark phenotypes (behavioral expression of underlying genotypes) with treatment relevance: dysgraphia (impaired legible automatic letter writing, orthographic coding, and finger sequencing), dyslexia (impaired pseudoword reading, spelling, phonological and orthographic coding, rapid automatic naming, and executive functions; inhibition and rapid automatic switching), and oral and written language learning disability (same impairments as dyslexia plus morphological and syntactic coding and comprehension). Two case studies illustrate how these differential diagnoses can be made within a conceptual framework of a working memory architecture and generate treatment plans that transformed treatment nonresponders into treatment responders. Findings are discussed in reference to the importance of (a) considering individual differences (diagnosis of impaired hallmark phenotypes) in planning and evaluating response to instruction and modifying instruction when a student is not responding; (b) recognizing that teaching may change epigenetic gene expression at one stage of schooling, but not the underlying gene sequences that render individuals still vulnerable as curriculum requirements increase in nature, complexity, and volume in the upper grades; and (c) using evidence-based diagnoses of specific learning disabilities that are consistent across states for free and appropriate education K to 12 and for accommodations throughout higher education and professional credentialing.  相似文献   

Do students’ beliefs about knowledge and knowing predict their judgement of texts’ trustworthiness?     

Helge Ivar Strømsø  Ivar Bråten  M. Anne Britt 《教育心理学》2011,31(2):177-206

We examined whether epistemic beliefs predict students’ evaluation of documents. Undergraduates read two texts on climate change. Participants judged the trustworthiness of each text and then indicated the criteria for their rating. We found that readers who believe strongly in relying on personal interpretations rather than on authorities trusted both documents less and used the document’s content or their own opinion as criteria for judging trustworthiness. We also found that readers who believe that knowledge claims should be critically evaluated through logic and rules rated the science text as more trustworthy and used the criteria of their own opinion, author and content more than readers who believe in relying on their own experiences. These effects hold true while controlling for readers’ prior knowledge and text comprehensibility.  相似文献   

A completed research and development work project in school: The teachers’ learning and possibilities, premises and challenges for further development     

May Britt Postholm 《Teaching and Teacher Education》2011,27(3):560-568

The article is based on a follow-up study of a research and development work project with school leaders and teachers conducted in a Norwegian lower secondary school. The purpose is to present an understanding of what the practitioners find they have learned during the project and how they experience the situation with regard to development about two years after the project has ended. The study concludes that continuity in both leadership and the teaching staff means that the involved practitioners can develop an identity with a common objective over time, and that development can then be seen as improvement.  相似文献   

写得大声点儿     

May 《初中生》2010,(1):51-51

“你是按照我说的给爷爷写感谢信吗？”“是的,妈妈。”珍妮回答说。  相似文献   

Mixing methods in randomized controlled trials (RCTs): Validation, contextualization, triangulation, and control     

James P. Spillane  Amber Stitziel Pareja  Lisa Dorner  Carol Barnes  Henry May  Jason Huff  Eric Camburn 《Educational Assessment, Evaluation and Accountability》2010,22(1):5-28

In this paper we described how we mixed research approaches in a Randomized Control Trial (RCT) of a school principal professional development program. Using examples from our study we illustrate how combining qualitative and quantitative data can address some key challenges from validating instruments and measures of mediator variables to examining how contextual factors interact with the treatment. Describing how we transformed our qualitative and quantitative data, we consider how mixing methods enabled us to deal with the two core RCT challenges of random assignment and treatment control critical. Our account offers insights into ways of maximizing the potential of mixing research methods in RCTs.  相似文献   

“I have chosen another way of thinking”     

Lena Hansson  Britt Lindahl 《Science & Education》2010,19(9):895-918

The article builds upon a study where students’ relations to science are related to their worldviews and the kind of worldviews they associate with science. The aim of the study is to deepen our knowledge of how worldview and students’ ways to handle conflicts between their own worldview and the worldview they associate with science, can add to our understanding of students’ relations to science. Data consists of students’ responses to a questionnaire (N = 47) and to interviews (N = 26). The study shows that for students who have a high ability in science, those who have taken science-intense programmes in upper secondary school to a higher extent than others have worldviews in accordance with the worldviews they associate with science. This indicates that students who embrace a worldview different from the one they associate with science tend to exclude themselves from science/technology programmes in Swedish upper secondary school. In the article the results are presented through case studies of single individuals. Those students’ reasoning is related to the results for the whole student group. Implications for science teaching and for further research are discussed.  相似文献   

Information adequacy, job satisfaction and organizational culture in a dispersed-network organization     

Lawrence B. Rosenfeld  Jack M. Richman  Steven K. May 《Journal of Applied Communication Research》2004,32(1):28-54

This investigation examined the relationship of information adequacy to job satisfaction and organizational culture in a healthcare organization with both office and field personnel. Information adequacy was assessed in four areas: personal performance, organizational policies, organizational performance, and organizational objectives. Comparisons of field and office personnel indicated that they did not differ on information adequacy or job satisfaction; they did, however, differ on several dimensions of organizational culture. Also, the relationship of information inadequacy to job satisfaction and organizational culture differed for employees depending on whether they worked primarily in the field or primarily in the office. Implications of the findings are drawn for organizations with a dispersed-network structure.  相似文献   

Games without frontiers     

Anthony May 《Soccer & Society》2019,20(1):191-193

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The university in a diverse community¹     

Professor  G. H. L. Le May 《Higher Education Quarterly》1967,21(2):243-253

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Spirited females of the nineteenth century: Liberated moods in Little Women     

Jill P. May 《Children‘s Literature in Education》1980,11(1):10-20

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