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11.
Maya Kalyanpur Beth Harry Tom Skrtic 《International Journal of Disability, Development & Education》2000,47(2):119-136
The authors contend that the equity and advocacy expectations imbedded in the legal mandate for parent participation in the special education decision-making process directly contradict the hierarchy of professional status and knowledge on which the positivist paradigm of professionalism is based, and are also in conflict with the values held by many families from culturally diverse backgrounds, contributing to low levels of participation and advocacy. They argue the need for professional education to incorporate opportunities for professionals to identify the cultural assumptions imbedded in the field of special education towards more balanced and effective collaboration. 相似文献
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This research explored antecedents and outcomes of teachers’ agency. Study 1 (n = 767) tested whether teachers’ values relate to an agentic capacity. Study 2 (n = 430) tested the relations between teachers’ values, their agentic capacity and their agentic behaviours. The findings show that attributing importance to promoting the self and being open to new experiences, whilst maintaining self-independence, is positively related to agentic capacity. Further, agentic capacity mediates the relations between values and agentic behaviour. These findings start to explain the broad motivations for teachers’ agency and its translation into behaviour. 相似文献
13.
Meg J. Dennison Maya L. Rosen Kelly A. Sambrook Jessica L. Jenness Margaret A. Sheridan Katie A. McLaughlin 《Child development》2019,90(1):e96-e113
Childhood adversity is associated with altered reward processing, but little is known about whether this varies across distinct types of adversity. In a sample of 94 children (6–19 years), we investigated whether experiences of material deprivation, emotional deprivation, and trauma have differential associations with reward-related behavior and white matter microstructure in tracts involved in reward processing. Material deprivation (food insecurity), but not emotional deprivation or trauma, was associated with poor reward performance. Adversity-related influences on the integrity of white matter microstructure in frontostriatal tracts varied across childhood adversity types, and reductions in frontostriatal white matter integrity mediated the association of food insecurity with depressive symptoms. These findings document distinct behavioral and neurodevelopmental consequences of specific forms of adversity that have implications for psychopathology risk. 相似文献
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Ponmalar N. Alagappar Caesar Dealwis Maya Khemlani David 《Journal of Intercultural Communication Research》2016,45(2):145-175
This paper intends to determine whether the minority Tamil immigrant community in Kuching, Sarawak still maintains its heritage culture or has assimilated it with the dominant cultures in Sarawak. Are the Tamils in Kuching still maintaining their cultural norms? The data comes from a set of questionnaires investigating language, social and cultural identity, and unstructured interviews spanning three generations. The results show that, while some assimilation has occurred, the community has maintained its cultural identity. The most interesting revelation is the growing number of the younger generation who are adapting their heritage and cultural norms, clearly demonstrating Gibson’s accommodation and acculturation without assimilation. 相似文献
15.
When my grandmother was raising me in Stamps,Arkansas<阿肯色州>,she had a particular routinewhen people who were known to be whiners enteredher store.My grandmother would ask the customer,“How are you doing today,Brother Thomas?”And the personwould reply,“Not so good today,Sister Henderson.You see,it's this summer heat.I just hate it.It just frazzles(使疲惫,使精 相似文献
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Maya Usher 《Assessment & Evaluation in Higher Education》2018,43(5):745-759
As the number of participants in online distance learning courses increases, peer assessment is becoming a popular strategy for evaluating open assignments and for breaking the social isolation surrounding distance education. Yet, the quality and characteristics of peer assessment in massive online courses has received little attention. Hence, this study was set to examine peer feedback quality and grading accuracy in a project-based course. The study applied a sequential exploratory mixed methods design. It included 339 participants who studied the same engineering course, but in three different modes: on-campus (n = 77), small private online course (n = 110), and massive open online course (MOOC) (n = 152). Content analysis of feedback comments identified four categories: reinforcement, statement, verification and elaboration, arranged in an ascending scale of cognitive ability. The findings indicated that the MOOC participants provided more feedback comments and volunteered to assess more projects than their counterparts did. However, the on-campus students provided higher quality feedback and their peer grading was better correlated with the grades assigned by the teaching assistants. 相似文献
18.
Maya Golan Gonen Singer Neta Rabin Dvir Kleper 《Assessment & Evaluation in Higher Education》2020,45(7):988-1000
AbstractIn this study, we suggest combining the monitoring of actual examination time used with grades in order to assess examination time extensions in terms of access provision and expected outcome. Using naturally-occurring data collected from a large sample (N?=?2315) of undergraduate engineering students, we argue that extended examination time may be regarded as providing equal access when a disabled student actually utilizes more examination time than a normally achieving student, regardless of the grade obtained. We further argue that extended examination time may be regarded as resulting in the expected outcome when a disabled student either (a) utilizes less or equal examination time and achieve grades that are lower than a normally achieving student, or (b) utilizes more examination time and achieve grades that are equal to a normally achieving student. In our data, equal access was provided in all courses (i.e. disabled students utilized more time than normal achievers), but the expected outcome (i.e. equal grades) was not observed in software and English examinations. The results of this study emphasize the importance of monitoring actual time usage in addition to performance measures when assessing examination time extensions. 相似文献
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Hollands Fiona Escueta Maya 《Educational technology research and development : ETR & D》2020,68(1):163-180
Educational technology research and development - Research use in educational decision-making has been encouraged and well documented at the K-12 education level in the United States but not in... 相似文献
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This study examined the extent to which mora deletion (phonological analysis), nonword repetition (phonological memory), rapid
automatized naming (RAN), and visual search abilities predict reading in Japanese kindergartners and first graders. Analogous
abilities have been identified as important predictors of reading skills in alphabetic languages like English. In contrast
to English, which is based on grapheme-phoneme relationships, the primary components of Japanese orthography are two syllabaries—hiragana
and katakana (collectively termed “kana”)—and a system of morphosyllabic symbols (kanji). Three RAN tasks (numbers, objects,
syllabary symbols [hiragana]) were used with kindergartners, with an additional kanji RAN task included for first graders.
Reading measures included accuracy and speed of passage reading for kindergartners and first graders, and reading comprehension
for first graders. In kindergartners, hiragana RAN and number RAN were the only significant predictors of reading accuracy
and speed. In first graders, kanji RAN and hiragana RAN predicted reading speed, whereas accuracy was predicted by mora deletion.
Reading comprehension was predicted by kanji RAN, mora deletion, and nonword repetition. Although number RAN did not contribute
unique variance to any reading measure, it correlated highly with kanji RAN. Implications of these findings for research and
practice are discussed. 相似文献