Evaluating the feasibility of remotely administered curriculum-based measurement for students with autism: A pilot study     

Sarah S. Mire  Milena A. Keller-Margulis  Amy K. Izuno-Garcia  Emily R. Jellinek  Elías S. Loría Garro 《Psychology in the schools》2023,60(2):345-363

Students with autism may struggle to develop the academic skills necessary for success in school and beyond. Understanding and improving academic skills performance requires appropriate measurement approaches. One such option that has been minimally studied with students with autism is curriculum-based measurement (CBM). Coinciding with the need to study different approaches to academic skills measurement for students with autism was the global pandemic which forced a shift to remote service delivery with little warning. While some autistic students struggled with this shift, others thrived, raising questions about how to further support students with autism in virtual formats. The purpose of this study was to examine the feasibility of using remotely administered CBM for autistic students by studying both the practicality and acceptability of this approach. Five students with autism (Grades 2–5) participated in this pilot study, completing reading, math, and writing CBMs at three time points. Student behavior and assessor fidelity were collected to examine practicality; assessor ratings of usability provided insight regarding the acceptability of the approach. Results indicated that remotely administered CBM is feasible for some students with autism: all participants completed the study tasks with minimal behavioral difficulties, and assessor ratings of acceptability were high.  相似文献   

Supporting practitioners in school-based evaluations of autism spectrum disorders     

Sarah W. Harry  Kayla E. Bates-Brantley  Breya L. Whitefield  Brittany A. Dale 《Psychology in the schools》2023,60(2):419-430

Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the measurement of cornerstone behaviors of ASD such as deficits in social communication and restricted or repetitive behaviors while underestimating the focus of academic skills even though both factors are required in the evaluation process and for an eligibility classification. The purpose of this article is to provide an overview of academic assessment practices in the schools by highlighting best practices in ASD evaluation, outlining ASD academic profiles and how to identify academic skill deficits, and reviewing the available literature that comes from different formal- and function-based assessment practices that are commonly used in schools today. The authors also discuss how formal- and function-based assessments both serve a purpose and are recommended to be used in conjunction with one another to best demonstrate a student's academic profile. Practitioners are ultimately encouraged to use a multi-informant, multi-modal approach when it comes to psychoeducational evaluations for individuals with ASD as it is evident that an individualized approach is essential due to the discrepancy of academic profiles related to this disability category as well as understanding that no measure is a perfect representation of any one skill.  相似文献   

‘It’s a life-changing point for me’: critical consciousness,collective empowerment and global awareness as activist identity change in ‘popular education’     

Jay  Sarah  Adshead  Maura  Ryklief  Sahra 《European Journal of Psychology of Education - EJPE》2023,38(1):161-178

The Youth Global Awareness Programme (YGAP) is a 2-week residential ‘popular education’ programme for young, diverse, international, labour movement activists, run by the International Federation of Workers Education Associations in Cape Town, South Africa. In this mixed method study (N = 47), we draw on the Social Identity Approach to Education and Learning. We propose that the participatory, peer-to-peer learning during YGAP leads to activist identity change, where critical consciousness, collective empowerment and global awareness develop as group norms. The first longitudinal questionnaire study found significant increases in activist identity and critical consciousness, which predicted increased collective empowerment. In the second focus group study, data were analysed with reflexive thematic analysis and two themes provide compelling evidence of learning during YGAP as identity change processes. Participants’ commonalities and differences enhanced activist identities with global awareness. Simultaneously, new knowledge, passion, hope and connection to a global activist community created collective empowerment.

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‘Motivate’: the effect of a Football in the Community delivered weight loss programme on over 35-year old men and women’s cardiovascular risk factors     

Zoe Rutherford  Brendan Gough  Sarah Seymour-Smith  Christopher R Matthews  John Wilcox  Dan Parnell 《Soccer & Society》2014,15(6):951-969

The purpose of this study was to examine whether an innovative, inclusive and integrated 12-week exercise, behaviour change and nutrition advice-based weight management programme could significantly improve the cardiovascular risk factors of overweight and obese men and women over the age of 35. One hundred and ninety-four men and 98 women (mean age?=?52.28?±?9.74 and 51.19?±?9.04) attending a community-based intervention delivered by Notts County Football in the Community over one year, took part in the study. Height (m), weight (kg), fitness (meters covered during a 6?min walk) and waist circumference (cm) were measured at weeks 1 and 12 as part of the intervention. Changes in body weight, waist circumference and fitness for men and women were measured by a 2-way repeated measures ANOVA, with significance set to p?<?0.05.Weight, waist circumference and fitness significantly improved over time in both men (4.96?kg, 6.29?cm, 70.22?m; p?<?0.05) and women (4.26?kg, 5.90?cm, 35.29?m; p?<?0.05). The results demonstrated that the FITC lead weight loss intervention was successful in significantly improving cardiovascular risk factors in both men and women. In particular, the weight loss reductions achieved were comparable to those seen in similar, more costly men-only programmes. This is the first study to demonstrate the efficacy of such an intervention in an inclusive, mixed gender programme and more specifically, in women.  相似文献   

Review of The Chronoscopic Society: Globalization,Time and Knowledge in the Network Economy by Robert Hassan     

Sarah Sharma 《The Communication Review》2013,16(3):367-370

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A Review of: “The Power of eLearning: The Essential Guide for Teaching in the Digital Age By Shirley Waterhouse”     

Reviewed by Sarah Marshall 《Community College Journal of Research & Practice》2013,37(9-10):795-798

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Fundamentals of Collection Development and Management by Peggy Johnson     

Sarah Johnson 《Public Services Quarterly》2013,9(1):35-37

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Depository document selection in academic law libraries: A core list of items selected     

Sarah Holterhoff 《Government Information Quarterly》1985,2(3):275-289

This article reports the results of a study done of the item selection patterns of selective federal depositories in academic law libraries. Previously published core lists of documents for law school collections are reviewed, and the issue of a minimum percentage requirement for selection is clarified. The current study proposes a new list, one derived from research using data from the GPO Automated Item Number File. A magnetic tape of the item selections for the 143 law school libraries with depository status as of May 1983 was obtained by the author from the Government Printing Office. The tape was reformatted to show the number of libraries selecting each item. A list was then created of the 200 item numbers that appeared most frequently, and these were matched with SuDocs numbers using the List of Classes. The result is a core list of titles selected by three-fourths or more of the libraries. This list of basic titles is analyzed. Also discussed are the types of documents which appear on a list of 200 infrequently-selected item numbers (selected by 10 or 11 percent of the libraries), though the list is not reproduced here. It was found that over two-thirds of the available item numbers are selected by less than 10 percent of the libraries. Results of this research can serve as a guide to law-related documents perceived to be most useful for law school depository librarians.  相似文献   

Effects of student-facilitated learning on instructional facilitators     

Sarah M. Bonner  Jennifer A. Somers  Gwendelyn J. Rivera  Leslie S. Keiler 《Instructional Science》2017,45(4):417-438

We investigated perceptions about learning strategy use and instructional roles among a sample of high needs adolescents (n = 230) who acted as near-peer instructional facilitators. The sample was drawn from science and mathematics classes in nonselective public secondary schools in New York City. Students participated in an inschool intervention that draws on social constructivism, theory and research on metacognition and learning strategies, role theory, and empirical findings from the peer-to-peer learning literature to promote advanced achievement among students who act as facilitators. Using a pre- and post-test single group design, we surveyed student instructional facilitators before and after program participation and related their perceptions about learning strategy use and perceptions about teaching roles to data about academic achievement. We found no survey gains in student perceptions about learning strategies or instructional roles between pre-survey (fall) and post-survey (spring). We found small but significant effects of individual perceptions about learning strategies and teaching roles on academic gains among instructional facilitators. The study also suggests that an in-school near-peer facilitated learning program can be an effective means to raise achievement in urban high schools. The study provides partial support for theories that hold that metacognition and role perceptions are involved in the academic gains of instructional facilitators, as gains in these dimensions were small compared to achievement gains.  相似文献   

Examining preservice teacher content and pedagogical content knowledge needed to teach reading in elementary school          下载免费PDF全文

Sarah K. Clark  Sara R. Helfrich  Lance Hatch 《Journal of Research in Reading》2017,40(3):219-232

Recently, increased attention has been placed on the importance of having knowledgeable and skilled teachers in order to influence reading achievement. Yet many international reports suggest that large numbers of children are not learning to read. How can we better prepare teachers with the necessary knowledge to teach reading? The current study examined the reading instructional knowledge of elementary education preservice teachers (N = 87) from two teacher education programmes. Programme A required five reading methods courses and Programme B required two methods courses. Findings indicate that the preservice teachers presented fairly robust levels of knowledge in the areas of phonological awareness, phonics, comprehension and vocabulary. However, we found statistically significant differences in knowledge based on the programme attended and the number of courses completed. Suggestions for improving reading teacher education are provided.  相似文献