TEACHING READING COMPREHENSION TO LEARNERS WITH AUTISM SPECTRUM DISORDER: PREDICTORS OF TEACHER SELF‐EFFICACY AND OUTCOME EXPECTANCY          下载免费PDF全文

Amy L. Accardo  Elizabeth G. Finnegan  Steven P. Gulkus  Clare K. Papay 《Psychology in the schools》2017,54(3):309-323

Learners with autism spectrum disorder (ASD) often exhibit difficulty in the area of reading comprehension. Research connecting the learning needs of individuals with ASD, existing effective practices, teacher training, and teacher perceptions of their own ability to teach reading comprehension is scarce. Quantitative survey methodology and hierarchical regression analysis were utilized to investigate teacher preparedness to use effective practices, along with the job‐related factors of experience, administrator support, learner verbal ability, and instructional setting, as predictors of (1) teacher perceived self‐efficacy and (2) teacher perceived outcome expectancy teaching reading comprehension to learners with ASD. Study findings, based on 112 teacher participants, indicate that teachers with a higher confidence in using effective practices have both a higher perception of their own ability to teach comprehension (self‐efficacy), and a higher expectation of their own ability to increase instructional outcomes in learners with ASD (outcome expectancy). Implications for practice include professional development recommendations and provision of ongoing support from principals and administrators.  相似文献   

The politics of PISA: The media,policy and public responses in Norway and England          下载免费PDF全文

Therese N. Hopfenbeck  Kristine Görgen 《European Journal of Education》2017,52(2):192-205

Using the PISA 2015 releases in Norway and England, this article explores how PISA has been presented in the media and how the policy level has responded to the results. England will be used as an example for comparison. The article presents early media responses from the 20 most circulated daily newspapers in the two countries and discusses them in relation both to the national PISA reports in Norway and England, as well as the international report of the OECD. The media responses are further interpreted in light of previous research in both countries, with a particular focus upon Norway, where previous Ministers of Education have been interviewed about assessment policy and education reforms.  相似文献   

COMMENTARY ON “MOVING THROUGH ADOLESCENCE: DEVELOPMENTAL TRAJECTORIES OF AFRICAN AMERICAN AND EUROPEAN AMERICAN YOUTH”     

Judith G. Smetana 《Monographs of the Society for Research in Child Development》2017,82(4):167-177

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Rediscovering the political dimension of the personal life story: results from an intergenerational narrative learning project with older adults in South Westphalia     

Joachim Broecher  Joyce H. Davis  Janet F. Painter 《International Journal of Lifelong Education》2017,36(4):471-485

Using qualitative interviews, focus groups, storytelling and collective journaling, the life experiences of people in a local village community, in South Westphalia, Germany, born between 1930 and 1945, were analysed collaboratively. The research intention was to give the younger generations in that region access to these experiences and insights, within the context of democratic learning and civic education. The focus of this narrative learning project was on the politically relevant issues and themes they contained, above all: the significance of free information and thought, a free cultural life, access to education for all children and youth, a self-determined life for women and girls, as well as cohesion and self-help structures in the social community. Many tales were shared from the Third Reich, making references to Wilhelmine Germany and the Republic of Weimar, including how these times had been narrated to them through their forebearers and families’ archives.  相似文献   

The challenges of undergraduate online learning experienced by older workers in career transition     

Christopher A. Meyers  Richard G. Bagnall 《International Journal of Lifelong Education》2017,36(4):442-457

This paper presents the findings of a research project on older workers transitioning into work as vocational educators through online undergraduate university study. The study involved interpretive phenomenological analysis of the experiences of 10 older learners. Their experience of online learning was found to be shaped by diverse influences and to comprise three distinct but interrelated elements: their use of technology, their use of hypermedia and their independent learning. Challenges raised by each of these elements called for a distinctive response from the university, respectively: short-term, readily available technical advice and support; tutoring to develop Web navigation and exploration skills, or the provision of selected readings; and opportunities for online or face-to-face dialogical engagement with others. Recommendations for the online provision of higher education for such learners, then, pointed to the need for an appropriately distinctive response to challenges in each of the three elements: the use of technology calling for individualised and immediate responsiveness to learner issues; the use of hypermedia calling for aggregated advice and resources prepared in advance; and independent learning calling for the prior structuring of opportunities for interactive engagement. Further research is suggested focusing on the relative cost and effectiveness of different approaches to addressing those needs.  相似文献   

Teacher Commentaries     

Annalee G. Good 《Peabody Journal of Education》2017,92(4):435-439

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Using Resources of Nature in the Counselling Room: Qualitative Research into Ecotherapy Practice     

Ilias Kamitsis  Janette G. Simmonds 《International journal for the advancement of counseling》2017,39(3):229-248

Ecotherapy uses the resources of the natural environment to assist clients with a variety of symptoms, and has been found to be effective with anxiety, depression, stress and attention difficulties. While ecotherapy is often practiced outside of the consulting room, it can also be incorporated into more traditional indoor counselling settings. This qualitative research explored the practices of counsellors who implement ecotherapy as a treatment modality in their consulting rooms. Thirty participants (22 females and 8 males) from six countries completed an open-ended questionnaire. Of those 30 participants eleven (8 females and 3 males) were also interviewed. Data were analysed using Interpretive Phenomenological Analysis. Common practices reported by participants included: assigning nature-based homework exercises, facilitating an experiential connection to nature, nature guided mindfulness/meditation, and the sophisticated use of nature metaphors. This research provides insight into how nature-based techniques can be incorporated into conventional indoor counselling settings.  相似文献   

Maximising resource allocation in the teaching laboratory: understanding student evaluations of teaching assistants in a team-based teaching format     

Sasha Nikolic  Thomas F. Suesse  Timothy J. McCarthy  Thomas L. Goldfinch 《European Journal of Engineering Education》2017,42(6):1277-1295

Minimal research papers have investigated the use of student evaluations on the laboratory, a learning medium usually run by teaching assistants with little control of the content, delivery and equipment. Finding the right mix of teaching assistants for the laboratory can be an onerous task due to the many skills required including theoretical and practical know-how, troubleshooting, safety and class management. Using larger classes with multiple teaching assistants, a team-based teaching (TBT) format may be advantageous. A rigorous three-year study across twenty-five courses over repetitive laboratory classes is analysed using a multi-level statistical model considering students, laboratory classes and courses. The study is used to investigate the effectiveness of the TBT format, and quantify the influence each demonstrator has on the laboratory experience. The study found that TBT is effective and the lead demonstrator most influential, influencing up to 55% of the laboratory experience evaluation.  相似文献   

Regressing,Progressing, or Transgressing on the Small Screen? Transgender Characters on U.S. Scripted Television Series     

Jamie C. Capuzza  Leland G. Spencer 《Communication quarterly》2017,65(2):214-230

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The postmodern perfectionist,the pragmatic hedonist and the materialist maximalist: understanding high school students’ profile choices towards or away from mathematics,science and technology (MST) fields in the Netherlands     

D. Yazilitas  S. Saharso  G.C. de Vries  J.S. Svensson 《Gender and education》2017,29(7):831-849

This study focuses on high school students’ profile choices and the choice for or against the Nature and Technology (NT) profile in the Netherlands. A mixed-methods approach is used to study cultural values that affect this choice. The quantitative part of the study shows that being female is negatively correlated with the choice for the NT-profile, irrespective of the grade average for mathematics, chemistry and physics. It further shows that students’ ethnic background does not have a significant effect on this choice. The qualitative part of the study reveals that students’ choice processes towards or away from NT can be categorised in three ideal types: the postmodern perfectionist, the pragmatic hedonist and the materialist maximalist. Gender differences appear to be more pervasive across these types than differences in ethnic background.  相似文献