Research on Social Integration: What Are The Problems?     

Shirley M. Chambers  Russell W. Kay 《International Journal of Disability, Development & Education》1992,39(1):47-59

THIS LIMITED REVIEW of research on the social integration of children with disabilities in mainstreaming programs showed that there are several factors which may explain the apparent inconsistencies within the research literature. The diverse groups of individuals involved necessitate that attention be paid to pertinent variables and that care must be taken when findings are generalized to other groups of children with disabilities. An issue of particular concern was the simplistic measuring techniques employed in some research, particularly where studies relied on a single technique such as sociometry. There is limited evidence to support the increased use of multivariate statistical procedures as a means of producing more consistent findings. While most studies reviewed did not incorporate special treatments, that is other than integrated settings, invariably such treatments produced positive outcomes. Studies involving research designs which used the social acceptance of normal children as the basis for assessing social integration frequently resulted in negative findings.  相似文献   

Teachers' learning to facilitate high‐level student thinking: Impact of a video‐based professional development          下载免费PDF全文

Miray Tekkumru‐Kisa  Mary Kay Stein  Ryan Coker 《科学教学研究杂志》2018,55(4):479-502

Attaining the vision for science teaching and learning emphasized in the Framework for K‐12 Science Education and the next generation science standards (NGSS) will require major shifts in teaching practices in many science classrooms. As NGSS‐inspired cognitively demanding tasks begin to appear in more and more science classrooms, facilitating students' engagement in high‐level thinking as they work on these tasks will become an increasingly important instructional challenge to address. This study reports findings from a video‐based professional development effort (i.e., professional development [PD] that use video‐clips of instruction as the main artifact of practice to support teacher learning) to support teachers' learning to select cognitively demanding tasks and to support students' learning during the enactment of these tasks in ways that are aligned with the NGSS vision. Particularly, we focused on the NGSS's charge to get students to make sense of and deeply think about scientific ideas as students try to explain phenomena. Analyses of teachers' pre‐ and post‐PD instruction indicate that PD‐participants began to adopt instructional practices associated with facilitating these kinds of student thinking in their own classrooms. The study has implications for the design of video‐based professional development for science teachers who are learning to facilitate the NGSS vision in science classrooms.  相似文献   

Personal and Institutional Influences on Beginning Teachers’ Classroom Management Perspectives     

Kay Martinez 《Asia-Pacific Journal of Teacher Education》1993,21(1):15-22

The current investigation focused upon the changing perspectives of four young student teachers in their transition from university to secondary schools. Use was made of an interpretive inquiry method, including employing interviews and classroom observations for data collection.  相似文献   

Student/Faculty Connections in the Development of Teaching     

Gary D. Koppenhaver  Virginia L. Blackburn  Kay M. Palan  Sue Ravenscroft  Charles B. Shrader 《Decision Sciences Journal of Innovative Education》2007,5(2):375-381

This project directly involved students in two different models of instructional development. The first model was a Student Consultant program in which faculty selected from a menu of instructional services carried out by students. Typical services included attending class as impartial observers, soliciting feedback from other students on their learning experiences, videotaping class sessions, and evaluating course Web sites. The second model of instructional development was a program of student‐assisted teaching seminars for college faculty. Student Associates helped serve as panelists and facilitators. Assessments of attitudes toward teaching indicated that faculty members viewed both professors and students as collaborators in the classroom as a result of the seminar series.  相似文献   

Classroom Activities and Areas: Regularity of Use and Perceptions of Adaptability by General Early Educators     

Mark Wolery  Carol Schroeder  Catherine G. Martin  Martha L. Venn  Ariane Holcombe  Jeffri Brookfield  Kay Huffman  Lucy A. Fleming 《Early education and development》1994,5(3):181-194

This report describes a mail survey of general early educators from Head Start, public school pre-kindergarten, public school kindergarten, and community preschool/child care programs. The purposes were to secure information about the availability of classroom activities and areas, and to obtain the respondents' perceptions of the ease with which activities and areas could be adapted to accommodate children with disabilities. Of the 893 mailed questionnaires, 483 (54.1%) were returned and coded. The respondents reportedly used a wide range of classroom activities and areas, and they rated those activities and areas as moderately easy to adapt. Also, respondents from mainstreamed programs used slightly more activities and perceived the activities as easier to adapt than did respondents from non-mainstreamed programs. The findings appear to indicate that placement of children with disabilities in segregated programs cannot be justified on grounds that integration will restrict the range of activities available to typically developing children, or on the grounds that the adaptations are perceived by program staff as too difficult to be accomplished.  相似文献   

Assessment of Teacher Trainees: the Singapore experience     

Kay Cheng Soh 《Asia-Pacific Journal of Teacher Education》1990,18(2):107-117

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Predicting acceptance of diversity in pre-kindergarten classrooms     

Kay Sanders  Jason Downer 《Early childhood research quarterly》2012

This study examined classroom-level contributors to an acceptance of diversity in publicly supported pre-kindergarten classrooms across 11 states. Classroom composition, process quality, and teacher characteristics were examined as predictors of diversity-promoting practices as measured by the ECERS-R, acceptance of diversity construct. Findings reveal that emotional climate, bilingual classrooms, family poverty levels within classrooms, and Latino teacher ethnicity are predictive of diversity-promoting classrooms; while classroom-level ethnic sameness to teacher prohibits diversity-promoting practices in pre-kindergarten classrooms.  相似文献   

DEVELOPMENTAL PSYCHOPHYSIOLOGY OF EMOTION PROCESSES     

Jelena Obradović  W. Thomas Boyce 《Monographs of the Society for Research in Child Development》2012,77(2):120-128

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The Roles and Responsibilities of Kinesiology Regarding Sport     

Sharon Kay Stoll 《Quest (Human Kinetics)》2014,66(3):302-312

This article is a response to the 2013 NAKHE meeting in San Diego, California. The assigned strand was the roles and responsibilities of kinesiology regarding sport. The article is a response of the strand leader, comments from the participants in the strand, and possible solutions to the strand direction.  相似文献   

Editorial     

Kay Livingston 《欧洲师范教育杂志》2014,37(3):259-261

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