Evaluating the implementation of performance improvement training: The E3 process for success     

Josephine A. Larbi‐Apau  James L. Moseley 《Performance Improvement》2008,47(8):40-51

The E³ process for success provides a basic framework for evaluating the implementation of a training program implemented as a broad‐based performance improvement strategy. The regularity of conducting the evaluation helps to determine challenges and opportunities for modification, integration, and continuous application for the desired change.  相似文献   

Word Recognition and the Nature of Reading Difficulty in Children with An Intellectual Disability: A Review     

Josephine C. Jenkinson 《International Journal of Disability, Development & Education》1989,36(1):39-56

IT HAS OFTEN been assumed that, given appropriate instruction, children with intellectual disability can reach a level of achievement in reading commensurate with their level of mental development. This paper reviews evidence to the contrary, with particular reference to the skills required for word recognition. Similarities between specific reading disability and reading difficulty in children of low intelligence are noted, especially in deficits in short‐term memory. Much of the research with children with an intellectual disability has focussed on the teaching of sight‐word recognition; however, studies of decoding skills indicate that ability to acquire and use a knowledge of spelling patterns is a major problem underlying difficulty in independent word recognition by these children. Efforts to teach these children more efficient decoding skills have met with only limited success.  相似文献   

Learning styles of deaf college students and instructors' teaching emphases     

Lang H  Stinson M  Kavanagh F  Liu Y  Basile M 《Journal of deaf studies and deaf education》1999,4(1):16-27

Six learning style dimensions of the Grasha-Riechmann Student Learning Style Scales (GRSLSS) were examined in this study with 100 deaf college students. In addition, six corresponding scales of teaching emphases were administered to the 16 instructors of these students. Student mean scores were higher for the dependent, participative, collaborative, and independent dimensions than for the competitive and avoidant styles. The participative learning style correlated significantly with course achievement and course interest, which suggests that an emphasis on active learning may be desirable. For instructors, as with students, the mean scores for teaching emphases were found to be higher for the collaborative, dependent, participative, and independent dimensions. the similar patterns of results for students and teachers suggest a correspondence between the learning styles and the teaching emphases.  相似文献   

Reflections on an Ecuadorian Preschool: Identifying Opportunities for Assistance     

Josephine M. Shireen Desouza  Patricia Arnett Zeck 《Early Childhood Education Journal》2003,30(4):215-224

As part of a mission team to Ecuador, the authors participated in numerous enrichment activities in an impoverished urban preschool. They discuss their visits to an orphanage and a special education facility while collaborating with the parochial leadership, medical personnel, and educators in Quito, Ecuador. The authors reflect on successful activities and opportunities for students and staff in these diverse settings.  相似文献   

The Use of Letter Position Cues in the Visual Processing of Words by Children with an Intellectual Disability and Nondisabled Children     

Josephine C. Jenkinson 《International Journal of Disability, Development & Education》1992,39(1):61-76

TWO EXPERIMENTS were designed to investigate possible deficiencies in strategies used for decoding words by children with an intellectual disability. The experiments focused specifically on the use of letter position cues as aids to word identification. In Experiment 1,20 children with an intellectual disability (ID) aged 10 to 12 years were matched with two groups of nondisabled children, one for mental age (MA) and one for chronological age (CA), on a visual search task, with response times to array types (word, pseudoword, or nonword) and target position in positive arrays as the dependent variable. The ID group showed response time advantages only when the target letter was in the initial position of an array; however both nondisabled groups responded faster when the target letter was in either the initial or final position, compared to the medial position, and this pattern occurred for words (MA group) and words and pseudowords (CA group) but not for nonwords. Experiment 2 extended the investigation to the oral reading of isolated words. In substitution errors made by children with an intellectual disability, the incorrect word tended to resemble the test word only in the initial letter. In errors made by MA‐matched children, however, both the initial and final letters tended to be the same as those in the test word, suggesting that these are salient cues to word recognition. The findings are interpreted with reference to previous work on early reading acquisition and to research which suggests a more generalised deficiency in the acquisition and use of strategies by ID subjects in cognitive tasks.  相似文献   

Integrating technology into teacher education: How online discussion can be used to develop informed and critical literacy teachers     

Josephine Ryan  Anne Scott 《Teaching and Teacher Education》2008,24(6):1635-1644

This paper reports findings from 6 years of investigation of the use of online discussions with large cohorts of preservice literacy teachers (approximately 150 each year). The report outlines essential components for effective online discussion, noting the challenges involved when aiming for informed and critical literacy discussion among large groups of novice educators. It elaborates on the most successful approach to this undertaking which involved the use of case study scenarios as the focus of discussion. The report argues that the case study discussions were most effective in promoting professional discussion because they allowed a more effective expert role for the instructors.  相似文献   

Effects of restraint on open-field activity,shock avoidance learning,and gastric lesions in the rat     

Jackie Lanum  Michael E. Campbell  Dennis W. Blick  Josephine Knox  Thomas G. Wheeler 《Learning & behavior》1984,12(2):195-201

Many rat studies of learned helplessness confound the stress of restraint with inescapable shock. In the present experiment, albino rats were held immobile for 0, 2, 8, 14, or 18 h. Behavioral deficits were observed in an open-field activity maze and in two-way shuttlebox avoidance acquisition. In the activity maze, a sex X restraint interaction was observed for latency to leave the center square, ambulation, and frequency of center square crossing. Males were slower to leave the center square, had fewer ambulations, and crossed the center square less frequently than females. These effects were potentiated by restraint. Males reared significantly less than females, and restrained animals reared significantly less than nonrestrained animals. Restraint also significantly increased the frequency of grooming. On the avoidance tasks, a significant restraint X trial block interaction indicated slower learning for restrained animals. The severity of the decrements increased with restraint duration. The presence of stomach lesions was positively correlated with stress duration and the severity of the behavioral decrement. The results indicate that restraint produces a variety of behavioral changes which may result in interpretive difficulties for helplessness studies that confound restraint and shock.  相似文献   

Educational soundscapes: tuning in to sounds and silences in the history of education     

Pieter Verstraete  Josephine Hoegaerts 《Paedagogica Historica: International Journal of the History of Education》2017,53(5):491-497

Abstract

In order to introduce the special issue on “educational soundscapes” the editors, first of all, explore the intimate link between silence, sound and the production of social meaning. An acoustic history of education, so it is argued, cannot solely focus on silence nor can it solely focus on sound. After having demonstrated the necessity of taking into account sounds and silences at the same time, the term “educational soundscapes” consecutively is defined, historically contextualized and connected to the widely used concept of educationalization. Finally, the different contributions to the special issue are briefly introduced and connected to the main theme of the special issue, namely “educational soundscapes”.  相似文献   

An ecological approach to promoting early adolescent mental health and social adaptation: family-centered intervention in public middle schools     

Stormshak EA  Connell AM  Véronneau MH  Myers MW  Dishion TJ  Kavanagh K  Caruthers AS 《Child development》2011,82(1):209-225

This study examined the impact of the Family Check-Up (FCU) and linked intervention services on reducing health-risk behaviors and promoting social adaptation among middle school youth. A total of 593 students and their families were randomly assigned to receive either the intervention or middle school services as usual. Forty-two percent of intervention families engaged in the service and received the FCU. Using complier average causal effect analyses, engagement in the intervention moderated intervention outcomes. Families who engaged in the intervention had youth who reported lower rates of antisocial behavior and substance use over time than did a matched control sample. Results extend previous research indicating that a family-centered approach to supporting youth in the public school setting reduced the growth of antisocial behavior, alcohol use, tobacco use, and marijuana use throughout the middle school years.  相似文献   

Using National Standards and Models of Excellence as Frameworks for Accountability     

Josephine B. Hayslip  Zark VanZandt 《Journal of Career Development》2000,27(2):81-87

The authors describe several national standards and models of excellence, and demonstrate how two states, Maine and New Hampshire, have integrated these standards and models into their recommendations to school counseling programs for developing and implementing comprehensive career development programs. Emphasis is placed upon three factors: curriculum integration, guidance program evaluation, and accountability to school and community.  相似文献