High ability students with coexisting disabilities: Implications for school psychological practice     

Megan Foley-Nicpon  Susan G. Assouline 《Psychology in the schools》2020,57(10):1615-1626

School psychologists are well-positioned to change the educational landscape for twice-exceptional students, or those who possess high ability in one or more talent domains along with one or more disabilities. Better understanding of the nuanced cognitive and psychosocial assessment patterns within this population may increase well-needed participation in gifted education opportunities and the likelihood of receiving accommodations, as well as decrease missed diagnoses. Based on our review of the empirical literature within domains of twice-exceptionality (e.g., attention deficit hyperactivity disorder, autism spectrum disorder, and specific learning disability), we provide recommendations for how school psychologists can interpret formative and summative assessments taken by twice-exceptional students and subsequently help design educational plans that will meet their unique needs.  相似文献   

Student Motivation and Internet Technology: Are Students Empowered to Learn Science?     

Megan Mistler‐Jackson  Nancy Butler Songer 《科学教学研究杂志》2000,37(5):459-479

The Kids as Global Scientists (KGS) project engages students in the study of atmospheric science through the use of current imagery and on‐line communication in a reform‐minded, inquiry‐based curricular program. This article presents case study data on one sixth‐grade classroom of KGS participants during the 8‐week program. Six students representing three motivation levels were selected for intensive study to help illustrate how different students view learning science and the use of technology both before and after a technology‐rich program. Pre‐ and postassessment scores were analyzed for the entire class, and the six students' comments from individual interviews served as one example of voices for each motivation group. Results indicated that students made significant gains in weather content knowledge as measured by written assessments, and interviews revealed a high level of student motivation and satisfaction with the project. We conclude with a discussion of the program characteristics we believe are important for creating a learning environment that fosters the motivation and achievement we observed. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 459–479, 2000.  相似文献   

AN EPOCH OF DIFFERENCE: HEARING VOICES IN THE NINETIES     

Megan Boler 《Educational theory》2000,50(3):357-381

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An evaluation of the special needs referral process for low-income preschool children with emotional and behavioral problems     

John Fantuzzo  Jill Stoltzfus  Megan Noone Lutz  Helen Hamlet  Vijaykumar Balraj  Colleen Turner  Samuel Mosca 《Early childhood research quarterly》1999,14(4):465

The present study is an evaluation of the special needs referral system in a large urban Head Start program. To assess the validity of this system, two assessments were conducted. The first examined a representative sample of 105 children who were formally referred for special needs services. The Early Intervention Screening Profile (EISP) was used to indicate the distribution of problem behaviors of these special needs children. Two independent raters evaluated all cases. Reliable evaluations revealed that all of the referred children displayed speech and language problems, with 70% showing only speech problems and 30% showing speech plus emotional and behavioral problems. The second assessment examined reports of teachers’ concerns about children program-wide by obtaining a representative sample of 203 children nominated by teachers as most likely to be identified as having special needs. Teachers completed a modified EISP. Results indicated that over 70% of the children evidenced emotional and behavioral problems with no accompanying speech difficulties and 30% displayed emotional and behavioral problems plus speech problems. Implications of referral biases were discussed.  相似文献   

What’s in a name? Preschoolers’ noun learning performance in relation to their risk for reading disability     

Megan Louise Gilliver  Brian Byrne 《Reading and writing》2009,22(6):637-659

This paper reports the findings of an investigation aimed at gaining a clearer understanding of the nature of vocabulary difficulties associated with dyslexia and associated risk status. Three studies were conducted to examine preschoolers’ access and mastery of syntactic- and phonological-based processes believed to support word learning. Results are reported for 82 participants whose (reading) risk status was assessed from a composite of measures known to be related to reading development. As expected, risk status correlated positively with participants’ ability to recall the phonological form of novel nouns. No relationship was found between risk status and participants’ use of syntactic form-class cues in interpreting the noun class of novel names in isolation. However, the ability to use form-class cues was impaired for at-risk participants on a task that required them to learn both the phonological form and noun class. Findings are discussed in relation to the suggestion that limitations in processing resources such as working memory rather than in the availability of language structures may be at the root of the reported poor performance by at-risk children on vocabulary and other linguistic measures.

Megan Louise GilliverEmail: Email:

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Measuring elementary teacher stress and coping in the classroom: Validity evidence for the Classroom Appraisal of Resources and Demands     

Richard G. Lambert  Christopher McCarthy  Megan O'Donnell  Chuang Wang 《Psychology in the schools》2009,46(10):973-988

The Classroom Appraisal of Resources and Demands (CARD, elementary version) was used to investigate teacher stress among a sample of elementary teachers (n = 521). The CARD measures teacher stress by examining the subjective experience of both classroom demands and resources provided by the school, and thereby attempts to capture the situationally specific nature of teacher stress. This study attempted to examine whether the CARD can provide reliable and valid information that addresses the call by experts in the field of teacher stress research for measures that consider each teacher's specific occupational circumstances. Specifically, the factor structure of the CARD was supported empirically. Further evidence was offered for the construct and concurrent validity by correlations between CARD scales scores and other measures theoretically relevant to teacher well‐being: general health, teacher efficacy, self‐critical attitudes, and burnout symptoms. © 2009 Wiley Periodicals, Inc.  相似文献   

Within-year changes in children’s intrinsic and extrinsic motivational orientations: Contextual predictors and academic outcomes     

Jennifer Henderlong Corpus  Megan S. McClintic-GilbertAmynta O. Hayenga 《Contemporary educational psychology》2009

The present study was designed to investigate the nature, timing, and correlates of motivational change among a large sample (N = 1051) of third- through eighth-grade students. Analyses of within-year changes in students’ motivational orientations revealed that both intrinsic and extrinsic motivations decreased from fall to spring, with declines in intrinsic motivation especially pronounced for the adolescents and declines in extrinsic motivation especially pronounced for the elementary students. These changes in motivation were explained, in part, by shifts in students’ perceptions of the school goal context. Findings suggested that typical age-related declines in intrinsic motivation may be minimized by a school-wide focus on mastery goals. Finally, the potential academic consequences of students’ motivational orientations were examined with a series of hierarchical multiple regressions. Intrinsic motivation and classroom achievement appeared to influence one another in a positive and reciprocal fashion. Poor classroom performance minimally predicted higher levels of extrinsic motivation, but extrinsic motivation was not a source of low classroom grades.  相似文献   

Using critical literacy to explore genetics and its ethical, legal, and social issues with in-service secondary teachers     

Gleason ML  Melançon ME  Kleine KL 《CBE life sciences education》2010,9(4):422-430

The described interdisciplinary course helped a mixed population of in-service secondary English and biology teacher-participants increase their genetics content knowledge and awareness of Ethical, Legal, and Social Implications (ELSI) that arose from discoveries and practices associated with the Human Genome Project. This was accomplished by applying a critical literacy approach that allows people develop cognitive skills such that they are able to "read the world" (Wink, 2004). The approach is one that permits readers to go beyond the literal text to examine what is present as well as what is missing as it relates to issues of equity and fairness. Becoming critically literate enabled these teacher-participants to challenge the subtle attitudes, values, and beliefs conveyed by a range of written and oral texts. The teacher-participants in this course improved their critical literacy skills by actively reading, critically writing about, and using evidence to support their conclusions about issues arising from advances in human genetics. A biologist, a linguist, and an educator collaboratively designed and taught the course. The personalized focus on the integration of thoughtful reading and writing in this class enhanced the teacher-participants' (n = 16) professional and intellectual development and will potentially improve learning in their biology and English classrooms in the future.  相似文献   

Next generation crosscutting themes: Factors that contribute to students' understandings of size and scale          下载免费PDF全文

Katherine Chesnutt  Melissa Gail Jones  Rebecca Hite  Emily Cayton  Megan Ennes  Elysa N. Corin  Gina Childers 《科学教学研究杂志》2018,55(6):876-900

This study examined the degree to which individual differences in students' (N = 232) concepts of size and scale are explained by factors such as students' innate sense of number, out‐of‐school science experiences, exposure to size and scale instruction, gender identities, and racial/ethnic identities. There is increasing emphasis being placed on the use of crosscutting concepts to promote deep learning in science. A multiple linear regression indicated students' racial/ethnic identities, experiences with scale outside of school, and exposure to size and scale instruction significantly added to the prediction model. Results from this study can both inform the movement toward incorporating crosscutting concepts into pedagogy as well as inform educators, administrators, and other stakeholders of the factors that may shape students' understanding of the cross‐cutting concept of scale, proportion, and quantity.  相似文献   

College Match and Undermatch: Assessing Student Preferences,College Proximity,and Inequality in Post-College Outcomes     

Sarah Ovink  Demetra Kalogrides  Megan Nanney  Patrick Delaney 《Research in higher education》2018,59(5):553-590

Recently, multiple studies have focused on the phenomenon of “undermatching”—when students attend a college for which they are overqualified, as measured by test scores and grades. The extant literature suggests that students who undermatch fail to maximize their potential. However, gaps remain in our knowledge about how student preferences—such as a desire to attend college close to home—influence differential rates of undermatching. Moreover, previous research has not directly tested whether and to what extent students who undermatch experience more negative post-college outcomes than otherwise similar students who attend “match” colleges. Using ELS:2002, we find that student preferences for low-cost, nearby colleges, particularly among low-income students, are associated with higher rates of undermatching even among students who are qualified to attend a “very selective” institution. However, this relationship is weakened when students live within 50 miles of a match college, demonstrating that proximity matters. Our results show that attending a selective postsecondary institution does influence post-college employment and earnings, with less positive results for students who undermatch as compared with peers who do not. Our findings demonstrate the importance of non-academic factors in shaping college decisions and post-college outcomes, particularly for low-income students.  相似文献