Developing the capacity of teacher‐librarians to meet the diverse needs of all schoolchildren: Project ENABLE     

William N. Myhill  Renee Franklin Hill  Kristen Link  Ruth V. Small  Kelly Bunch 《Journal of Research in Special Educational Needs》2012,12(4):201-216

US school libraries are required to ensure that schoolchildren and school staff with disabilities have equal opportunity to use and benefit from library facilities and information services under federal law. However, evidence indicates teacher‐librarians (TLs) often lack the training, knowledge and skills to provide programmes and services that meet the needs of students with disabilities. Project ENABLE (Expanding Nondiscriminatory Access by Librarians Everywhere) was created to respond to this shortfall by designing, implementing and evaluating a professional development programme in New York State. The project applies a social model of disability to help 100 TLs, special educators and general educators further develop their skills and resources by teaming together to create an inclusive environment for all students. This is achieved through the use of universal design principles, appropriate assistive and other technologies, an emphasis on person‐first language and sensitivity simulations, a focus on inclusive lesson planning, and by developing collaboration capacity among participant teams. Curriculum development, data collection and analyses are presented. The effect of the Project ENABLE trainings was significant in terms of higher levels of skill and knowledge reported by participants for creating accessible library programmes, advancing inclusive education and building effective collaborations. Drawing from their workshop learning and resources, participant teams developed action plans to implement during the 2011–2012 school year. This project underscores the importance of TLs in the education of all students, including those with disabilities. Higher education and local professional development programmes must place greater emphasis on preparing TLs to perform this role effectively and confidently.  相似文献   

ADAPTING A METHODOLOGY FROM MATHEMATICS EDUCATION RESEARCH TO CHEMISTRY EDUCATION RESEARCH: DOCUMENTING COLLECTIVE ACTIVITY     

Renee Cole  Nicole Becker  Marcy Towns  George Sweeney  Megan Wawro  Chris Rasmussen 《International Journal of Science and Mathematics Education》2012,10(1):193-211

In this report, we adapt and extend a methodology for documenting the collective production of meaning in a classroom community. A cornerstone of the methodological approach that we develop is a close examination of classroom discourse. Our efforts to analyze the collective production of meaning by examining classroom interaction are compatible with the relatively recent emphasis in mathematics and science education research that focuses on how communities of learners establish ideas through discourse and inquiry. The methodological approach we take builds on and extends an approach from mathematics education that uses Toulmin’s argumentation model to document and analyze students’ conceptual progress. Our modification introduces a new criterion for empirically demonstrating when particular ways of reasoning become part of the normative practices of the community. An example from an undergraduate course in physical chemistry is used to illustrate the methodology.  相似文献   

Performance improvement interventions series. Instructional design and training (volume 2) performance technologies in the workplace (volume 3) culture and systems change (volume 4)     

Peter Dean  David Ripley  Jim Russell  Renee L. Loth Cali 《Performance Improvement》1999,38(8):40-43

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