For which students with learning disabilities are self-concept interventions effective?     

Elbaum B  Vaughn S 《Journal of learning disabilities》2003,36(2):101-8; discussion 149-50

We have previously conducted a meta-analysis of outcomes of school-based interventions aimed at enhancing the self-concept of students with learning disabilities (LD). This study extends the previous findings by analyzing intervention effect sizes in relation to students' levels of self-concept prior to intervention. The results of these analyses indicated that only groups of students with documented low self-concept benefited significantly from intervention. For these students, intervention effects were much larger than the effects previously estimated from aggregations that included groups with wide-ranging or unknown levels of self-concept prior to intervention. These findings underscore the need for researchers and practitioners to identify students for self-concept intervention based on their documented need, rather than assuming a need based on the students' identification as students with LD.  相似文献   

Predictors of Haitian-American Infant Development at Twelve Months   总被引：1，自引：0，他引：1  

Susan M. Widmayer  Linda M. Peterson  Mary Larner  Sharon Carnahan  Ana Calderon  Judy Wingerd  Richard Marshall 《Child development》1990,61(2):410-415

Perinatal and early childhood influences on the development of 66 Haitian-American children were examined as part of an ongoing home visiting program. Although all participants were impoverished, approximately two-thirds lived in an urban setting with some access to social and health services, while one-third lived in a rural farmworkers' community where housing and services were sharply substandard. Measures used to examine the development of infants in these 2 settings included birthweight, household crowding, parental contributions to the child-rearing environment (the HOME), and developmental progress at 12 months on the Bayley Scales of Infant Development. Results showed that the urban sample was advanced on the Mental Development Index of the Bayley Scales. Regression analyses showed birthweight and the HOME score measuring child-rearing environment to be significant predictors of mental development, while psychomotor development was related to birthweight and household crowding. The results indicate that even within this disadvantaged Haitian entrant population, environmental differences exist that influence infant development in subtle but significant ways.  相似文献   

Parent education: The Dreikurs model     

Sharon E. Robertson  John G. Paterson 《International journal for the advancement of counseling》1979,2(3):187-197

The effects of a 10-week Dreikurs parent education program was investigated in terms of maternal attitudes, expressed practices, and parent-child behaviors. Variables assessed included maternal control, maturity demands, communication and nurturance. Using a Posttest-Only Control Group design, 60 mothers of kindergarten children in Edmonton, Alberta, Canada, were randomly selected from a pool of 81 volunteers. The mothers (Ss) were randomly assigned to one of two treatment conditions: experimental and control. Ss in the experimental group participated in the Dreikurs parent education program, while control Ss received delayed treatment. Using Baumrind's (1967) Parent Interview Schedule and Scales, Ss were interviewed and rated regarding their child-rearing attitudes and practices. Ss were videotaped interacting with their kindergarten children in a structured situation and tapes were rated using Baumrind's (1967) Home Visit Sequence Analysis. Results indicated that Ss who participated in the Dreikurs program had more positive attitudes toward independence training and independence granting. Specific suggestions were made for further studies in terms of research design and revision of instruments. Additional suggestions included focus on personality characteristics of parents.The study formed the basis of a doctoral dissertation by the first authorThe paper was presented at the Eight International Conference and Seminar of Counseling, Oslo, Norway in July, 1978.The first author has moved to the University of Calgary since the study was completedInquiries or request for reprints should be directed to Dr. S. Robertson, Department of Educational Psychology, The University of Calgary, Calgary, Alberta, Canada, T2N 1N4.University of Alberta  相似文献   

Urban Schools Rethink Themselves: Developing Instructional Skills in the Process of Change     

Brainin  Sema Sharon 《The Urban Review》1997,29(1):67-80

The Urban Review - Educational reform challenges teachers to change both their schools and their craft. Can skills learned in the process of school improvement transfer to teaching? The Accelerated...  相似文献   

Technology Integration and the Classroom Learning Environment: Research for Action     

Sharon H. Harwell  Shannon Gunter  Sandra Montgomery  Cheryl Shelton  Deborah West 《Learning Environments Research》2001,4(3):259-286

This article describes initial results of a collaborative action research endeavor between a regional university and a local school (Grade 6 level) using learning environments research to monitor alignment of classroom learning activities with a constructivist viewpoint while integrating technology into the curriculum. Student perceptions as measured by the Constructivist Learning Environment Survey (CLES) were explored. Teacher logs, teacher interviews, and fieldnotes from team discussion groups and classroom observation provided further understanding of interactions in the classroom. A one-way analysis of variance in which the set of four classroom learning environment variables for the CLES, the set of five variables for each of the CLES-Mathematics and the CLES-Science and time of administration (prior to technology integration and after technology integration) yielded no significant changes in student perceptions of the classroom learning environment over the duration of the academic year. Interpretation of results led teachers to construct a new set of questions and a new plan of action to bring their classroom learning environment into closer alignment with a constructivist perspective for teaching and learning. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Temperament and the Cognitive Modifiability of Academically Superior Black Adolescents in South Africa     

Mervyn Skuy  Sharon Hoffenberg  Lorraine Visser  Peter Fridjhon 《International Journal of Disability, Development & Education》1990,37(1):29-43

TEMPERAMENT is characterised as the relatively stable dimension of human functioning, while intelligence is increasingly seen as a dynamic process. This study investigated the relationship between temperament and cognitive modifiability in an academically successful but disadvantaged South African population. For 92 adolescents in the Soweto Gifted Child Programme, the relationship was determined between their ratings on the Teacher Temperament Questionnaire and their performance on the Learning Potential Assessment Device and other measures of cognitive ability and learning. The Task Orientation and Personal‐Social Flexibility temperament dimensions were directly related to learning, academic performance and cognitive change. A more complex relationship was suggested for the Reactivity dimension, in that more intense and reactive subjects tended to perform better in unstimulating situations, while under more facilitative learning conditions, a higher performance level tended to be associated with a lower reactivity level. The findings support the possibility of an interaction between temperament and cognitive growth and demonstrate the usefulness of considering these individual difference variables in combination with each other.  相似文献   

Conceptualizing impact in academic development: finding a way through     

Anna Jones  Simon Lygo-Baker  Sharon Markless  Bart Rienties  Roberto Di Napoli 《高等教育研究与发展》2017,36(1):116-128

This paper explores the notion of impact in the context of academic development programs and considers how it can be described and understood. We argue that impact has a range of meanings and academic development programs such as graduate certificates have a broad group of stakeholders and hence the impact is different for each group depending on how the program aims and objectives are defined and understood. In finding a way through the difficulties of evaluating impact in academic development we point to the importance of clearly conceptualizing the notion of impact, a careful identification of the assumptions underpinning any program and an understanding of who academic development will benefit and how. We suggest that impact in academic development cannot be understood without taking account of the range of possible impacts and the difficulty of attributing simple cause and effect to a complex environment.  相似文献   

A new measure for assessing developmentally appropriate practices in early elementary school, A Developmentally Appropriate Practice Template     

M. Lee Van Horn  Sharon L. Ramey 《Early childhood research quarterly》2004,19(4):569-587

  相似文献   

Career Development Among Ethnic and Age Groups of Community College Students   总被引：1，自引：0，他引：1  

Loretta Y. Teng  George A. Morgan  Sharon K. Anderson 《Journal of Career Development》2001,28(2):115-127

The purpose of this study was to examine differences in career development among four ethnic groups and two age groups of community college students in regard to their career goals, career preparation actions, and the number of job seeking strategies utilized. Data were obtained from the Beginning Postsecondary Students Longitudinal Study (BPS: 90/94) of the National Center for Educational Statistics (NOES), U.S. Department of Education. Results suggest that there are statistically significant differences among the ethnic groups in six of the seven career goals; however, there are no significant differences between the traditional and non-traditional age groups in career goals. For career preparation action there are significant differences between the two age groups and also between Black/African American and White/European American students. There is no significant difference among the age or ethnic groups in the number of job seeking strategies utilized. These findings imply that student services providers, such as counselors, should be sensitive to community college students' backgrounds and experiences related to ethnicity and age. Individualized career-related workshops tailored to the career needs of specific student populations should be offered. The function of community colleges as providers of employment preparation can be enhanced by familiarizing students with accurate career information, considering students' ethnic backgrounds and their age.  相似文献   

Alternative approaches to the definition and identification of learning disabilities: Some questions and answers     

Fletcher JM  Coulter WA  Reschly DJ  Vaughn S 《Annals of dyslexia》2004,54(2):304-331

Recent consensus reports concur in suggesting major changes in the federal regulatory approach to the identification of learning disabilities (LD). These reports recommend abandoning the IQ-discrepancy model and the use of IQ tests for identification, and also recommend incorporation of response to instruction (RTI) as one of the identification criteria. These changes are also recommended to states in the current reauthorization of the U.S. Individuals with Disabilities in Education Act (IDEA). While not mandatory, states that follow these recommendations will experience major changes in identification and treatment of students served under the LD category. This paper reviews the basis for these recommendations, summarizing four recent consensus group reports on special education that concur in suggesting these changes. Seventeen commonly asked questions about these changes are presented, with responses. In order to ensure adequate instruction for students with LD, it is essential that identification practices focus on assessments that are directly related to instruction, that any services for students who are struggling prioritize intervention over eligibility, and that special education be permitted to focus more on results and outcomes and less on eligibility and process. Identification models that incorporate RTI represent a shift in special education toward the goals of better achievement and behavioral outcomes for students identified with LD, as well as those students at risk for LD. Supported by grants from the National Institute of Child Health and Human Development, HD25802-13, “Center for the Study of Learning and Attention Disorders” (JMF); and the Office of Special Education Programs: H326Y02002, National Center for Special Education Accountability Monitoring (WAC); H324U010004, National Research Center for Learning Disabilities (DJR), and H324X010013, Preventing Reading Difficulties: A Three-Tiered Intervention Model (SRC). The National Center for Learning Disabilities also provided support for the development of this paper. The views expressed are those of the authors and should not be viewed as necessarily representative of others associated with the centers listed or the funding agencies supporting these centers.  相似文献